Prof. dr. Gavin T. L. Brown, FAPS 个人学术档案

引用次数

	总计	2019 年至今
引用	16996	10363
h 指数	68	56
i10 指数	176	142

2200

1100

550

1650

200620072008200920102011201220132014201520162017201820192020202120222023202443 65 105 223 212 315 313 455 612 637 969 1032 1239 1307 1595 2068 2199 2200 963

开放获取的出版物数量

查看全部

14 篇文章

0 篇文章

可查看的文章

无法查看的文章

根据资助方的强制性开放获取政策

合著作者

Lois HarrisCentral Queensland University在 cqu.edu.au 的电子邮件经过验证
Elizabeth PetersonUniversity of Auckland在 auckland.ac.nz 的电子邮件经过验证
Christopher Charles DeneenUniversity of South Australia, The University of Melbourne在 unisa.edu.au 的电子邮件经过验证
Peter J KeeganSenior Lecturer, Faculty of Education and Social Work, The University of Auckland在 auckland.ac.nz 的电子邮件经过验证
Gerrit HirschfeldHochschule Bielefeld在 hsbi.de 的电子邮件经过验证
Michalis P MichaelidesDepartment of Psychology, University of Cyprus在 ucy.ac.cy 的电子邮件经过验证
Zhenlin WangMassey University在 massey.ac.nz 的电子邮件经过验证
Ernesto PanaderoPrometric Chair in Assessment at CARPE, Dublin City University在 dcu.ie 的电子邮件经过验证
DANIEL ABUD SEABRA MATOSDepartamento de Educação, Universidade Federal de Ouro Preto (UFOP)在 ufop.edu.br 的电子邮件经过验证
Jan-Willem StrijbosFull professor, University of Groningen, Groningen, the Netherlands在 rug.nl 的电子邮件经过验证
HUI King Fai SammyC&I, EdUHK在 eduhk.hk 的电子邮件经过验证
Hanna EklöfUmeå Universitet在 umu.se 的电子邮件经过验证
Atta GebrilAmerican University in Cairo在 aucegypt.edu 的电子邮件经过验证
Wai Ming YuThe Hong Kong Institute of Education在 ied.edu.hk 的电子邮件经过验证
Zi YanProfessor, The Education University of Hong Kong在 eduhk.hk 的电子邮件经过验证
Ana RemesalUniversidad de Barcelona在 ub.edu 的电子邮件经过验证
SERGIO DIAS CIRINOProfessor de Psicologia, Universidade Federal de Minas Gerais在 ufmg.br 的电子邮件经过验证
Junjun ChenThe Education University of Hong Kong在 eduhk.hk 的电子邮件经过验证
Elena C. PapanastasiouUniversity of Nicosia在 unic.ac.cy 的电子邮件经过验证
Professor Kerry J KennedyThe Education University of Hong Kong and the University of Johannesburg在 eduhk.hk 的电子邮件经过验证

关注

Prof. dr. Gavin T. L. Brown, FAPS

The University of Auckland; Umeå Universitet; Thammasat University

在 aucklanduni.ac.nz 的电子邮件经过验证 - 首页

educational assessment psychology of assessment psychometrics


标题按引用次数排序按年份排序按标题排序	引用次数引用次数	年份
Teachers' conceptions of assessment: Implications for policy and professional development GTL Brown Assessment in Education: Principles, Policy & Practice 11 (3), 301-318, 2004	965	2004
Mixing interview and questionnaire methods: Practical problems in aligning data LR Harris, GTL Brown Practical Assessment, Research, and Evaluation 15 (1), 1, 2010	876*	2010
Teacher assessment literacy in practice: A reconceptualization Y Xu, GTL Brown Teaching and teacher education 58, 149-162, 2016	784	2016
Student self-assessment GTL Brown, LR Harris The SAGE handbook of research on classroom assessment, 367-393, 2013	580	2013
The future of student self-assessment: A review of known unknowns and potential directions E Panadero, GTL Brown, JW Strijbos Educational psychology review 28, 803-830, 2016	460	2016
Students’ conceptions of assessment: Links to outcomes GTL Brown, GHF Hirschfeld Assessment in Education: Principles, Policy & Practice 15 (1), 3-17, 2008	407	2008
Conceptions of assessment: Understanding what assessment means to teachers and students GTL Brown (No Title), 2008	345	2008
Opportunities and obstacles to consider when using peer-and self-assessment to improve student learning: Case studies into teachers' implementation LR Harris, GTL Brown Teaching and Teacher Education 36, 101-111, 2013	341	2013
Assessment for student improvement: Understanding Hong Kong teachers’ conceptions and practices of assessment GTL Brown, KJ Kennedy, PK Fok, JKS Chan, WM Yu Assessment in education: principles, policy & practice 16 (3), 347-363, 2009	317	2009
Teachers' conceptions of assessment: Validation of an abridged version GTL Brown Psychological reports 99 (1), 166-170, 2006	293	2006
A cyclical self-assessment process: Towards a model of how students engage in self-assessment Z Yan, GTL Brown Assessment & Evaluation in Higher Education 42 (8), 1247-1262, 2017	288	2017
Accuracy in student self-assessment: directions and cautions for research GTL Brown, HL Andrade, F Chen Assessment in Education: Principles, Policy & Practice 22 (4), 444-457, 2015	281	2015
The future of self-assessment in classroom practice: Reframing self-assessment as a core competency G Brown, LR Harris Frontline Learning Research 3, 22-30, 2014	277	2014
Queensland teachers’ conceptions of assessment: The impact of policy priorities on teacher attitudes GTL Brown, R Lake, G Matters Teaching and Teacher Education 27 (1), 210-220, 2011	271	2011
Student conceptions of feedback: Impact on self‐regulation, self‐efficacy, and academic achievement GTL Brown, ER Peterson, ES Yao British Journal of Educational Psychology 86 (4), 606-629, 2016	268	2016
Teachers' conceptions of assessment GTL Brown The University of Auckland (New Zealand), 2003	268*	2003
Accuracy in the scoring of writing: Studies of reliability and validity using a New Zealand writing assessment system GTL Brown, K Glasswell, D Harland Assessing writing 9 (2), 105-121, 2004	254	2004
Teacher beliefs about feedback within an assessment for learning environment: Endorsement of improved learning over student well-being GTL Brown, LR Harris, J Harnett Teaching and Teacher Education 28 (7), 968-978, 2012	253	2012
Teachers’ conceptions of assessment in Chinese contexts: A tripartite model of accountability, improvement, and irrelevance GTL Brown, SKF Hui, WM Flora, KJ Kennedy International Journal of Educational Research 50 (5-6), 307-320, 2011	223	2011
The complexity of teachers’ conceptions of assessment: Tensions between the needs of schools and students LR Harris, GTL Brown Assessment in Education: Principles, Policy & Practice 16 (3), 365-381, 2009	211	2009

系统目前无法执行此操作，请稍后再试。

文章 1–20

每年引用数

重复的引用

合并的引用

添加合著者合著作者

上传 PDF

关注此作者

引用次数

合著作者

引用