| A review of rubric use in higher education YM Reddy, H Andrade Assessment & evaluation in higher education 35 (4), 435-448, 2010 | 1350 | 2010 |
| Using rubrics to promote thinking and learning HG Andrade Educational leadership 57 (5), 13-19, 2000 | 1274 | 2000 |
| Promoting learning and achievement through self-assessment H Andrade, A Valtcheva Theory into practice 48 (1), 12-19, 2009 | 998 | 2009 |
| Teaching with rubrics: The good, the bad, and the ugly HG Andrade College teaching 53 (1), 27-31, 2005 | 783 | 2005 |
| Student responses to criteria‐referenced self‐assessment H Andrade, Y Du Assessment & evaluation in higher education 32 (2), 159-181, 2007 | 688 | 2007 |
| Student perspectives on rubric-referenced assessment H Andrade, Y Du Practical Assessment, Research, and Evaluation 10 (1), 3, 2019 | 681 | 2019 |
| Students as the definitive source of formative assessment: Academic self-assessment and the self-regulation of learning HL Andrade Handbook of formative assessment, 90-105, 2010 | 594 | 2010 |
| A critical review of research on student self-assessment HL Andrade Frontiers in education 4, 87, 2019 | 590 | 2019 |
| Putting rubrics to the test: The effect of a model, criteria generation, and rubric‐referenced self‐assessment on elementary school students' writing HL Andrade, Y Du, X Wang Educational Measurement: Issues and Practice 27 (2), 3-13, 2008 | 480 | 2008 |
| Handbook of formative assessment H Andrade, GJ Cizek Routledge, 2010 | 449 | 2010 |
| The effects of instructional rubrics on learning to write HG Andrade Current issues in education 4, 2001 | 353 | 2001 |
| Role of rubric-referenced self-assessment in learning to write HG Andrade, BA Boulay The Journal of Educational Research 97 (1), 21-30, 2003 | 330 | 2003 |
| Rubric-referenced self-assessment and self-efficacy for writing HL Andrade, X Wang, Y Du, RL Akawi The Journal of Educational Research 102 (4), 287-302, 2009 | 325 | 2009 |
| Fusing self-regulated learning and formative assessment: A roadmap of where we are, how we got here, and where we are going E Panadero, H Andrade, S Brookhart The Australian Educational Researcher 45, 13-31, 2018 | 289 | 2018 |
| Accuracy in student self-assessment: directions and cautions for research GTL Brown, HL Andrade, F Chen Assessment in Education: Principles, Policy & Practice 22 (4), 444-457, 2015 | 269 | 2015 |
| Rubric‐referenced self‐assessment and middle school students’ writing HL Andrade, Y Du, K Mycek Assessment in Education: Principles, Policy & Practice 17 (2), 199-214, 2010 | 259 | 2010 |
| Understanding rubrics HG Andrade Educational leadership 54 (4), 14-17, 1997 | 255 | 1997 |
| Teacher assessment literacy: A three-dimensional model S Pastore, HL Andrade Teaching and teacher education 84, 128-138, 2019 | 210 | 2019 |
| Self-assessment through rubrics H Andrade Educational leadership 65 (4), 60-63, 2008 | 206 | 2008 |
| Classroom assessment as the co-regulation of learning HL Andrade, SM Brookhart Assessment in education: principles, policy & practice 27 (4), 350-372, 2020 | 200 | 2020 |
Fei ChenUNC Chapel HillDirección de correo verificada de aims.unc.edu
