Kay Sambell

1.3k total citations
29 papers, 784 citations indexed

About

Kay Sambell is a scholar working on Education, Developmental and Educational Psychology and Literature and Literary Theory. According to data from OpenAlex, Kay Sambell has authored 29 papers receiving a total of 784 indexed citations (citations by other indexed papers that have themselves been cited), including 21 papers in Education, 4 papers in Developmental and Educational Psychology and 3 papers in Literature and Literary Theory. Recurrent topics in Kay Sambell's work include Student Assessment and Feedback (15 papers), Evaluation of Teaching Practices (10 papers) and Reflective Practices in Education (9 papers). Kay Sambell is often cited by papers focused on Student Assessment and Feedback (15 papers), Evaluation of Teaching Practices (10 papers) and Reflective Practices in Education (9 papers). Kay Sambell collaborates with scholars based in United Kingdom and Australia. Kay Sambell's co-authors include Liz McDowell, Sally Brown, Catherine Montgomery, Ian Sadler, Linda J. Graham, Delia Wakelin, A. Sambell, Phil Race and Sue Robson and has published in prestigious journals such as Assessment & Evaluation in Higher Education, Children & Society and Innovations in Education and Teaching International.

In The Last Decade

Kay Sambell

23 papers receiving 673 citations

Peers

Kay Sambell
Juuso Henrik Nieminen Hong Kong
Debra Bath Australia
Amani Bell Australia
Jenny Hounsell United Kingdom
Greg Light United States
Milton D. Cox United States
Gayani Samarawickrema Australia
Lucy M. Guglielmino United States
Susanna Calkins United States
Claire Aitchison Australia
Juuso Henrik Nieminen Hong Kong
Kay Sambell
Citations per year, relative to Kay Sambell Kay Sambell (= 1×) peers Juuso Henrik Nieminen

Countries citing papers authored by Kay Sambell

Since Specialization
Citations

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

Fields of papers citing papers by Kay Sambell

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Kay Sambell

This figure shows the co-authorship network connecting the top 25 collaborators of Kay Sambell. A scholar is included among the top collaborators of Kay Sambell 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 Kay Sambell. Kay Sambell 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.
Sadler, Ian, et al.. (2022). Feedforward practices: a systematic review of the literature. Assessment & Evaluation in Higher Education. 48(3). 305–320. 29 indexed citations
2.
Sambell, Kay & Linda J. Graham. (2020). “We need to change what we’re doing.” Using pedagogic action research to improve teacher management of exemplars. 13(1). 3–17. 5 indexed citations
3.
Sambell, Kay, et al.. (2019). Assessment as a locus for engagement: priorities and practicalities. Research Output (Edinburgh Napier University). 11 indexed citations
4.
Sadler, Ian, et al.. (2019). What’s in a word? Practices associated with ‘feedforward’ in higher education. Assessment & Evaluation in Higher Education. 44(8). 1279–1290. 23 indexed citations
5.
Sambell, Kay, Sally Brown, & Phil Race. (2019). Assessment to Support Student Learning: Eight Challenges for 21st Century Practice.. Edinburgh Napier Research Repository (Edinburgh Napier University). 11(2). 5 indexed citations
6.
Sambell, Kay, et al.. (2018). Students' responses to learning-oriented exemplars: towards sustainable feedback in the first year experience?. Northumbria Research Link (Northumbria University). 1 indexed citations
7.
Sambell, Kay. (2016). Assessment and feedback in higher education: considerable room for improvement?. Research Output (Edinburgh Napier University). 1(1). 19 indexed citations
8.
Sambell, Kay, et al.. (2014). Watch this space: childhood, picturebooks and comics. Journal of Graphic Novels & Comics. 5(3). 241–244.
9.
10.
Sambell, Kay. (2011). Rethinking feedback in higher education: an assessment for learning perspective. Research Output (Edinburgh Napier University). 28 indexed citations
11.
Sambell, Kay. (2010). Enquiry-based learning and formative assessment environments: student perspectives. Insight (University of Cumbria). 4(1). 52–61. 7 indexed citations
12.
Sambell, Kay, et al.. (2010). Studying childhood and early childhood: a guide for students [2nd edition]. Northumbria Research Link (Northumbria University).
13.
Sambell, Kay, et al.. (2010). Studying Childhood and Early Childhood: A Guide for Students. Research Output (Edinburgh Napier University).
14.
Sambell, Kay & Linda J. Graham. (2009). Rethinking feedback: an assessment for learning perspective. Research Output (Edinburgh Napier University). 1(1). 1 indexed citations
15.
McDowell, Liz, et al.. (2008). Evaluating assessment strategies through collaborative evidence‐based practice: can one tool fit all?. Innovations in Education and Teaching International. 45(2). 143–153. 14 indexed citations
16.
Sambell, Kay, et al.. (2008). Student Peer Mentoring: an Assessment for Learning (AfL) perspective. Northumbria Research Link (Northumbria University). 2 indexed citations
17.
Sambell, Kay. (2008). The impact of Enquiry-Based Learning on the first-year experience of studentship: student perspectives. Northumbria Research Link (Northumbria University). 2 indexed citations
18.
Sambell, Kay & Liz McDowell. (2003). La experiencia en la evaluación innovadora. Dialnet (Universidad de la Rioja). 91–103. 5 indexed citations
19.
McDowell, Liz & Kay Sambell. (1999). Fitness for Purpose in the Assessment of Learning: students as stakeholders. Quality in Higher Education. 5(2). 107–123. 24 indexed citations
20.
Sambell, Kay & Liz McDowell. (1998). The Construction of the Hidden Curriculum: messages and meanings in the assessment of student learning. Assessment & Evaluation in Higher Education. 23(4). 391–402. 169 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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