| Peer assessment without assessment criteria I Jones, L Alcock Studies in Higher Education 39 (10), 1774-1787, 2014 | 194 | 2014 |
| Assessing mathematical problem solving using comparative judgement I Jones, M Swan, A Pollitt International Journal of Science and Mathematics Education 13, 151-177, 2015 | 150 | 2015 |
| Substitution and sameness: Two components of a relational conception of the equals sign I Jones, M Inglis, C Gilmore, M Dowens Journal of experimental child psychology 113 (1), 166-176, 2012 | 108 | 2012 |
| Measuring conceptual understanding using comparative judgement MJ Bisson, C Gilmore, M Inglis, I Jones International Journal of Research in Undergraduate Mathematics Education 2 …, 2016 | 105 | 2016 |
| The problem of assessing problem solving: Can comparative judgement help? I Jones, M Inglis Educational Studies in Mathematics 89, 337-355, 2015 | 96 | 2015 |
| Challenges in mathematical cognition: A collaboratively-derived research agenda L Alcock, D Ansari, S Batchelor, MJ Bisson, B De Smedt, C Gilmore, ... Journal of Numerical Cognition 2 (1), 20, 2016 | 87 | 2016 |
| A comparative judgement approach to teacher assessment S McMahon, I Jones Assessment in Education: Principles, Policy & Practice 22 (3), 368-389, 2015 | 77 | 2015 |
| Asymmetry in student achievement on multiple-choice and constructed-response items in reversible mathematics processes CJ Sangwin, I Jones Educational studies in mathematics 94 (2), 205-222, 2017 | 75 | 2017 |
| Peer assessment using comparative and absolute judgement I Jones, C Wheadon Studies in Educational Evaluation 47, 93-101, 2015 | 65 | 2015 |
| A substituting meaning for the equals sign in arithmetic notating tasks I Jones, D Pratt Journal for Research in Mathematics Education 43 (1), 2-33, 2012 | 60 | 2012 |
| Teaching the substitutive conception of the equals sign I Jones, M Inglis, C Gilmore, R Evans Research in Mathematics Education 15 (1), 34-49, 2013 | 51 | 2013 |
| Connecting the equals sign I Jones, D Pratt International Journal of Computers for Mathematical Learning 11, 301-325, 2006 | 42 | 2006 |
| Touch Arithmetic: A process-based Computer-Aided Assessment approach for capture of problem solving steps in the context of elementary mathematics A Adesina, R Stone, F Batmaz, I Jones Computers & Education 78, 333-343, 2014 | 39 | 2014 |
| Measuring conceptual understanding: the I Jones International Group for the Psychology of Mathematics Education, 2013 | 39 | 2013 |
| Measuring conceptual understanding in randomised controlled trials: Can comparative judgement help? I Jones, M Bisson, C Gilmore, M Inglis British Educational Research Journal 45 (3), 662-680, 2019 | 36 | 2019 |
| Assessment by comparative judgement: An application to secondary statistics and English in New Zealand N Marshall, K Shaw, J Hunter, I Jones New Zealand Journal of Educational Studies 55 (1), 49-71, 2020 | 30 | 2020 |
| Fifty years of A‐level mathematics: have standards changed? I Jones, C Wheadon, S Humphries, M Inglis British educational research journal 42 (4), 543-560, 2016 | 28 | 2016 |
| Comparative judgement, proof summaries and proof comprehension B Davies, L Alcock, I Jones Educational Studies in Mathematics 105 (2), 181-197, 2020 | 27 | 2020 |
| A diagrammatic view of the equals sign: Arithmetical equivalence as a means, not an end I Jones Research in Mathematics Education 10 (2), 151-165, 2008 | 25 | 2008 |
| Storyboarding: A method for bootstrapping the design of computer-based educational tasks I Jones Computers & Education 51 (3), 1353-1364, 2008 | 24 | 2008 |
Matthew InglisLoughborough Universityبريد إلكتروني تم التحقق منه على lboro.ac.uk
