Val Klenowski

1.9k total citations
39 papers, 1.2k citations indexed

About

Val Klenowski is a scholar working on Education, Sociology and Political Science and Information Systems and Management. According to data from OpenAlex, Val Klenowski has authored 39 papers receiving a total of 1.2k indexed citations (citations by other indexed papers that have themselves been cited), including 35 papers in Education, 3 papers in Sociology and Political Science and 3 papers in Information Systems and Management. Recurrent topics in Val Klenowski's work include Student Assessment and Feedback (24 papers), Education Systems and Policy (11 papers) and Teacher Education and Leadership Studies (10 papers). Val Klenowski is often cited by papers focused on Student Assessment and Feedback (24 papers), Education Systems and Policy (11 papers) and Teacher Education and Leadership Studies (10 papers). Val Klenowski collaborates with scholars based in Australia, China and Israel. Val Klenowski's co-authors include Jannette Elwood, Claire Wyatt‐Smith, Lenore Adie, Jill Willis, Margaret Kettle, Lyn May, Menucha Birenbaum, Christopher DeLuca, Helen Timperley and Kari Smith and has published in prestigious journals such as Assessment & Evaluation in Higher Education, Journal of Education Policy and Oxford Review of Education.

In The Last Decade

Val Klenowski

38 papers receiving 1.1k citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Val Klenowski Australia	15	1.1k	155	153	102	93	39	1.2k
Claire Wyatt‐Smith Australia	21	1.0k 0.9×	191 1.2×	167 1.1×	133 1.3×	216 2.3×	102	1.3k
Lenore Adie Australia	16	735 0.7×	113 0.7×	96 0.6×	90 0.9×	55 0.6×	57	849
Kirsti Klette Norway	16	892 0.8×	197 1.3×	98 0.6×	221 2.2×	91 1.0×	53	1.1k
Therese N. Hopfenbeck United Kingdom	17	881 0.8×	221 1.4×	154 1.0×	86 0.8×	56 0.6×	54	1.1k
Louis Volante Canada	15	756 0.7×	92 0.6×	194 1.3×	87 0.9×	52 0.6×	59	910
Sue Brindley United Kingdom	14	824 0.7×	178 1.1×	78 0.5×	110 1.1×	52 0.6×	28	1.0k
Lynn Paine United States	14	861 0.8×	119 0.8×	63 0.4×	217 2.1×	50 0.5×	28	984
Mellony Graven South Africa	14	796 0.7×	180 1.2×	34 0.2×	158 1.5×	54 0.6×	75	960
Sara Bubb United Kingdom	16	732 0.7×	130 0.8×	83 0.5×	95 0.9×	23 0.2×	65	898
Pertti Kansanen Finland	17	912 0.8×	134 0.9×	85 0.6×	227 2.2×	30 0.3×	38	1.1k

Countries citing papers authored by Val Klenowski

Since Specialization

Citations

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

Fields of papers citing papers by Val Klenowski

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Val Klenowski

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

Thompson, Greg, Lenore Adie, & Val Klenowski. (2017). Validity and participation: implications for school comparison of Australia’s National Assessment Program. Journal of Education Policy. 1–19. 8 indexed citations

Adie, Lenore, et al.. (2016). The prospects for assessment for learning in higher education in Asian settings: The case of Vietnam. 10. 5–26. 4 indexed citations

Ehrich, Lisa C., et al.. (2015). Ethical leadership in a time of increasing accountability. QUT ePrints (Queensland University of Technology). 5 indexed citations

Luke, Allan, Courtney B. Cazden, Val Klenowski, et al.. (2013). A Summative Evaluation of the Stronger Smarter Learning Communities Project: 2013 Report - Volume 1 and Volume 2. QUT ePrints (Queensland University of Technology). 3 indexed citations

Luke, Allan, et al.. (2013). Designing online assessment tools for disengaged youth. International Journal of Inclusive Education. 18(7). 698–717. 5 indexed citations

Klenowski, Val. (2013). Investigating the complexity of judgement practice. Assessment in Education Principles Policy and Practice. 20(1). 1–4. 4 indexed citations

Willis, Jill, Lenore Adie, & Val Klenowski. (2013). Conceptualising teachers’ assessment literacies in an era of curriculum and assessment reform. The Australian Educational Researcher. 40(2). 241–256. 118 indexed citations

Klenowski, Val, et al.. (2012). …Where did I lose you? Accessing the literacy demands of assessment. QUT ePrints (Queensland University of Technology). 10(2). 3–11. 1 indexed citations

Wyatt‐Smith, Claire & Val Klenowski. (2012). Explicit, latent and meta-criteria: types of criteria at play in professional judgement practice. Assessment in Education Principles Policy and Practice. 20(1). 35–52. 41 indexed citations

10.

Klenowski, Val, et al.. (2011). A case for addressing the literacy demands of student assessment. The Australian Journal of Language and Literacy. 34(2). 127–146. 12 indexed citations

11.

Luke, Allan, Courtney B. Cazden, Val Klenowski, et al.. (2011). A Formative Evaluation of the Stronger Smarter Learning Communities Project: 2011 Report. QUT ePrints (Queensland University of Technology). 5 indexed citations

12.

Klenowski, Val, et al.. (2010). Matching intention with agency: Lessons from practice. 3(2). 5 indexed citations

13.

Klenowski, Val & Claire Wyatt‐Smith. (2010). Standards-driven reform years 1–10: Moderation an optional extra?. The Australian Educational Researcher. 37(2). 21–39. 12 indexed citations

14.

Klenowski, Val & Claire Wyatt‐Smith. (2010). Standards, teacher judgement and moderation in contexts of national curriculum and assessment reform. 2. 107–131. 29 indexed citations

15.

Klenowski, Val. (2009). Australian Indigenous students: addressing equity issues in assessment. Teaching Education. 20(1). 77–93. 85 indexed citations

16.

Klenowski, Val, et al.. (2009). Culture-fair assessment: Addressing equity issues in the context of Primary Mathematics Teaching and Learning. 2 indexed citations

17.

Klenowski, Val, et al.. (2009). Culture-fair assessment leading to culturally responsive pedagogy with Indigenous students. ACEReSearch (Australian Council for Educational Research). 1 indexed citations

18.

Klenowski, Val. (2004). Desarrollo del portafolios para el aprendizaje y la evaluación: procesos y principios. Dialnet (Universidad de la Rioja). 22 indexed citations

19.

Klenowski, Val. (2002). Developing Portfolios for Learning and Assessment. 81 indexed citations

20.

Elwood, Jannette & Val Klenowski. (2002). Creating Communities of Shared Practice: The challenges of assessment use in learning and teaching. Assessment & Evaluation in Higher Education. 27(3). 243–256. 142 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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