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 Jay McTighe'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 Jay McTighe with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Jay McTighe more than expected).
This network shows the impact of papers produced by Jay McTighe. 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 Jay McTighe. The network helps show where Jay McTighe may publish in the future.
Co-authorship network of co-authors of Jay McTighe
This figure shows the co-authorship network connecting the top 25 collaborators of Jay McTighe.
A scholar is included among the top collaborators of Jay McTighe 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 Jay McTighe. Jay McTighe is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
All Works
20 of 20 papers shown
1.
Brookhart, Susan M., Thomas R. Guskey, Jay McTighe, & Dylan Wiliam. (2020). Eight Essential Principles for Improving Grading. Educational leadership. 78(1).1 indexed citations
2.
McTighe, Jay & Patrick L. Brown. (2020). Standards Are Not Curriculum: Using Understanding by Design to Make the Standards Come Alive.. Science and Children. 58(1). 76–81.1 indexed citations
3.
McTighe, Jay. (2018). Three Key Questions on Measuring Learning.. Educational leadership. 75(5). 14–20.4 indexed citations
4.
Guskey, Thomas R. & Jay McTighe. (2016). Pre-Assessment: Promises and Cautions.. Educational leadership. 73(7). 38–43.9 indexed citations
5.
Wiggins, Grant & Jay McTighe. (2011). The Understanding by Design Guide to Creating High-Quality Units.192 indexed citations
6.
Wiggins, Grant & Jay McTighe. (2008). Put Understanding First.. Educational leadership. 65(8). 36–41.35 indexed citations
7.
Wiggins, Grant & Jay McTighe. (2007). Schooling by Design: Mission, Action, and Achievement. Progress in clinical and biological research. 277. 27–38.53 indexed citations
8.
McTighe, Jay, et al.. (2006). Teamwork on Assessments Creates Powerful Professional Development.. The Journal of staff development. 27(1). 38–44.9 indexed citations
9.
Wiggins, Grant & Jay McTighe. (2006). Examining the Teaching Life.. Educational leadership. 63(6). 26–29.27 indexed citations
10.
McTighe, Jay, et al.. (2005). Seven Practices for Effective Learning. Educational leadership. 63(3). 10–17.99 indexed citations
11.
Wiggins, Grant & Jay McTighe. (2005). Understanding by Design, Expanded 2nd Edition.81 indexed citations
12.
McTighe, Jay, et al.. (2004). You Can Teach for Meaning.. Educational leadership. 62(1). 26.20 indexed citations
13.
McTighe, Jay & R. Thomas. (2003). Backward Design for Forward Action.. Educational leadership. 60(5). 52–55.61 indexed citations
McTighe, Jay & Judith A. Arter. (2000). Scoring Rubrics in the Classroom.60 indexed citations
16.
Arter, Judith A. & Jay McTighe. (2000). Scoring Rubrics in the Classroom: Using Performance Criteria for Assessing and Improving Student Performance. Medical Entomology and Zoology.176 indexed citations
17.
McTighe, Jay & Grant Wiggins. (1999). The Understanding by design handbook.33 indexed citations
18.
Marzano, Robert J., Debra J. Pickering, & Jay McTighe. (1993). Assessing Student Outcomes: Performance Assessment Using the Dimensions of Learning Model. Bibliothèque et Archives nationales du Québec (Québec government).181 indexed citations
McTighe, Jay, et al.. (1988). Cueing Thinking in the Classroom: The Promise of Theory-Embedded Tools.. Educational leadership. 45(7). 18–24.83 indexed citations
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.