| Developing effective assessment in higher education: a practical guide: a practical guide S Bloxham, P Boyd McGraw-Hill Education (UK), 2007 | 909 | 2007 |
| English grammar: A generative perspective L Haegeman, J Guéron John Wiley & Sons, 1998 | 903 | 1998 |
| Authentic assessment: Creating a blueprint for course design V Villarroel, S Bloxham, D Bruna, C Bruna, C Herrera-Seda Assessment & Evaluation in Higher Education 43 (5), 840-854, 2018 | 478 | 2018 |
| Null case and the distribution of PRO R Martin Linguistic inquiry 32 (1), 141-166, 2001 | 460 | 2001 |
| On the syntax and semantics of PP extraposition J Guéron Linguistic inquiry 11 (4), 637-678, 1980 | 452 | 1980 |
| Step by step: Essays on minimalist syntax in honor of Howard Lasnik N Chomsky, R Martin, D Michaels, J Uriagereka, SJ Keyser MIT press, 2000 | 419 | 2000 |
| A minimalist theory of PRO and control RA Martin University of Connecticut, 1996 | 401 | 1996 |
| Understanding the rules of the game: marking peer assessment as a medium for developing students' conceptions of assessment S Bloxham*, A West Assessment & Evaluation in Higher Education 29 (6), 721-733, 2004 | 343 | 2004 |
| Inalienable possession, PRO-inclusion and lexical chains J Guéron Grammatical representation 43, 86, 1985 | 274 | 1985 |
| Extraposition and logical form J Guéron, R May Linguistic inquiry 15 (1), 1-31, 1984 | 274 | 1984 |
| Generating dialogue in assessment feedback: Exploring the use of interactive cover sheets S Bloxham, L Campbell Assessment & Evaluation in Higher Education 35 (3), 291-300, 2010 | 268 | 2010 |
| Marking and moderation in the UK: false assumptions and wasted resources S Bloxham Assessment & Evaluation in Higher Education 34 (2), 209-220, 2009 | 259 | 2009 |
| The temporal interpretation of predication J Guéron, T Hoekstra Small clauses, 77-107, 1995 | 248 | 1995 |
| T-chains and the constituent structure of auxiliaries J Guéron, T Hoekstra Constituent structure, 35-100, 1988 | 222 | 1988 |
| Case, the extended projection principle, and minimalism R Martin | 204 | 1999 |
| Let’s stop the pretence of consistent marking: exploring the multiple limitations of assessment criteria S Bloxham, B den-Outer, J Hudson, M Price Assessment & Evaluation in Higher Education 41 (3), 466-481, 2016 | 182 | 2016 |
| Mark my words: the role of assessment criteria in UK higher education grading practices S Bloxham, P Boyd, S Orr Studies in Higher Education 36 (6), 655-670, 2011 | 176 | 2011 |
| Using principles of authentic assessment to redesign written examinations and tests V Villarroel, D Boud, S Bloxham, D Bruna, C Bruna Innovations in Education and Teaching International 57 (1), 38-49, 2020 | 144 | 2020 |
| Learning to write in higher education: Students’ perceptions of an intervention in developing understanding of assessment criteria S Bloxham, A West Teaching in Higher Education 12 (1), 77-89, 2007 | 126 | 2007 |
| On the distribution and Case features of PRO R Martin ms., University of Connecticut, 1992 | 122 | 1992 |
