Maria Araceli Ruiz-Primo

Education · 2001–2011

A researcher in the Science corpus: 13 papers; trusts 15 researchers and is trusted by 36 researchers here, as inferred from the citation graph.

Subfields

• Education — 41 citations into it; #791 of 11,309 by trust here, #589 by citations
• Developmental and Educational Psychology — 28 citations into it; #734 of 8,223 by trust here, #857 by citations

Whom Maria Araceli Ruiz-Primo trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. Ginette Delandshere
2. Christine Chin
3. Janet Coffey
4. Erin Marie Furtak
5. Heidi L. Andrade
6. Keith Sawyer
7. Paul Black
8. K. Anders Ericsson
9. Anton E. Lawson
10. Valerie J. Shute

Who trusts Maria Araceli Ruiz-Primo overall

1. Janneke van de Pol
2. Erin Marie Furtak
3. William R. Penuel
4. Yue Yin
5. Valerie Otero
6. Troy D. Sadler
7. Martijn J. M. Leenknecht
8. R. Shavelson
9. Morgan S. Polikoff
10. Johannes Gurlitt

Papers from Maria Araceli Ruiz-Primo's perspective

Ordered by how strongly the researchers Maria Araceli Ruiz-Primo trusts endorse each paper. Same corpus, a different order for every researcher.

1. The Characteristics of Formative Assessment in Science Education.
2. Human Problem Solving.
3. Inside the Black Box: Raising Standards through Classroom Assessment
4. The power of feedback. (Healthcare executive)
5. Assessment as Inquiry.
6. Mental Models of the Earth: A Study of Conceptual Change in Childhood
7. Teachers developing assessment for learning: impact on student achievement
8. Protocol Analysis: Verbal Reports as Data
9. The Formative Purpose: Assessment Must First Promote Learning (Teachers College Record)
10. Comparison of the reliability and validity of scores from two concept‐mapping techniques*

Their papers

• Informal formative assessment: The role of instructional dialogues in assessing students’ learning (2011) — 236 citations
• Testing one premise of scientific inquiry in science classrooms: Examining students' scientific explanations and student learning (2010) — 127 citations
• From Formal Embedded Assessments to Reflective Lessons: The Development of Formative Assessment Studies (2008) — 91 citations
• On the Impact of Formative Assessment on Student Motivation, Achievement, and Conceptual Change (2008) — 163 citations
• Making students' thinking explicit in writing and discussion: An analysis of formative assessment prompts (2008) — 112 citations
• On the Impact of Curriculum-Embedded Formative Assessment on Learning: A Collaboration between Curriculum and Assessment Developers (2008) — 260 citations
• On the Fidelity of Implementing Embedded Formative Assessments and Its Relation to Student Learning (2008) — 119 citations
• Exploring teachers' informal formative assessment practices and students' understanding in the context of scientific inquiry (2007) — 448 citations
• Informal Formative Assessment and Scientific Inquiry: Exploring Teachers' Practices and Student Learning (2006) — 208 citations
• Comparison of Two Concept-Mapping Techniques: Implications for Scoring, Interpretation, and Use. (2005) — 321 citations
• On the evaluation of systemic science education reform: Searching for instructional sensitivity (2002) — 269 citations
• On the Validity of Cognitive Interpretations of Scores From Alternative Concept-Mapping Techniques (2001) — 173 citations
• Comparison of the reliability and validity of scores from two concept‐mapping techniques* (2001) — 333 citations