| Formative assessment and the design of instructional systems DR Sadler Instructional science 18 (2), 119-144, 1989 | 7264 | 1989 |
| Formative assessment: Revisiting the territory DR Sadler Assessment in education: principles, policy & practice 5 (1), 77-84, 1998 | 2209 | 1998 |
| Beyond feedback: Developing student capability in complex appraisal DR Sadler Approaches to assessment that enhance learning in higher education, 45-60, 2014 | 1828 | 2014 |
| Interpretations of criteria‐based assessment and grading in higher education DR Sadler* Assessment & evaluation in higher education 30 (2), 175-194, 2005 | 902 | 2005 |
| Indeterminacy in the use of preset criteria for assessment and grading DR Sadler Assessment & evaluation in higher education 34 (2), 159-179, 2009 | 683 | 2009 |
| Specifying and promulgating achievement standards DR Sadler Oxford review of education 13 (2), 191-209, 1987 | 602 | 1987 |
| Grade integrity and the representation of academic achievement DR Sadler Studies in Higher Education 34 (7), 807-826, 2009 | 299 | 2009 |
| Evaluation and the improvement of academic learning DR Sadler The Journal of Higher Education 54 (1), 60-79, 1983 | 287 | 1983 |
| Transforming holistic assessment and grading into a vehicle for complex learning DR Sadler Assessment, learning and judgement in higher education, 1-19, 2008 | 273 | 2008 |
| Perils in the meticulous specification of goals and assessment criteria DR Sadler Assessment in Education 14 (3), 387-392, 2007 | 239 | 2007 |
| Opening up feedback: Teaching learners to see DR Sadler Reconceptualising feedback in higher education, 54-63, 2013 | 187 | 2013 |
| Assuring academic achievement standards: from moderation to calibration DR Sadler International Teacher Judgement Practices, 15-29, 2017 | 184 | 2017 |
| Fidelity as a precondition for integrity in grading academic achievement DR Sadler Assessment & Evaluation in Higher Education 35 (6), 727-743, 2010 | 155 | 2010 |
| The futility of attempting to codify academic achievement standards D Royce Sadler Higher Education 67, 273-288, 2014 | 153 | 2014 |
| Intuitive data processing as a potential source of bias in naturalistic evaluations DR Sadler Educational Evaluation and Policy Analysis 3 (4), 25-31, 1981 | 137 | 1981 |
| The origins and functions of evaluative criteria DR Sadler Educational Theory 35 (3), 285-297, 1985 | 121 | 1985 |
| Ah!… so that's ‘quality' DR Sadler Assessment, 130-136, 2014 | 118 | 2014 |
| Three in-course assessment reforms to improve higher education learning outcomes DR Sadler Assessment & Evaluation in Higher Education 41 (7), 1081-1099, 2016 | 109 | 2016 |
| Making competent judgments of competence DR Sadler Modeling and measuring competencies in higher education: Tasks and …, 2013 | 99 | 2013 |
| Academic freedom, achievement standards and professional identity DR Sadler Quality in Higher Education 17 (1), 85-100, 2011 | 94 | 2011 |
