The DOI matches its Crossref record; 19 of the 19 references it cites were found in a registry or an index.
Alternatives in Assessment of Achievements, Learning Processes and Prior Knowledge
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Citations
Cites
"General Intelligence," Objectively Determined and Measured
Spearman, C. (1904) · The American Journal of Psychology · doi:10.2307/1412107 · Cited by 6,207
Beyond Objectivism and Relativism: Science, Hermeneutics, and Praxis
Bernstein, R. J. (1984) · University of Pennsylvania Press eBooks · doi:10.9783/9780812205503 · Cited by 2,166
Beyond objectivism and relativism
Bernstein, R. J. (1983) · Cited by 1,096
The New Constellation: The Ethical-Political Horizons of Modernity/Postmodernity.
McCarthy, T., & Bernstein, R. J. (1995) · Philosophy and Phenomenological Research · doi:10.2307/2108349 · Cited by 675
Can There Be Validity without Reliability?
Moss, P. A. (1994) · Educational Researcher · doi:10.2307/1176218 · Cited by 556
Cognitively Diagnostic Assessment
(2012) · Routledge eBooks · doi:10.4324/9780203052969 · Cited by 490
Diagnostic Monitoring of Skill and Knowledge Acquisition
(2013) · Routledge eBooks · doi:10.4324/9780203056899 · Cited by 468
Implications of cognitive psychology for educational measurement.
Snow, R. E., & Lohman, D. F. (1989) · Cited by 312
Changing assessments : alternative views of aptitude, achievement and instruction
Gifford, B. R., & O’Connor, M. C. (1992) · Kluwer Academic Publishers eBooks · Cited by 245
Test Theory for a New Generation of Tests.
Gudgeon, A. C., Fredericksen, N., Mislevy, R., & Bejar, I. I. (1994) · The Statistician · doi:10.2307/2348147 · Cited by 193
Cited by
Assessment and Classroom Learning
Black, P., & Wiliam, D. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050102 · Cited by 8,152
Effects of problem-based learning: a meta-analysis
Dochy, F., Segers, M., Van den Bossche, P., & Gijbels, D. (2003) · Learning and Instruction · doi:10.1016/s0959-4752(02)00025-7 · Cited by 1,713
The use of scoring rubrics: Reliability, validity and educational consequences
Jonsson, A., & Svingby, G. (2007) · Educational Research Review · doi:10.1016/j.edurev.2007.05.002 · Cited by 1,509
The use of self-, peer and co-assessment in higher education: A review
Dochy, F., Segers, M., & Sluijsmans, D. (1999) · Studies in Higher Education · doi:10.1080/03075079912331379935 · Cited by 1,206
Boekaerts, M. (1997) · Learning and Instruction · doi:10.1016/s0959-4752(96)00015-1 · Cited by 1,164
Metadata
- Venue
- Springer eBooks
- Publisher
- Springer Netherlands
- Published
- 1996
- OpenAlex
- W627533839
- Cited by
- 277
- References
- 19
- FWCI
- 22.03
- Type
- book
- Language
- en
- Open access
- closed
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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.
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- CoChat. (2026). Citation check: Alternatives in Assessment of Achievements, Learning Processes and Prior Knowledge. https://app.cochat.ai/papers/10.1007/978-94-011-0657-3
- The paper
- Alternatives in Assessment of Achievements, Learning Processes and Prior Knowledge. (1996). Springer eBooks. https://doi.org/10.1007/978-94-011-0657-3
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
