A five-dimensional framework for authentic assessment

486 indexed citations

Abstract

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About

This paper, published in 2004, received 486 indexed citations. Written by J.T.M. Gulikers, Theo Bastiaens and Paul A. Kirschner covering the research area of Media Technology and Education. It is primarily cited by scholars working on Education (364 citations), Developmental and Educational Psychology (71 citations) and Media Technology (52 citations). Published in Educational Technology Research and Development.

Countries where authors are citing A five-dimensional framework for authentic assessment

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This map shows the geographic impact of A five-dimensional framework for authentic assessment. 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 A five-dimensional framework for authentic assessment with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites A five-dimensional framework for authentic assessment more than expected).

Fields of papers citing A five-dimensional framework for authentic assessment

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Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of A five-dimensional framework for authentic assessment. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the A five-dimensional framework for authentic assessment.

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.

This paper is also available at doi.org/10.1007/bf02504676.

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