Classroom Assessment: What Teachers Need to Know
- Authors
- W. James Popham
- Journal
- Medical Entomology and Zoology
In The Last Decade
doi.org/w41919964 →Countries where authors are citing Classroom Assessment: What Teachers Need to Know
This map shows the geographic impact of Classroom Assessment: What Teachers Need to Know. 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 Classroom Assessment: What Teachers Need to Know with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Classroom Assessment: What Teachers Need to Know more than expected).
Fields of papers citing Classroom Assessment: What Teachers Need to Know
This network shows the impact of Classroom Assessment: What Teachers Need to Know. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the Classroom Assessment: What Teachers Need to Know.
About Classroom Assessment: What Teachers Need to Know
This paper, published in 1995, received 501 indexed citations . Written by W. James Popham. It is primarily cited by scholars working on Education (414 citations), Developmental and Educational Psychology (74 citations) and Information Systems (73 citations). Published in Medical Entomology and Zoology.
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/w41919964.