The DOI matches its Crossref record; 30 of the 33 references it cites were found in a registry or an index.
Transforming Holistic Assessment and Grading into a Vehicle for Complex Learning
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“Comparable divergence was less visible under Traditional Aggregation Model, which continued to show stronger clustering around mid-range categories, consistent with the compression often associated with aggregation-based scoring systems (Brookhart, 2018; Sadler, 2009).”
From Reducing classification risk in developmental performance assessment using fuzzy logic: evidence from preservice mathematics teacher education (2026) · cites this paper as Sadler, 2009
In the citing paper
“composite scores often conceal meaningful variation across performance dimensions (Brookhart, 2018; Sadler, 2009).”
From Reducing classification risk in developmental performance assessment using fuzzy logic: evidence from preservice mathematics teacher education (2026) · cites this paper as Sadler, 2009
In the citing paper
“This approach aligns more closely with how professional judgement operates in teacher education contexts (Sadler, 2009).”
From Reducing classification risk in developmental performance assessment using fuzzy logic: evidence from preservice mathematics teacher education (2026) · cites this paper as Sadler, 2009
In the citing paper
“By contrast, fuzzy logic assessment supports proportional judgements, allowing candidates to be recognized for emerging competence while still signaling areas requiring targeted development (Brookhart, 2018; Sadler, 2009).”
From Reducing classification risk in developmental performance assessment using fuzzy logic: evidence from preservice mathematics teacher education (2026) · cites this paper as Sadler, 2009
Citations
Cites
Formative assessment and the design of instructional systems
Sadler, D. R. (1989) · Instructional Science · doi:10.1007/bf00117714 · Cited by 4,285
Self-citationClinical versus statistical prediction: A theoretical analysis and a review of the evidence.
Meehl, P. E. (1954) · University of Minnesota Press eBooks · doi:10.1037/11281-000 · Cited by 2,227
(2014) · doi:10.4324/9781315799681 · Cited by 2,174
(1991) · Cited by 1,767
A philosophical enquiry into the origin of our ideas of the sublime and beautiful (1759)
Burke, E. K. (1996) · Cambridge University Press eBooks · doi:10.1017/cbo9780511620409.029 · Cited by 1,355
Formative Assessment: Revisiting the Territory
Sadler, D. R. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050104 · Cited by 1,107
Self-citation(1999) · Medical Entomology and Zoology · Cited by 998
Improving Students' Learning by Developing their Understanding of Assessment Criteria and Processes
Rust, C., Price, M., & O’Donovan, B. M. (2003) · Assessment & Evaluation in Higher Education · doi:10.1080/02602930301671 · Cited by 636
Interpretations of criteria‐based assessment and grading in higher education
Sadler, D. R. (2004) · Assessment & Evaluation in Higher Education · doi:10.1080/0260293042000264262 · Cited by 605
Self-citationInternational Encyclopedia of Unified Science
Carnap, R., Frank, P. G., Joergensen, J., Morris, C. W., Neurath, O., & Rougier, L. (1937) · Science · doi:10.1126/science.86.2235.400 · Cited by 478
Research works printed but not linked: 2
- Polanyi, M. (1962). Personal knowledge. London: Routledge and Kegan Paul.
- Suskie, L. (2004). Assessing student learning: A common sense approach. Boston, Mass: Anker Publishing.
Cited by
Sorted by citations
Beyond feedback: developing student capability in complex appraisal
Sadler, D. R. (2010) · Assessment & Evaluation in Higher Education · doi:10.1080/02602930903541015 · Cited by 1,138
Self-citationSustainable assessment revisited
Boud, D., & Soler, R. (2016) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2015.1018133 · Cited by 576
Indeterminacy in the use of preset criteria for assessment and grading
Sadler, D. R. (2009) · Assessment & Evaluation in Higher Education · doi:10.1080/02602930801956059 · Cited by 489
Self-citationAssessment rubrics: towards clearer and more replicable design, research and practice
Dawson, P. (2017) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2015.1111294 · Cited by 368
Grade integrity and the representation of academic achievement
Sadler, D. R. (2009) · Studies in Higher Education · doi:10.1080/03075070802706553 · Cited by 182
Self-citation
Metadata
- Authors
- Sadler, D. R.
- Affiliations
- Griffith University (AU)
- Corresponding author
- Sadler, D. Royce
- ORCID
- Sadler, D. Royce
- Venue
- Assessment, Learning and Judgement in Higher Education
- Publisher
- Springer Netherlands
- Published
- 2008-11-13
- Pages
- 1-19
- OpenAlex
- W1855835750
- Cited by
- 162
- References
- 33
- Citations by year
- 2026: 4 · 2025: 5 · 2024: 9 · 2023: 11 · 2022: 8 · 2021: 7 · 2020: 16 · 2019: 14 · 2018: 8 · 2017: 9 · 2016: 15 · 2015: 8 · 2014: 9 · 2013: 11 · 2012: 12
- FWCI
- 14.84
- Type
- book chapter
- Language
- en
- Open access
- closed
- Licence
- Locations
- Springer eBooks (publishedVersion)
- Griffith Research Online (submittedVersion)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Education › Higher Education Teaching and Evaluation
- Keywords
- holistic assessment, grading, complex learning, higher education assessment, learning assessment
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
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