Margaret Heritage

2.1k total citations
35 papers, 1.2k citations indexed

About

Margaret Heritage is a scholar working on Education, Developmental and Educational Psychology and Information Systems and Management. According to data from OpenAlex, Margaret Heritage has authored 35 papers receiving a total of 1.2k indexed citations (citations by other indexed papers that have themselves been cited), including 27 papers in Education, 9 papers in Developmental and Educational Psychology and 8 papers in Information Systems and Management. Recurrent topics in Margaret Heritage's work include Student Assessment and Feedback (22 papers), Educational Assessment and Improvement (8 papers) and Reflective Practices in Education (7 papers). Margaret Heritage is often cited by papers focused on Student Assessment and Feedback (22 papers), Educational Assessment and Improvement (8 papers) and Reflective Practices in Education (7 papers). Margaret Heritage collaborates with scholars based in United States, United Kingdom and Australia. Margaret Heritage's co-authors include Joan L. Herman, Jin-Ok Kim, Terry Vendlinski, Alison L. Bailey, Heidi Andrade, John Heritage, Eva E. Chen, E. Caroline Wylie, J. Jack Lee and Patti Price and has published in prestigious journals such as TESOL Quarterly, Speech Communication and Journal of Educational Measurement.

In The Last Decade

Margaret Heritage

33 papers receiving 1.0k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Margaret Heritage United States 17 847 282 262 131 75 35 1.2k
Lindsay Clare Matsumura United States 20 934 1.1× 140 0.5× 418 1.6× 68 0.5× 94 1.3× 52 1.1k
Kay McClain United States 15 1.3k 1.5× 69 0.2× 554 2.1× 23 0.2× 56 0.7× 32 1.5k
Edys Quellmalz United States 13 452 0.5× 32 0.1× 283 1.1× 75 0.6× 36 0.5× 34 705
Chunping Zheng China 12 316 0.4× 50 0.2× 224 0.9× 73 0.6× 110 1.5× 22 614
Bernard R. Gifford United States 12 388 0.5× 45 0.2× 197 0.8× 48 0.4× 19 0.3× 37 611
Christine Keitel Germany 11 1.4k 1.6× 59 0.2× 308 1.2× 30 0.2× 43 0.6× 31 1.6k
Beth Herbel‐Eisenmann United States 19 1.2k 1.4× 65 0.2× 403 1.5× 16 0.1× 118 1.6× 56 1.4k
Alastair Pollitt United Kingdom 13 392 0.5× 23 0.1× 135 0.5× 60 0.5× 109 1.5× 26 666
Torulf Palm Sweden 15 843 1.0× 71 0.3× 206 0.8× 19 0.1× 17 0.2× 41 1000
Knut Schwippert Germany 14 497 0.6× 39 0.1× 283 1.1× 31 0.2× 29 0.4× 59 709

Countries citing papers authored by Margaret Heritage

Since Specialization
Citations

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

Fields of papers citing papers by Margaret Heritage

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Margaret Heritage

This figure shows the co-authorship network connecting the top 25 collaborators of Margaret Heritage. A scholar is included among the top collaborators of Margaret Heritage 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 Margaret Heritage. Margaret Heritage 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.
Heritage, Margaret. (2022). Formative Assessment: Making It Happen in the Classroom. Corwin eBooks. 10 indexed citations
2.
Bailey, Alison L., et al.. (2020). Contexts for self- and co-regulated learning in a dual-language elementary school classroom. Language and Education. 34(5). 407–424. 2 indexed citations
3.
Heritage, Margaret & Christine Harrison. (2020). The Power of Assessment for Learning: Twenty Years of Research and Practice in UK and US Classrooms. Corwin eBooks. 3 indexed citations
4.
Volante, Louis, Christopher DeLuca, Lenore Adie, et al.. (2020). Synergy and Tension between Large‐Scale and Classroom Assessment: International Trends. Educational Measurement Issues and Practice. 39(4). 21–29. 8 indexed citations
5.
Heritage, Margaret & E. Caroline Wylie. (2018). Reaping the benefits of assessment for learning: achievement, identity, and equity. ZDM. 50(4). 729–741. 29 indexed citations
6.
Andrade, Heidi & Margaret Heritage. (2017). Using Formative Assessment to Enhance Learning, Achievement, and Academic Self-Regulation. 73 indexed citations
7.
Bailey, Alison L., et al.. (2015). At the intersection of mathematics and language: Examining mathematical strategies and explanations by grade and English learner status. The Journal of Mathematical Behavior. 40. 6–28. 21 indexed citations
8.
Birenbaum, Menucha, Christopher DeLuca, Lorna Earl, et al.. (2015). International trends in the implementation of assessment for learning: Implications for policy and practice. Policy Futures in Education. 13(1). 117–140. 102 indexed citations
9.
Heritage, Margaret & John Heritage. (2013). Teacher Questioning: The Epicenter of Instruction and Assessment. Applied Measurement in Education. 26(3). 176–190. 56 indexed citations
10.
Heritage, Margaret. (2011). Knowing what to do next: the hard part of formative assessment?. 67–84. 2 indexed citations
11.
Heritage, Margaret. (2011). Commentary on Road Maps for Learning: A Guide to the Navigation of Learning Progressions. Measurement Interdisciplinary Research and Perspectives. 9(2-3). 149–151. 3 indexed citations
12.
Heritage, Margaret. (2010). Formative Assessment: Making it Happen in the Classroom. Corwin Press eBooks. 104 indexed citations
13.
Price, Patti, Joseph Tepperman, Markus Iseli, et al.. (2009). Assessment of emerging reading skills in young native speakers and language learners. Speech Communication. 51(10). 968–984. 15 indexed citations
14.
Heritage, Margaret, Jin-Ok Kim, Terry Vendlinski, & Joan L. Herman. (2009). From Evidence to Action: A Seamless Process in Formative Assessment?. Educational Measurement Issues and Practice. 28(3). 24–31. 183 indexed citations
15.
Heritage, Margaret. (2009). Using Self-Assessment to Chart Students’ Paths. Middle School Journal. 40(5). 27–30. 1 indexed citations
16.
Wang, Shizhen, Patti Price, Margaret Heritage, & Abeer Alwan. (2007). Automatic evaluation of children's performance on an English syllable blending task. 120–123. 6 indexed citations
17.
Alwan, Abeer, Yijian Bai, Matteo Gerosa, et al.. (2007). A System for Technology Based Assessment of Language and Literacy in Young Children: the Role of Multiple Information Sources. 26–30. 34 indexed citations
18.
Heritage, Margaret & Alison L. Bailey. (2006). Assessing to Teach: An Introduction. Educational Assessment. 11(3). 145–148. 1 indexed citations
19.
Heritage, Margaret & David Niemi. (2006). Toward a Framework for Using Student Mathematical Representations as Formative Assessments. Educational Assessment. 11(3-4). 265–282. 16 indexed citations
20.
Heritage, Margaret & Alison L. Bailey. (2006). Assessing to Teach: An Introduction. Educational Assessment. 11(3-4). 145–148. 7 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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