| Assessment and classroom learning P Black, D Wiliam Assessment in Education: principles, policy & practice 5 (1), 7-74, 1998 | 15175 | 1998 |
| Assessment for learning: Putting it into practice P Black, C Harrison, C Lee McGraw-Hill Education (UK), 2003 | 3960 | 2003 |
| Working inside the black box: Assessment for learning in the classroom P Black, C Harrison, C Lee, B Marshall, D Wiliam Phi delta kappan 86 (1), 8-21, 2004 | 3726 | 2004 |
| Teachers developing assessment for learning: Impact on student achievement D Wiliam*, C Lee, C Harrison, P Black Assessment in education: principles, policy & practice 11 (1), 49-65, 2004 | 1334 | 2004 |
| Validity in teachers’ summative assessments P Black, C Harrison, J Hodgen, B Marshall, N Serret Assessment in Education: Principles, Policy & Practice 17 (2), 215-232, 2010 | 204 | 2010 |
| Can teachers’ summative assessments produce dependable results and also enhance classroom learning? P Black, C Harrison, J Hodgen, B Marshall, N Serret Assessment in Education: Principles, Policy & Practice 18 (4), 451-469, 2011 | 162 | 2011 |
| Feedback in questioning and marking: The science teacher's role in formative assessment. P Black, C Harrison School science review 82 (301), 55-61, 2001 | 160 | 2001 |
| Science inside the black box: Assessment for learning in the science classroom PJ Black, C Harrison Granada Learning, 2004 | 133 | 2004 |
| Teachers Developing Assessment for Learning: Mapping Teacher Change C Harrison Teacher Development. 9 (2), 255-264, 2005 | 113 | 2005 |
| Self-and peer-assessment and taking responsibility: The science student's role in formative assessment P Black, C Harrison School science review 82, 43-50, 2001 | 113 | 2001 |
| Students’ attitude towards science: A case of Pakistan M Anwer, HM Iqbal, C Harrison Pakistan Journal of Social and Clinical Psychology 9 (2), 3-9, 2012 | 112 | 2012 |
| Evidence‐based professional development of science teachers in two countries C Harrison, A Hofstein, BS Eylon, S Simon Routledge 30 (5), 577-591, 2008 | 110 | 2008 |
| Assessment of Inquiry Skills in the SAILS Project C Harrison Science Education International 25, 112-122, 2014 | 89 | 2014 |
| Formative assessment P Black, C Harrison Good Practice in Science Teaching: What research has to say, 25-40, 2000 | 83 | 2000 |
| Formative and summative assessment: Can they serve learning together P Black, C Harrison, C Lee, B Marshall, D William AERA Chicago 23, 2003 | 77 | 2003 |
| Inside the primary black box: Assessment for learning in primary and early years classrooms C Harrison, S Howard Granada Learning, 2009 | 60 | 2009 |
| C., Lee, C., Marshall, B., & Wiliam, D.(2003) PH Black, C Harrison Assessment for learning, 0 | 60 | |
| Collaborative Action Research as a Tool for Generating Formative Feedback on Teachers’ Classroom Assessment Practice: The KREST project. C Harrison Teachers and Teaching: Theory and Practice 19 (2), 202-213, 2013 | 58 | 2013 |
| Exploring the influence of culture on assessment: The case of teachers' conceptions of assessment in Confucian heritage cultures KJ Kennedy Handbook of human and social conditions in assessment, 404-419, 2016 | 52 | 2016 |
| Policies, programs, and practices: Exploring the complex dynamics of assessment education in teacher education across four countries C DeLuca, J Willis, B Cowie, C Harrison, A Coombs, A Gibson, S Trask Frontiers in Education 4, 132, 2019 | 41 | 2019 |
Paul BlackProfessor of Science Education, Emeritus,King's College London在 kcl.ac.uk 的电子邮件经过验证
