Topic · Evaluation of Teaching Practices
Most cited papers in Evaluation of Teaching Practices
What are the most cited papers in Evaluation of Teaching Practices?
The most cited paper in Evaluation of Teaching Practices is "The Power of Feedback" (John Hattie, Helen S. Timperley, 2007), with 12,703 citations. Next come "Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice" (5,748) and "Formative assessment and the design of instructional systems" (4,252).
Showing 50 of 99 papers. Every paper with more than 775 citations is listed.
| # | Paper | ||
|---|---|---|---|
| 1 | The Power of Feedback John Hattie, Helen S. Timperley · Review of Educational Research | Mar 2007 | 12,703 |
| 2 | Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice David Nicol, Debra Macfarlane‐Dick · Studies in Higher Education | 21 Mar 2006 | 5,748 |
| 3 | Formative assessment and the design of instructional systems D. Royce Sadler · Instructional Science | Jun 1989 | 4,252 |
| 4 | Enhancing teaching through constructive alignment JOHN B. BIGGS · Higher Education | Oct 1996 | 3,971 |
| 5 | Phenomenography ? Describing conceptions of the world around us Ference Marton · Instructional Science | Jul 1981 | 3,294 |
| 6 | A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students Paul R. Pintrich · Educational Psychology Review | Dec 2004 | 3,246 |
| 7 | Using Mixed-Methods Sequential Explanatory Design: From Theory to Practice Nataliya V. Ivankova, John W. Creswell, Sheldon L. Stick · Field Methods | 23 Dec 2005 | 3,187 |
| 8 | Journal of higher education Margaret Peil · International Journal of Educational Development | Oct 1996 | 2,748 |
| 9 | Academic Tribes and Territories: Intellectual Enquiry and the Cultures of Disciplines. Alan E. Bayer, Tony Becher, Milton Keynes · The Journal of Higher Education | Mar 1991 | 2,598 |
| 10 | A review of research on the impact of professional learning communities on teaching practice and student learning Vicki A. Vescio, Dorene D. Ross, Alyson Adams · Teaching and Teacher Education | 3 Mar 2007 | 2,448 |
| 11 | The development of student feedback literacy: enabling uptake of feedback David Robert Carless, David J. Boud · Assessment & Evaluation in Higher Education | 3 May 2018 | 2,315 |
| 12 | Reflection and reflective practice in health professions education: a systematic review Karen V. Mann, Jill Gordon, Anna MacLeod · Advances in Health Sciences Education | 22 Nov 2007 | 2,183 |
| 13 | The revised two‐factor Study Process Questionnaire: R‐SPQ‐2F JOHN B. BIGGS, David R. Kember, Doris Y. P. Leung · British Journal of Educational Psychology | Mar 2001 | 2,124 |
| 14 | Framing student engagement in higher education Ella R. Kahu · Studies in Higher Education | 18 Aug 2011 | 2,049 |
| 15 | Student Engagement and Student Learning: Testing the Linkages* Robert M. Carini, George D. Kuh, Stephen P. Klein · Research in Higher Education | Feb 2006 | 1,802 |
| 16 | Understanding Student Differences Richard M. Felder, Rebecca Brent · Journal of Engineering Education | 2005 | 1,706 |
| 17 | Collaborative Learning Enhances Critical Thinking Anuradha A. Gokhale · Journal of Technology Education | Sep 1995 | 1,691 |
| 18 | Rethinking models of feedback for learning: the challenge of design David J. Boud, Elizabeth Molloy · Assessment & Evaluation in Higher Education | 31 May 2012 | 1,634 |
| 19 | Telling Identities: In Search of an Analytic Tool for Investigating Learning as a Culturally Shaped Activity Anna Sfard, Anna Prusak · Educational Researcher | May 2005 | 1,614 |
| 20 | Formative assessment: a critical review Randy Elliot Bennett · Assessment in Education Principles Policy and Practice | 25 Jan 2011 | 1,447 |
| 21 | A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8 Yvonne Steinert, Karen V. Mann, Angel Centeno et al. · Medical Teacher | 2006 | 1,431 |
| 22 | The use of scoring rubrics: Reliability, validity and educational consequences Anders Hassel Jönsson, Gunilla Svingby · Educational Research Review | 2007 | 1,408 |
| 23 | Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math Elli J. Theobald et al. · Proceedings of the National Academy of Sciences | 9 Mar 2020 | 1,386 |
| 24 | Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom Louis Deslauriers, Logan S. McCarty, Kelly Miller et al. · Proceedings of the National Academy of Sciences | 4 Sep 2019 | 1,369 |
| 25 | Academic tribes and territories: Intellectual enquiry and the culture of the disciplines Charles Bazerman · English for Specific Purposes | 1990 | 1,353 |
| 26 | Students' evaluations of University teaching: Research findings, methodological issues, and directions for future research Herbert W. Marsh · International Journal of Educational Research | 1987 | 1,336 |
