Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
This map shows the geographic impact of Dylan Wiliam's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Dylan Wiliam with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Dylan Wiliam more than expected).
This network shows the impact of papers produced by Dylan Wiliam. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Dylan Wiliam. The network helps show where Dylan Wiliam may publish in the future.
Co-authorship network of co-authors of Dylan Wiliam
This figure shows the co-authorship network connecting the top 25 collaborators of Dylan Wiliam.
A scholar is included among the top collaborators of Dylan Wiliam based on the total number of
citations received by their joint publications. Widths of edges
represent the number of papers authors have co-authored together.
Node borders
signify the number of papers an author published with Dylan Wiliam. Dylan Wiliam is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Brookhart, Susan M., Thomas R. Guskey, Jay McTighe, & Dylan Wiliam. (2020). Eight Essential Principles for Improving Grading. Educational leadership. 78(1).1 indexed citations
Wiliam, Dylan. (2016). The Secret of Effective Feedback.. Educational leadership. 73(7). 10–15.7 indexed citations
5.
Wiliam, Dylan. (2015). Designing Great Hinge Questions.. Educational leadership. 73(1). 40–44.1 indexed citations
6.
Wiliam, Dylan. (2012). Feedback: Part of a System. Educational leadership. 70(1). 30–33.10 indexed citations
7.
Black, Paul & Dylan Wiliam. (2010). "Kappan Classic": Inside the Black Box--Raising Standards through Classroom Assessment.. Phi Delta Kappan. 92(1). 81–90.138 indexed citations
8.
Black, Paul & Dylan Wiliam. (2010). Inside the Black Box: Raising Standards Through Classroom Assessment Formative assessment is an essential component of classroom work and can raise student achievement.. Phi Delta Kappan. 92(1). 81.9 indexed citations
9.
Wiliam, Dylan. (2009). Una síntesis integradora de la investigación e implicancias para una nueva teoría de la evaluación formativa. SHILAP Revista de lepidopterología.4 indexed citations
10.
Wiliam, Dylan. (2009). Assessment for Learning: Why, What and How. IOE EPrints.33 indexed citations
Wiliam, Dylan, et al.. (2007). Improving the Way We Grade Science.. Educational leadership. 64(4). 36–42.14 indexed citations
13.
Wiliam, Dylan. (2006). Assessment: learning communities can use it to engineer a bridge connecting teaching and learning. IOE EPrints. 27(1). 16–20.7 indexed citations
14.
Leahy, Siobhán, Christine J. Lyon, Marnie Thompson, & Dylan Wiliam. (2005). Classroom Assessment: Minute by Minute, Day by Day. Educational leadership. 63(3). 18–24.164 indexed citations
Wiliam, Dylan. (1985). 69.1 A Fibonacci sum. The Mathematical Gazette. 69(447). 29–31.
Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive
bibliographic database. While OpenAlex provides broad and valuable coverage of the global
research landscape, it—like all bibliographic datasets—has inherent limitations. These include
incomplete records, variations in author disambiguation, differences in journal indexing, and
delays in data updates. As a result, some metrics and network relationships displayed in
Rankless may not fully capture the entirety of a scholar's output or impact.