Formative assessment and the design of instructional systems DR Sadler Instructional science 18 (2), 119-144, 1989 | 7091 | 1989 |
Formative assessment: Revisiting the territory DR Sadler Assessment in education: principles, policy & practice 5 (1), 77-84, 1998 | 2176 | 1998 |
Beyond feedback: Developing student capability in complex appraisal DR Sadler Approaches to assessment that enhance learning in higher education, 45-60, 2014 | 1781 | 2014 |
Interpretations of criteria‐based assessment and grading in higher education DR Sadler* Assessment & evaluation in higher education 30 (2), 175-194, 2005 | 885 | 2005 |
Indeterminacy in the use of preset criteria for assessment and grading DR Sadler Assessment & evaluation in higher education 34 (2), 159-179, 2009 | 669 | 2009 |
Specifying and promulgating achievement standards DR Sadler Oxford review of education 13 (2), 191-209, 1987 | 596 | 1987 |
Grade integrity and the representation of academic achievement DR Sadler Studies in Higher Education 34 (7), 807-826, 2009 | 297 | 2009 |
Evaluation and the improvement of academic learning DR Sadler The Journal of Higher Education 54 (1), 60-79, 1983 | 286 | 1983 |
Transforming holistic assessment and grading into a vehicle for complex learning DR Sadler Assessment, learning and judgement in higher education, 1-19, 2008 | 265 | 2008 |
Perils in the meticulous specification of goals and assessment criteria DR Sadler Assessment in Education 14 (3), 387-392, 2007 | 235 | 2007 |
Opening up feedback: Teaching learners to see DR Sadler Reconceptualising feedback in higher education, 54-63, 2013 | 180 | 2013 |
Assuring academic achievement standards: from moderation to calibration DR Sadler International Teacher Judgement Practices, 15-29, 2017 | 178 | 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 | 148 | 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 | 136 | 1981 |
The origins and functions of evaluative criteria DR Sadler Educational Theory 35 (3), 285-297, 1985 | 119 | 1985 |
Ah!… so that's ‘quality' DR Sadler Assessment, 130-136, 2014 | 117 | 2014 |
Three in-course assessment reforms to improve higher education learning outcomes DR Sadler Assessment & Evaluation in Higher Education 41 (7), 1081-1099, 2016 | 103 | 2016 |
Making competent judgments of competence DR Sadler Modeling and measuring competencies in higher education: Tasks and …, 2013 | 97 | 2013 |
Academic freedom, achievement standards and professional identity DR Sadler Quality in Higher Education 17 (1), 85-100, 2011 | 92 | 2011 |