Jessica To

512 total citations
14 papers, 298 citations indexed

About

Jessica To is a scholar working on Education, Developmental and Educational Psychology and Information Systems and Management. According to data from OpenAlex, Jessica To has authored 14 papers receiving a total of 298 indexed citations (citations by other indexed papers that have themselves been cited), including 14 papers in Education, 2 papers in Developmental and Educational Psychology and 1 paper in Information Systems and Management. Recurrent topics in Jessica To's work include Student Assessment and Feedback (12 papers), Reflective Practices in Education (10 papers) and Evaluation of Teaching Practices (5 papers). Jessica To is often cited by papers focused on Student Assessment and Feedback (12 papers), Reflective Practices in Education (10 papers) and Evaluation of Teaching Practices (5 papers). Jessica To collaborates with scholars based in Hong Kong, Singapore and Spain. Jessica To's co-authors include David Carless, Ernesto Panadero, Jonathan Kwok, Maryam Alqassab, Jan-Willem Strijbos, Matthijs J. Warrens, M.H. Lim, Kelvin Tan, Yuen Yi Lo and Anastasiya A. Lipnevich and has published in prestigious journals such as Teaching and Teacher Education, Educational Psychology Review and Assessment & Evaluation in Higher Education.

In The Last Decade

Jessica To

11 papers receiving 295 citations

Peers

Jessica To

EDUCA

DEP

LLT

CSA

Rachelle Esterhazy Norway

Renske Bouwer Netherlands

Connie M. Moss United States

Christine J. Lyon United States

Judith Litjens United Kingdom

Catarina Andersson Sweden

M. Ali Ghufron Indonesia

Brooke Nash United States

Malcolm Pendlebury United Kingdom

Azlina Abdul Aziz Malaysia

Rachelle Esterhazy Norway

Jessica To

247 ×0.9

EDUCA

33 ×0.4

DEP

18 ×0.5

17 ×0.5

LLT

29 ×1.1

CSA

Citations per year, relative to Jessica To Jessica To (= 1×) peers Rachelle Esterhazy

Countries citing papers authored by Jessica To

Since Specialization

Citations

This map shows the geographic impact of Jessica To'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 Jessica To with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Jessica To more than expected).

Fields of papers citing papers by Jessica To

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Jessica To. 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 Jessica To. The network helps show where Jessica To may publish in the future.

Co-authorship network of co-authors of Jessica To

This figure shows the co-authorship network connecting the top 25 collaborators of Jessica To. A scholar is included among the top collaborators of Jessica To 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 Jessica To. Jessica To is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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14 of 14 papers shown

To, Jessica, et al.. (2025). Making student voice heard in dialogic feedback: feedback design matters. Frontiers in Education. 10.

To, Jessica. (2025). Feedback partnerships: strengthening students’ proactive recipience through co-creating dialogic feedback. Higher Education Research & Development. 44(4). 1008–1023.

To, Jessica, et al.. (2024). A journey towards teacher empowerment in differentiated instruction: implications for a sustainable teacher professional development model. Asia Pacific Education Review. 26(2). 445–457. 1 indexed citations

Alqassab, Maryam, et al.. (2023). A Systematic Review of Peer Assessment Design Elements. Educational Psychology Review. 35(1). 27 indexed citations

To, Jessica, Kelvin Tan, & M.H. Lim. (2023). From error-focused to learner-centred feedback practices: Unpacking the development of teacher feedback literacy. Teaching and Teacher Education. 131. 104185–104185. 8 indexed citations

Lipnevich, Anastasiya A., et al.. (2023). Unpacking Students’ Engagement with Feedback. The HKU Scholars Hub (University of Hong Kong).

To, Jessica, Ernesto Panadero, & David Carless. (2021). A systematic review of the educational uses and effects of exemplars. Assessment & Evaluation in Higher Education. 47(8). 1167–1182. 27 indexed citations

To, Jessica. (2021). Using learner-centred feedback design to promote students’ engagement with feedback. Higher Education Research & Development. 41(4). 1309–1324. 25 indexed citations

To, Jessica, et al.. (2021). Proactive receiver roles in peer feedback dialogue: Facilitating receivers’ self-regulation and co-regulating providers’ learning. Assessment & Evaluation in Higher Education. 47(8). 1200–1212. 18 indexed citations

10.

Carless, David, et al.. (2020). Disciplinary perspectives on feedback processes: towards signature feedback practices. Teaching in Higher Education. 28(6). 1158–1172. 31 indexed citations

11.

To, Jessica & Ernesto Panadero. (2019). Peer assessment effects on the self-assessment process of first-year undergraduates. Assessment & Evaluation in Higher Education. 44(6). 920–932. 59 indexed citations

12.

To, Jessica, et al.. (2017). Using peer and teacher-student exemplar dialogues to unpack assessment standards: challenges and possibilities. Assessment & Evaluation in Higher Education. 43(3). 449–460. 14 indexed citations

13.

To, Jessica. (2016). ‘This is not what I need’: conflicting assessment feedback beliefs in a post-secondary institution in Hong Kong. Research in Post-Compulsory Education. 21(4). 447–467. 25 indexed citations

14.

To, Jessica & David Carless. (2015). Making productive use of exemplars: Peer discussion and teacher guidance for positive transfer of strategies. Journal of Further and Higher Education. 40(6). 746–764. 63 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.

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