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.
Assessment and teaching of 21st century skills : methods and approach
Countries citing papers authored by Patrick Griffin
Since
Specialization
Citations
This map shows the geographic impact of Patrick Griffin'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 Patrick Griffin with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Patrick Griffin more than expected).
This network shows the impact of papers produced by Patrick Griffin. 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 Patrick Griffin. The network helps show where Patrick Griffin may publish in the future.
Co-authorship network of co-authors of Patrick Griffin
This figure shows the co-authorship network connecting the top 25 collaborators of Patrick Griffin.
A scholar is included among the top collaborators of Patrick Griffin 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 Patrick Griffin. Patrick Griffin is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Griffin, Patrick. (2017). CFIUS in the Age of Chinese Investment. Fordham law review. 85(4). 1757.1 indexed citations
3.
Griffin, Patrick & Esther Care. (2015). Assessment and teaching of 21st century skills : methods and approach. Springer eBooks. 2.257 indexed citations breakdown →
Kong, Siu Cheung, Tak-Wai Chan, Patrick Griffin, et al.. (2014). E-learning in school education in the coming 10 years for developing 21st century skills: Critical research issues and policy implications. Educational Technology & Society. 17(1). 70–78.64 indexed citations
6.
Griffin, Patrick & Esther Care. (2014). Assessment and Teaching of 21st Century Skills. DIAL (Catholic University of Leuven).222 indexed citations breakdown →
Griffin, Patrick, et al.. (2011). Transforming Education: Assessing and Teaching 21st Century Skills. Global Learn. 2011(1). 417–418.28 indexed citations
10.
Griffin, Patrick, et al.. (2010). Mining the Gold: Assessing students by ability, not disability. ACEReSearch (Australian Council for Educational Research). 2010(210). 34.1 indexed citations
Griffin, Patrick, et al.. (2004). An Empirical Analysis of Primary Teacher Standards in Vietnam.. Planning and changing. 37. 71–92.7 indexed citations
13.
Callingham, Rosemary & Patrick Griffin. (2001). Beyond the Basics: Improving Indigenous Students' Numeracy. eCite Digital Repository (University of Tasmania).2 indexed citations
14.
McInnis, Craig, Patrick Griffin, Richard James, & Hamish Coates. (2001). Development of the Course Experience Questionnaire (CEQ).79 indexed citations
15.
Avant, Kay C., et al.. (1998). School nurse assessment of primary school children: analysis of data from the school entrant health questionnaire.. PubMed. 4(1). 40–50.8 indexed citations
16.
Griffin, Patrick. (1995). Competency assessment: avoiding the pitfalls of the past. Korean Society for the Study of Vocational Education. 3(2). 34–59.13 indexed citations
17.
Griffin, Patrick, et al.. (1991). The development of reading. 14(4). 277.
18.
Griffin, Patrick. (1989). Monitoring Proficiency Development in Language..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.