| 27 | Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence George D. Kuh, Ty M. Cruce, Rick Shoup et al. · The Journal of Higher Education | 2008 | 1,328 |
| 28 | Becoming a scientist: The role of undergraduate research in students' cognitive, personal, and professional development Anne‐Barrie Hunter, Sandra L. Laursen, Elaine Seymour · Science Education | 12 Oct 2006 | 1,328 |
| 29 | A reconceptualisation of the research into university academics' conceptions of teaching David R. Kember · Learning and Instruction | Sep 1997 | 1,319 |
| 30 | Relations between teachers' approaches to teaching and students' approaches to learning Keith Trigwell, Michael Prosser, Fiona Waterhouse · Higher Education | 1999 | 1,317 |
| 31 | A performance indicator of teaching quality in higher education: The Course Experience Questionnaire Paul Ramsden · Studies in Higher Education | 1991 | 1,302 |
| 32 | What the Student Does: teaching for enhanced learning JOHN B. BIGGS · Higher Education Research & Development | Apr 1999 | 1,298 |
| 33 | The Impact of Classroom Evaluation Practices on Students Terence J. Crooks · Review of Educational Research | Dec 1988 | 1,270 |
| 34 | Teaching Effectiveness Research in the Past Decade: The Role of Theory and Research Design in Disentangling Meta-Analysis Results Tina Seidel, Richard J. Shavelson · Review of Educational Research | Dec 2007 | 1,263 |
| 35 | Online formative assessment in higher education: A review of the literature Joyce Gikandi, Donna Morrow, Niki E. Davis · Computers & Education | 26 Jun 2011 | 1,260 |
| 36 | What We're Learning About Student Engagement From NSSE: Benchmarks for Effective Educational Practices George D. Kuh · Change The Magazine of Higher Learning | Mar 2003 | 1,258 |
| 37 | The use of self-, peer and co-assessment in higher education: A review Filip J. R. C. Dochy, Mien S. R. Segers, Dominique M. A. Sluijsmans · Studies in Higher Education | 1999 | 1,213 |
| 38 | Teachers’ perceptions of professional identity: an exploratory study from a personal knowledge perspective Douwe Beijaard, Nico Verloop, Jan D. H. M. Vermunt · Teaching and Teacher Education | Oct 2000 | 1,212 |
| 39 | Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83 David C. Taylor, Hossam Hamdy · Medical Teacher | 4 Sep 2013 | 1,212 |
| 40 | Adding Value: Learning Communities and Student Engagement Chun-Mei Zhao, George D. Kuh · Research in Higher Education | 13 Feb 2004 | 1,204 |
| 41 | Assessing What Really Matters to Student LearningInside The National Survey of Student Engagement George D. Kuh · Change The Magazine of Higher Learning | May 2001 | 1,196 |
| 42 | Student Peer Assessment in Higher Education: A Meta-Analysis Comparing Peer and Teacher Marks Nancy Falchikov, Judy Goldfinch · Review of Educational Research | Sep 2000 | 1,177 |
| 43 | Reframing Professional Development Through Understanding Authentic Professional Learning Ann Webster-Wright · Review of Educational Research | 25 Feb 2009 | 1,173 |
| 44 | Guiding Principles for Fostering Productive Disciplinary Engagement: Explaining an Emergent Argument in a Community of Learners Classroom Randi A. Engle, Faith R. Conant · Cognition and Instruction | Dec 2002 | 1,160 |
| 45 | The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research Benedikt Wisniewski, Klaus Zierer, John Hattie · Frontiers in Psychology | 22 Jan 2020 | 1,159 |
| 46 | Beyond feedback: developing student capability in complex appraisal D. Royce Sadler · Assessment & Evaluation in Higher Education | Aug 2010 | 1,143 |
| 47 | Choosing Colleges: How Social Class and Schools Structure Opportunity Don Hossler, Patricia M. McDonough · The Journal of Higher Education | Sep 1998 | 1,142 |
| 48 | Making Sense of Assessment Feedback in Higher Education Carol A. Evans · Review of Educational Research | 23 Feb 2013 | 1,138 |
| 49 | How Teacher Education Matters Linda Darling‐Hammond · Journal of Teacher Education | May 2000 | 1,121 |
| 50 | Variables associated with achievement in higher education: A systematic review of meta-analyses. Michael Schneider, Franzis Preckel · Psychological Bulletin | 2017 | 1,103 |
Citations are OpenAlex's own counts, from its 2026-09-23 snapshot, so the ranking can differ from Google Scholar or Web of Science. A paper is listed for a field when OpenAlex files it under one of the field's topics; retracted papers and papers whose citation count cannot be traced to citing works are left out, and a preprint and the article it became are shown once. Release dates are OpenAlex's: where a source gave only a month or a year, that is what is shown. How the lists are chosen.