The DOI matches its Crossref record; 138 of the 146 references it cites were found in a registry or an index.
Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice
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“this self-assessment practice would not only provide useful criteria that helps students improve their learning, but it would also give helpful information to the tutor as means of feedback, so that her teaching could be shaped to the student (Yorke, 2003).”
From Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis (2000) · cites this paper as Yorke, 2003
Citations
Cites
(1978) · Medical Entomology and Zoology · Cited by 53,488
Self-efficacy: The exercise of control
Bandura, A., Freeman, W. H., & Lightsey, R. (1999) · Journal of Cognitive Psychotherapy · doi:10.1891/0889-8391.13.2.158 · Cited by 46,835
Case Study Research: Design and Methods
Chaiklin, H. (1991) · The Journal of Nervous and Mental Disease · doi:10.1097/00005053-199102000-00025 · Cited by 39,639
Teaching For Quality Learning At University
Biggs, J., & Tang, C. S. (1999) · Cited by 10,775
A social-cognitive approach to motivation and personality.
Dweck, C. S., & Leggett, E. L. (1988) · Psychological Review · doi:10.1037/0033-295x.95.2.256 · Cited by 9,745
(2014) · Palgrave Macmillan eBooks · doi:10.1057/9781137399595.0007 · Cited by 8,328
Assessment and Classroom Learning
Black, P., & Wiliam, D. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050102 · Cited by 8,152 · cited 1×
“One likely candidate for reduction is formal lecturing, which is not a particularly effective method for enhancing student learning (Bligh 1998) – and some aspects of which can be covered through greater exploitation of the rapidly-developing communications technology.”
MethodPersonal Knowledge: Towards a Post-Critical Philosophy
Reid, L. A., & Polanyi, M. (1959) · British Journal of Educational Studies · doi:10.2307/3119338 · Cited by 7,880
(1999) · Cited by 6,308
Nicol, D. J., & Macfarlane‐Dick, D. (2006) · Studies in Higher Education · doi:10.1080/03075070600572090 · Cited by 5,846
Research works printed but not linked: 8
- Black, P. (1998). 'Formative assessment: Raising standards', School Science Review 80(291), 39-46.
- Bruner, J.S. (1970). 'Some theories on instruction', in Stones, E. (ed.), Readings in Educa-tional Psychology. London: Methuen, pp. 112-124.
- Hudson, L. (1966). Contrary Imaginations. London: Methuen.
- King, P.M. and Kitchener, K.S. (1994). Developing Reflective Judgment: Understanding and Promoting Intellectual Growth and Critical Thinking in Adolescents and Young Adults. San Francisco: Jossey-Bass.
- NCIHE (1997). Higher Education in the Learning Society (Report of the National Committee of Inquiry into Higher Education: 'The Dearing Report'). Norwich: HMSO.
- Polanyi, M. (1958). Personal Knowledge: Towards a Postcritical Philosophy. London: Routledge and Kegan Paul.
- West, R., Chair (1997). Learning for Life. Canberra: Australian Government Publishing Service.
- Yorke, M. (1999). Getting it Right First Time. Cheltenham: Universities and Colleges Admissions Service.
Cited by
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A Multi-Criteria Analysis of Academic Qualifications and Personal Development Using WSM
Saravanan, L. (2026) · Contemporaneity of English Language and Literature in the Robotized Millennium · doi:10.46632/cellrm/5/3/2
Metadata
- Authors
- Yorke, M.
- Affiliations
- Liverpool John Moores University (GB)
- Corresponding author
- Yorke, Mantz
- Venue
- Higher Education
- Published
- 2003-06
- Volume
- 45
- Issue
- 4
- Pages
- 477-501
- ISSN
- 0018-1560 (ISSN-L)
- 1573-174X
- OpenAlex
- W1526538092
- Cited by
- 973
- References
- 146
- Citations by year
- 2026: 37 · 2025: 26 · 2024: 30 · 2023: 27 · 2022: 39 · 2021: 44 · 2020: 55 · 2019: 76 · 2018: 35 · 2017: 53 · 2016: 60 · 2015: 69 · 2014: 61 · 2013: 73 · 2012: 64
- FWCI
- 58.01
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Higher Education (publishedVersion)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational and Psychological Assessments
- Keywords
- formative assessment, university teaching, disciplinary epistemology, intellectual development, moral development, feedback, student learning, pedagogic practice
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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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