| Developing effective assessment in higher education: a practical guide: a practical guide S Bloxham, P Boyd McGraw-Hill Education (UK), 2007 | 939 | 2007 |
| Authentic assessment: Creating a blueprint for course design V Villarroel, S Bloxham, D Bruna, C Bruna, C Herrera-Seda Assessment & Evaluation in Higher Education 43 (5), 840-854, 2018 | 479 | 2018 |
| Understanding the rules of the game: marking peer assessment as a medium for developing students' conceptions of assessment S Bloxham*, A West Assessment & Evaluation in Higher Education 29 (6), 721-733, 2004 | 343 | 2004 |
| Generating dialogue in assessment feedback: Exploring the use of interactive cover sheets S Bloxham, L Campbell Assessment & Evaluation in Higher Education 35 (3), 291-300, 2010 | 268 | 2010 |
| Marking and moderation in the UK: false assumptions and wasted resources S Bloxham Assessment & Evaluation in Higher Education 34 (2), 209-220, 2009 | 259 | 2009 |
| Let’s stop the pretence of consistent marking: exploring the multiple limitations of assessment criteria S Bloxham, B den-Outer, J Hudson, M Price Assessment & Evaluation in Higher Education 41 (3), 466-481, 2016 | 182 | 2016 |
| Mark my words: the role of assessment criteria in UK higher education grading practices S Bloxham, P Boyd, S Orr Studies in Higher Education 36 (6), 655-670, 2011 | 176 | 2011 |
| Using principles of authentic assessment to redesign written examinations and tests V Villarroel, D Boud, S Bloxham, D Bruna, C Bruna Innovations in Education and Teaching International 57 (1), 38-49, 2020 | 144 | 2020 |
| Learning to write in higher education: Students’ perceptions of an intervention in developing understanding of assessment criteria S Bloxham, A West Teaching in Higher Education 12 (1), 77-89, 2007 | 126 | 2007 |
| What’s the point of moderation? A discussion of the purposes achieved through contemporary moderation practices S Bloxham, C Hughes, L Adie Assessment & Evaluation in Higher Education 41 (4), 638-653, 2016 | 86 | 2016 |
| Accountability in grading student work: Securing academic standards in a twenty-first century quality assurance context S Bloxham, P Boyd British Educational Research Journal 38 (4), 615-634, 2012 | 80 | 2012 |
| External examining: Fit for purpose? S Bloxham, M Price Studies in Higher Education 40 (2), 195-211, 2015 | 71 | 2015 |
| A marked improvement: Transforming assessment in higher education S Orr, S Ball, C Bew, S Bloxham, S Brown, P Kleiman, H May, L McDowell, ... HEA Academy, 2012 | 67 | 2012 |
| Making judgements about students making work: Lecturers’ assessment practices in art and design S Orr, S Bloxham Arts and Humanities in Higher Education 12 (2-3), 234-253, 2013 | 62 | 2013 |
| Examining the tension between academic standards and inclusion for disabled students: The impact on marking of individual academics' frameworks for assessment M Ashworth, S Bloxham, L Pearce Studies in Higher Education 35 (2), 209-223, 2010 | 55 | 2010 |
| Examining the tension between academic standards and inclusion for disabled students: The impact on marking of individual academics' frameworks for assessment M Ashworth, S Bloxham, L Pearce Studies in Higher Education 35 (2), 209-223, 2010 | 55 | 2010 |
| External peer review of assessment: An effective approach to verifying standards? S Bloxham, J Hudson, B den Outer, M Price Higher Education Research & Development 34 (6), 1069-1082, 2015 | 53 | 2015 |
| A situative metaphor for teacher learning: the case of university tutors learning to grade student coursework P Boyd, S Bloxham British Educational Research Journal 40 (2), 337-352, 2014 | 51 | 2014 |
| ‘You can see the quality in front of your eyes’: grounding academic standards between rationality and interpretation S Bloxham Quality in Higher Education 18 (2), 185-204, 2012 | 44 | 2012 |
| Assessing assessment S Bloxham H. Fry, S. Ketteridge and S. Marshall, 2015 | 43 | 2015 |
