| Challenges in assessing the development of writing ability: Theories, constructs and methods DH Slomp Assessing Writing 17 (2), 81-91, 2012 | 118 | 2012 |
| A framework for using consequential validity evidence in evaluating large-scale writing assessments: A Canadian study DH Slomp, JA Corrigan, T Sugimoto Research in the Teaching of English, 276-302, 2014 | 64 | 2014 |
| Writing research through a new literacies lens DJ Leu, D Slomp, L Zawilinski, JA Corrigan Handbook of writing research 2, 41-53, 2016 | 62* | 2016 |
| Harming not helping: The impact of a Canadian standardized writing assessment on curriculum and pedagogy DH Slomp Assessing Writing 13 (3), 180-200, 2008 | 60 | 2008 |
| Disrupting white supremacy in assessment: Toward a justice-oriented, antiracist validity framework J Randall, D Slomp, M Poe, ME Oliveri Educational Assessment 27 (2), 170-178, 2022 | 40 | 2022 |
| An Integrated Design and Appraisal Framework for Ethical Writing Assessment D Slomp Journal of Writing Assessment 9 (1), 2016 | 40 | 2016 |
| Following Phaedrus: Alternate choices in surmounting the reliability/validity dilemma DH Slomp, J Fuite Assessing Writing 9 (3), 190-207, 2004 | 28 | 2004 |
| Ain't oughta be in the dictionary: Getting to justice by dismantling anti-black literacy assessment practices J Randall, M Poe, D Slomp Journal of Adolescent and Adult Literacy 64 (5), 594-599, 2021 | 24 | 2021 |
| Articulating a Sociocognitive Construct of Writing Expertise for the Digital Age J Corrigan, D Slomp Journal of Writing Analytics 5, 142-195, 2021 | 23 | 2021 |
| Complexity, consequence, and frames: A quarter century of research in Assessing Writing DH Slomp Assessing Writing 42, 100424, 2019 | 21 | 2019 |
| Ethical Considerations and Writing Assessment D Slomp Journal of Writing Assessment 9 (1), 2016 | 18 | 2016 |
| Teaching and assessing language skills: Defining the knowledge that matters. DH Slomp English teaching: Practice and critique 4 (3), 141-155, 2005 | 16 | 2005 |
| Principled Development of Workplace English Communication Part 1: A Sociocognitive Framework ME Oliveri, RJ Mislevy, D Slomp Journal of Writing Analytics 5, 34-70, 2021 | 14 | 2021 |
| Using Highly Effective Student Assessment Practices as the Impetus for School Change: A Bioecological Case Study R Marynowski, C Mombourquette, D Slomp Leadership and Policy in Schools, 1-21, 2017 | 13 | 2017 |
| Principled Development of Workplace English Communication Part 2: Expanded Evidence-Centered Design and Theory of Action Frameworks ME Oliveri, D Slomp, A Rupp, J Mislevy Robert Journal of Writing Analytics 5, 71-108, 2021 | 12 | 2021 |
| Trapped between paradigms: Composition pedagogy in the context of a twelfth grade standardized writing assessment DH Slomp | 12 | 2007 |
| Scaffolding for Independence: Writing-as-Problem-Solving Pedagogy D Slomp English Journal 108 (2), 84-94, 2018 | 11 | 2018 |
| Reflections on Equity‐Centered Design ME Oliveri, J Nastal, D Slomp ETS Research Report Series 2020 (1), 1-11, 2020 | 9 | 2020 |
| Writing Machines: Formative Assessment in the Age of Big Data TP Nichols, RJ LeBlanc, D Slomp Journal of Adolescent and Adult Literacy 64 (6), 712-719, 2021 | 8 | 2021 |
| What’s Your Theory of Action? Making Good Trouble With Literacy Assessment D Slomp, N Elliot Journal of Adolescent and Adult Literacy 64 (4), 468-475, 2021 | 8 | 2021 |
Julie CorriganConcordia University, MontrealVerified email at Concordia.ca
