Kim Koh

1.0k total citations
40 papers, 556 citations indexed

About

Kim Koh is a scholar working on Education, Information Systems and Management and Management Science and Operations Research. According to data from OpenAlex, Kim Koh has authored 40 papers receiving a total of 556 indexed citations (citations by other indexed papers that have themselves been cited), including 28 papers in Education, 6 papers in Information Systems and Management and 6 papers in Management Science and Operations Research. Recurrent topics in Kim Koh's work include Student Assessment and Feedback (18 papers), Education and Critical Thinking Development (7 papers) and Higher Education Learning Practices (6 papers). Kim Koh is often cited by papers focused on Student Assessment and Feedback (18 papers), Education and Critical Thinking Development (7 papers) and Higher Education Learning Practices (6 papers). Kim Koh collaborates with scholars based in Canada, Singapore and Australia. Kim Koh's co-authors include Allan Luke, Kadriye Ercikan, Bruno D. Zumbo, Charlene Tan, Pak Tee Ng, Gautam Puhan, Mark J. Gierl, Olive Chapman, Sean B. Maynard and Atif Ahmad and has published in prestigious journals such as Australasian Journal of Paramedicine, Teachers College Record The Voice of Scholarship in Education and Disability and Rehabilitation.

In The Last Decade

Kim Koh

34 papers receiving 491 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Kim Koh Canada	11	371	94	63	56	54	40	556
Stuart Shaw United Kingdom	12	213 0.6×	93 1.0×	71 1.1×	68 1.2×	23 0.4×	30	427
Kelly Puzio United States	10	372 1.0×	188 2.0×	23 0.4×	52 0.9×	39 0.7×	16	610
Richard J. Tannenbaum United States	12	182 0.5×	79 0.8×	50 0.8×	74 1.3×	50 0.9×	46	401
Jerome V. D’Agostino United States	15	515 1.4×	220 2.3×	41 0.7×	18 0.3×	52 1.0×	43	694
Y. Malini Reddy India	3	423 1.1×	93 1.0×	17 0.3×	34 0.6×	68 1.3×	5	601
Mikel W. Cole United States	9	266 0.7×	196 2.1×	27 0.4×	119 2.1×	15 0.3×	20	551
Henk Blok Netherlands	10	445 1.2×	337 3.6×	39 0.6×	29 0.5×	67 1.2×	21	660
Stephen Humphry Australia	12	182 0.5×	69 0.7×	90 1.4×	17 0.3×	22 0.4×	33	420
Douglas R. Glasnapp United States	11	223 0.6×	114 1.2×	60 1.0×	20 0.4×	26 0.5×	29	462
Marielle Simon Canada	11	267 0.7×	70 0.7×	50 0.8×	15 0.3×	27 0.5×	26	360

Countries citing papers authored by Kim Koh

Since Specialization

Citations

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

Fields of papers citing papers by Kim Koh

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Kim Koh

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

All Works

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20 of 20 papers shown

Koh, Kim, et al.. (2025). The validity of the assessment for learning measurement instrument for Ethiopian middle school mathematics teachers. Assessment in Education Principles Policy and Practice. 33(1). 49–74.

Koh, Kim, et al.. (2025). Prevalence and Quality of Mixed Methods Research in Educational Subdisciplines: A Systematic Review. SAGE Open. 15(2). 1 indexed citations

Koh, Kim, et al.. (2025). Assessment of Higher-Level Mathematical Thinking Skills: A Scoping Review. ZDM. 57(4). 665–678. 1 indexed citations

Koh, Kim. (2023). Designing Culturally Responsive Online Assessments for Equity-Deserving Students. 15(1). 71–88.

Koh, Kim. (2020). The Role of Intercultural Competence on Graduate Supervisor-Supervisee Relationship and Well-being. Journal of educational thought.. 53(2). 125–154. 1 indexed citations

Koh, Kim, et al.. (2019). The Role of Authentic Assessment Tasks in Problem-Based Learning. PRISM (University of Calgary). 3. 17–24. 5 indexed citations

Koh, Kim & Olive Chapman. (2019). Problem-Based Learning, Assessment Literacy, Mathematics Knowledge, and Competencies in Teacher Education. 3. 74–80. 10 indexed citations

Friesen, Sharon, et al.. (2018). Building, Supporting & Assuring Quality Professional Practice: A Research Study of Teacher Growth, Supervision, & Evaluation in Alberta. PRISM (University of Calgary).

Tan, Charlene & Kim Koh. (2018). Signature Pedagogies for Educators Using Films: An Example From Singapore. The Teacher Educator. 53(1). 86–100. 7 indexed citations

10.

Koh, Kim & Charlene Tan. (2016). Promoting reflection in pre-service teachers through problem-based learning: an example from Canada. Reflective Practice. 17(3). 347–356. 10 indexed citations

11.

Koh, Kim, et al.. (2015). Building Teachers' Capacity in Authentic Assessment and Assessment for Learning. PRISM (University of Calgary). 3 indexed citations

12.

Koh, Kim. (2014). Developing Preservice Teachers' Assessment Literacy: A Problem-Based Learning Approach. PRISM (University of Calgary). 1 indexed citations

13.

Koh, Kim. (2011). Improving teachers’ assessment literacy through professional development. Teaching Education. 22(3). 255–276. 82 indexed citations

14.

Koh, Kim & Scott G. Paris. (2010). Developing new reading assessments to promote beginning reading in Singapore. Asia Pacific Education Review. 12(1). 23–33. 1 indexed citations

15.

Koh, Kim & Allan Luke. (2009). Authentic and conventional assessment in Singapore schools: an empirical study of teacher assignments and student work. Assessment in Education Principles Policy and Practice. 16(3). 291–318. 64 indexed citations

16.

Koh, Kim & Bruno D. Zumbo. (2008). Multi-Group Confirmatory Factor Analysis for Testing Measurement Invariance in Mixed Item Format Data. Journal of Modern Applied Statistical Methods. 7(2). 471–477. 58 indexed citations

17.

Koh, Kim & Ai Noi Lee. (2006). Looking Collaboratively at the Quality of Teacher Assignments and Student Work in Singapore Schools. 2 indexed citations

18.

Zumbo, Bruno D. & Kim Koh. (2005). Manifestation Of Differences In Item-Level Characteristics In Scale-Level Measurement Invariance Tests Of Multi-Group Confirmatory Factor Analyses. Journal of Modern Applied Statistical Methods. 4(1). 275–282. 17 indexed citations

19.

Koh, Kim, et al.. (2005). Security governance: Its impact on security culture. Australasian Journal of Paramedicine. 47–58. 21 indexed citations

20.

Koh, Kim, et al.. (2003). A Review of Data Analysis for the Behavioral Sciences Using SPSS. Journal of Educational and Behavioral Statistics. 28(1). 83–88. 1 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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