| Multi-level model of contextual factors and teachers’ assessment practices: An integrative review of research GW Fulmer, ICH Lee, KHK Tan Assessment in Education: Principles, Policy & Practice 22 (4), 475-494, 2015 | 157 | 2015 |
| Conceptions of self-assessment K Tan Rethinking assessment in higher education: Learning for the longer term, 114, 2007 | 136* | 2007 |
| Does student self‐assessment empower or discipline students? KHK Tan Assessment & Evaluation in Higher Education 29 (6), 651-662, 2004 | 135 | 2004 |
| Learning through discussions RA Ellis*, R Calvo, D Levy, K Tan Higher Education Research & Development 23 (1), 73-93, 2004 | 127 | 2004 |
| Qualitatively different ways of experiencing student self‐assessment KHK Tan Higher Education Research & Development 27 (1), 15-29, 2008 | 121 | 2008 |
| Large-scale implementation of formative assessment practices in an examination-oriented culture CTL Ratnam-Lim, KHK Tan Assessment in Education: Principles, Policy & Practice 22 (1), 61-78, 2015 | 104 | 2015 |
| Value, practice and proficiency: Teachers' complex relationship with assessment for learning CC Deneen, GW Fulmer, GTL Brown, K Tan, WS Leong, HY Tay Teaching and Teacher Education 80, 39-47, 2019 | 75 | 2019 |
| Meanings and Practices of Power in Academics KHK Tan Teaching in Higher Education 14 (4), 13, 2009 | 69* | 2009 |
| Qualitatively different ways of differentiating student achievement: a phenomenographic study of academics’ conceptions of grade descriptors KHK Tan, M Prosser Assessment & Evaluation in Higher Education 29 (3), 267-282, 2004 | 69 | 2004 |
| Variation theory and the different ways of experiencing educational policy K Tan Educational Research for Policy and Practice 8, 95-109, 2009 | 63 | 2009 |
| Assessment for learning in Singapore: Unpacking its meanings and identifying some areas for improvement K Tan Educational Research for Policy and Practice 10, 91-103, 2011 | 58 | 2011 |
| Assessment for Learning Reform in Singapore–Quality, Sustainable or Threshold? K Tan Assessment Reform in Education, 75-87, 2011 | 51 | 2011 |
| What (more) can, and should, assessment do for learning? Observations from ‘successful learning context’in Singapore WS Leong, K Tan Curriculum Journal 25 (4), 593-619, 2014 | 49 | 2014 |
| A Framework for Assessment for Learning: Implications for Feedback Practices within and beyond the Gap K Tan International Scholarly Research Notices 2013 (1), 640609, 2013 | 47 | 2013 |
| Teacher self‐evaluation and power PA Towndrow, K Tan Teacher Development 13 (3), 285-295, 2009 | 42 | 2009 |
| Variation in teachers’ conceptions of alternative assessment in Singapore primary schools KHK Tan Educational Research for Policy and Practice 12, 21-41, 2013 | 37 | 2013 |
| How teachers understand and use power in alternative assessment KHK Tan Education Research International 2012 (1), 382465, 2012 | 37 | 2012 |
| Middle leaders’ perceptions and actions on assessment: The technical, tactical and ethical HY Tay, KHK Tan, CC Deneen, WS Leong, GW Fulmer, GTL Brown School Leadership & Management 40 (1), 45-63, 2020 | 32 | 2020 |
| Relationships among Singaporean secondary teachers’ conceptions of assessment and school and policy contextual factors GW Fulmer, KHK Tan, ICH Lee Assessment in Education: Principles, Policy & Practice 26 (2), 166-183, 2019 | 32 | 2019 |
| Negotiating self-and peer-feedback with the use of reflective journals: an analysis of undergraduates’ engagement with feedback HT Hoo, K Tan, C Deneen Assessment & Evaluation in Higher Education 45 (3), 431-446, 2020 | 23 | 2020 |
