| Assessment for learning: a catalyst for student self-regulation E Hawe, H Dixon Assessment & Evaluation in Higher Education 42 (8), 1181-1192, 2017 | 189 | 2017 |
| Enacting assessment for learning: The beliefs practice nexus HR Dixon, E Hawe, J Parr Assessment in Education: Principles, Policy & Practice 18 (4), 365-379, 2011 | 128 | 2011 |
| Changing mathematics teachers’ conceptions of assessment and feedback H Dixon, M Haigh Teacher Development 13 (2), 173-186, 2009 | 88 | 2009 |
| Oral feedback in the context of written language E Hawe, H Dixon, E Watson Australian Journal of Language and Literacy, The 31 (1), 43-58, 2008 | 81 | 2008 |
| Building students’ evaluative and productive expertise in the writing classroom EM Hawe, HR Dixon Assessing Writing 19, 66-79, 2014 | 78 | 2014 |
| First-year students working with exemplars: Promoting self-efficacy, self-monitoring and self-regulation E Hawe, U Lightfoot, H Dixon Journal of Further and Higher Education 43 (1), 30-44, 2019 | 60 | 2019 |
| The case for using exemplars to develop academic self-efficacy H Dixon, E Hawe, R Hamilton Assessment & Evaluation in Higher Education 45 (3), 460-471, 2020 | 54 | 2020 |
| Teacher engagement in language teaching: Investigating self-Efficacy for teaching based on the project “Sino-Greece online Chinese language classrooms” C Bao, LJ Zhang, HR Dixon Frontiers in Psychology 12, 710736, 2021 | 47 | 2021 |
| Student voices about the role feedback plays in the enhancement of their learning C Plank, H Dixon, G Ward Australian Journal of Teacher Education (Online) 39 (9), 98-110, 2014 | 41 | 2014 |
| The assessment-capable teacher: Are we all on the same page B Booth, MF Hill, H Dixon Assessment Matters 6, 137-157, 2014 | 41 | 2014 |
| The research masters experience: The impact of efficacy and outcome expectations on enrolment and completion G Ward, H Dixon Journal of Further and Higher Education 38 (2), 163-181, 2014 | 33 | 2014 |
| Implementing assessment for learning (AfL) in Chinese university EFL classes: teachers’ values and practices XM Wu, LJ Zhang, HR Dixon System 101, 102589, 2021 | 30 | 2021 |
| Weaving RIE with Te Whāriki: re-thinking family involvement in assessment of learning dispositions M Cooper, H Hedges, H Dixon Early Child Development and Care 184 (5), 733-748, 2014 | 30 | 2014 |
| Teachers’ understanding and use of formative assessment in literacy learning H Dixon, R Williams New Zealand Annual Review of Education 12, 95-110, 2003 | 30 | 2003 |
| The effect of policy on practice: an analysis of teachers' perceptions of school based assessment practice: a thesis submitted in partial fulfilment of the requirements for the … H Dixon Massey University, 1999 | 29 | 1999 |
| The effect of policy on practice: an analysis of teachers' perceptions of school based assessment practice: a thesis submitted in partial fulfilment of the requirements for the … H Dixon Massey University, 1999 | 29 | 1999 |
| The value of masters study to teachers' professional practice: Contradictory discourses within the workplace H Dixon, G Ward Australian Journal of Teacher Education (Online) 40 (2), 52-65, 2015 | 26 | 2015 |
| Teacher narratives as theorization of teaching: A Chinese teacher's perspectives on communicative language teaching C Bao, LJ Zhang, HR Dixon New Zealand Studies in Applied Linguistics 22 (2), 35-50, 2016 | 24 | 2016 |
| Assessment capability for New Zealand teachers and students: Challenging but possible B Booth, H Dixon, MF Hill | 23 | 2016 |
| ‘Why am I doing these things?’: engaging in classroom‐based inquiry around formative assessment M Haigh, H Dixon Journal of In‐Service Education 33 (3), 359-376, 2007 | 22 | 2007 |
Mary HillAssociate Professor University of AucklandEmail verificata su auckland.ac.nz
Mary HillAssociate Professor University of AucklandEmail verificata su auckland.ac.nz