Paul Orsmond

2.8k total citations
30 papers, 2.0k citations indexed

About

Paul Orsmond is a scholar working on Education, Public Health, Environmental and Occupational Health and General Health Professions. According to data from OpenAlex, Paul Orsmond has authored 30 papers receiving a total of 2.0k indexed citations (citations by other indexed papers that have themselves been cited), including 27 papers in Education, 3 papers in Public Health, Environmental and Occupational Health and 2 papers in General Health Professions. Recurrent topics in Paul Orsmond's work include Student Assessment and Feedback (18 papers), Evaluation of Teaching Practices (16 papers) and Reflective Practices in Education (13 papers). Paul Orsmond is often cited by papers focused on Student Assessment and Feedback (18 papers), Evaluation of Teaching Practices (16 papers) and Reflective Practices in Education (13 papers). Paul Orsmond collaborates with scholars based in United Kingdom and Ireland. Paul Orsmond's co-authors include Stephen Merry, Kevin Reiling, Linda Hammersley‐Fletcher, Anne C. Crook, Stephen J Maw, Stephen Gomez, Julian R. Park, Julian Park, Clare Lawson and Karsten Lundqvist and has published in prestigious journals such as Computers & Education, Studies in Higher Education and Assessment & Evaluation in Higher Education.

In The Last Decade

Paul Orsmond

29 papers receiving 1.7k citations

Peers

Paul Orsmond

EDUCA

DEP

PHEOH

Berry O’Donovan United Kingdom

Maddalena Taras United Kingdom

Terence J. Crooks New Zealand

Binbin Zheng United States

Dannelle D. Stevens United States

Gunilla Svingby Sweden

Elizabeth F. Barkley

Jane Sampson Australia

Beau Fly Jones United States

Robert L. Johnson United States

Berry O’Donovan United Kingdom

Paul Orsmond

1.8k ×1.0

EDUCA

286 ×0.8

DEP

159 ×1.0

PHEOH

92 ×0.6

89 ×0.6

Citations per year, relative to Paul Orsmond Paul Orsmond (= 1×) peers Berry O’Donovan

Countries citing papers authored by Paul Orsmond

Since Specialization

Citations

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

Fields of papers citing papers by Paul Orsmond

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Paul Orsmond

This figure shows the co-authorship network connecting the top 25 collaborators of Paul Orsmond. A scholar is included among the top collaborators of Paul Orsmond 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 Paul Orsmond. Paul Orsmond 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

Orsmond, Paul, Neil P. Young, & R. Zvauya. (2024). A community of practice approach to understanding how students develop feedback literacy enabling the processing and enactment of feedback. Assessment & Evaluation in Higher Education. 50(4). 537–549.

Orsmond, Paul, et al.. (2022). It’s how we practice that matters: professional identity formation and legitimate peripheral participation in medical students: a qualitative study. BMC Medical Education. 22(1). 91–91. 14 indexed citations

Orsmond, Paul, Stephen Merry, & Kevin Reiling. (2021). Interconnected learning between university and the workplace: a socio-cultural perspective of graduate employability in the UK. Oxford Review of Education. 48(3). 303–319. 4 indexed citations

Merry, Stephen & Paul Orsmond. (2018). Peer assessment: the role of relational learning through communities of practice. Studies in Higher Education. 45(7). 1312–1322. 7 indexed citations

Merry, Stephen, et al.. (2015). Biology students' perceptions of learning from video exemplars of practical techniques: some lessons for teaching strategies. 2(2). 5 indexed citations

Orsmond, Paul & Stephen Merry. (2015). Tutors’ assessment practices and students’ situated learning in higher education: chalk and cheese. Assessment & Evaluation in Higher Education. 42(2). 289–303. 14 indexed citations

Orsmond, Paul & R. Zvauya. (2014). Community of learners: charting learning in first year graduate entry medical students during problem-based learning (PBL) study. Advances in Health Sciences Education. 20(2). 479–497. 13 indexed citations

Crook, Anne C., Alice L. Mauchline, Stephen J Maw, et al.. (2011). The use of video technology for providing feedback to students: Can it enhance the feedback experience for staff and students?. Computers & Education. 58(1). 386–396. 134 indexed citations

Orsmond, Paul, Stephen J Maw, Julian R. Park, Stephen Gomez, & Anne C. Crook. (2011). Moving feedback forward: theory to practice. Assessment & Evaluation in Higher Education. 38(2). 240–252. 102 indexed citations

10.

Orsmond, Paul, et al.. (2011). Communities of practice and ways to learning: charting the progress of biology undergraduates. Studies in Higher Education. 38(6). 890–906. 25 indexed citations

11.

Orsmond, Paul & Stephen Merry. (2010). Feedback alignment: effective and ineffective links between tutors’ and students’ understanding of coursework feedback. Assessment & Evaluation in Higher Education. 36(2). 125–136. 181 indexed citations

12.

Crook, Anne C., Julian Park, Clare Lawson, et al.. (2010). ASSET: moving forward through feedback. 6 indexed citations

13.

Orsmond, Paul, Stephen Merry, & David Sheffield. (2006). A quantitative and qualitative study of changes in the use of learning outcomes and distractions by students and tutors during a biology poster assessment. Studies In Educational Evaluation. 32(3). 262–287. 7 indexed citations

14.

Orsmond, Paul, Stephen Merry, & Kevin Reiling. (2005). Biology students’ utilization of tutors’ formative feedback: a qualitative interview study. Assessment & Evaluation in Higher Education. 30(4). 369–386. 177 indexed citations

15.

Orsmond, Paul, Stephen Merry, & Kevin Reiling. (2004). Undergraduate project work: can directed tutor support enhance skills development?. Assessment & Evaluation in Higher Education. 29(5). 625–642. 16 indexed citations

16.

Orsmond, Paul, et al.. (2004). Implementation of a formative assessment model incorporating peer and self‐assessment. Innovations in Education and Teaching International. 41(3). 273–290. 80 indexed citations

17.

Orsmond, Paul, et al.. (2003). Managing active student learning with a virtual learning environment. 61–75. 6 indexed citations

18.

Orsmond, Paul, Stephen Merry, & Kevin Reiling. (1997). A Study in Self‐assessment: tutor and students’ perceptions of performance criteria. Assessment & Evaluation in Higher Education. 22(4). 357–368. 119 indexed citations

19.

Orsmond, Paul, Stephen Merry, & Kevin Reiling. (1997). Students’ and tutors’ perceptions of’ a good essay’. Research in Education. 58(1). 81–84. 6 indexed citations

20.

Orsmond, Paul, Stephen Merry, & Kevin Reiling. (1996). The Importance of Marking Criteria in the Use of Peer Assessment. Assessment & Evaluation in Higher Education. 21(3). 239–250. 237 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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