| Changing learning behaviour: Self-efficacy and goal orientation in PBL groups in higher education G Geitz, D Joosten-ten Brinke, PA Kirschner International Journal of Educational Research 75, 146-158, 2016 | 171 | 2016 |
| Understanding personal learning networks: Their structure, content and the networking skills needed to optimally use them K Rajagopal, D Joosten-ten Brinke, J Van Bruggen, P Sloep First Monday 17 (1), 1-12, 2012 | 128 | 2012 |
| Assessment quality in tertiary education: An integrative literature review KJ Gerritsen-van Leeuwenkamp, D Joosten-ten Brinke, L Kester Studies in Educational Evaluation 55, 94-116, 2017 | 109 | 2017 |
| Modeling assessment for re-use of traditional and new types of assessment D Joosten-ten Brinke, J Van Bruggen, H Hermans, J Burgers, B Giesbers, ... Computers in human behavior 23 (6), 2721-2741, 2007 | 104 | 2007 |
| Toetsen in het hoger onderwijs H Van Berkel Bohn stafleu van Loghum, 2017 | 103 | 2017 |
| Students’ perceptions of assessment quality related to their learning approaches and learning outcomes KJ Gerritsen-van Leeuwenkamp, D Joosten-Ten Brinke, L Kester Studies in Educational Evaluation 63, 72-82, 2019 | 102 | 2019 |
| Effects of formative assessments to develop self-regulation among sixth grade students: Results from a randomized controlled intervention KD Meusen-Beekman, D Joosten-ten Brinke, HPA Boshuizen Studies in Educational Evaluation 51, 126-136, 2016 | 95 | 2016 |
| Competence assessment as learner support in education C Van der Vleuten, D Sluijsmans, D Joosten-ten Brinke Competence-based vocational and professional education: Bridging the worlds …, 2017 | 78 | 2017 |
| A case study on written comments as a form of feedback in teacher education: so much to gain JG Arts, M Jaspers, D Joosten-ten Brinke European Journal of Teacher Education 39 (2), 159-173, 2016 | 68 | 2016 |
| The quality of procedures to assess and credit prior learning: Implications for design D Joosten-ten Brinke, DMA Sluijsmans, S Brand-Gruwel, WMG Jochems Educational Research Review 3 (1), 51-65, 2008 | 58 | 2008 |
| Developing young adolescents’ self-regulation by means of formative assessment: A theoretical perspective KD Meusen-Beekman, D Joosten-ten Brinke, HPA Boshuizen Cogent Education 2 (1), 1071233, 2015 | 55 | 2015 |
| Goal orientation, deep learning, and sustainable feedback in higher business education G Geitz, DJ Brinke, PA Kirschner Journal of Teaching in International Business 26 (4), 273-292, 2015 | 52 | 2015 |
| Content validity of game-based assessment: Case study of a serious game for ICT managers in training HGK Hummel, D Joosten-ten Brinke, RJ Nadolski, LKJ Baartman Technology, Pedagogy and Education 26 (2), 225-240, 2017 | 48 | 2017 |
| Assessors’ approaches to portfolio assessment in Assessment of Prior Learning procedures D Joosten‐ten Brinke, DMA Sluijsmans, WMG Jochems Assessment & Evaluation in Higher Education 35 (1), 55-70, 2010 | 44 | 2010 |
| Toetsen met leerwaarde. Een reviewstudie naar de effectieve kenmerken van formatief toetsen DMA Sluijsmans, D Joosten-ten Brinke, CPM Van der Vleuten Den Haag, 2013 | 43 | 2013 |
| Formative assessment in an online learning environment to support flexible on-the-job learning in complex professional domains T Van Gog, DMA Sluijsmans, D Joosten-ten Brinke, FJ Prins Educational Technology Research and Development 58, 311-324, 2010 | 42 | 2010 |
| Toetsen met leerwaarde DMA Sluijsmans, D Joosten-ten Brinke, CPM Van der Vleuten Een reviewstudie naar effectieve kenmerken van formatief toetsen, 2013 | 41 | 2013 |
| Quality of assessment of prior learning (APL) in university programmes: Perceptions of candidates, tutors and assessors DJ Brinke, DMA Sluijsmans, WMG Jochems Studies in Continuing Education 31 (1), 61-76, 2009 | 36 | 2009 |
| Eigentijds toetsen en beoordelen D Joosten-ten Brinke | 34 | 2011 |
| In-text and rubric-referenced feedback: Differences in focus, level, and function K Dirkx, D Joosten-ten Brinke, J Arts, M van Diggelen Active Learning in Higher Education 22 (3), 189-201, 2021 | 26 | 2021 |
