| Cognitive diagnostic assessment for education: Theory and applications J Leighton, M Gierl Cambridge University Press, 2007 | 885 | 2007 |
| The attribute hierarchy method for cognitive assessment: A variation on Tatsuoka's rule‐space approach JP Leighton, MJ Gierl, SM Hunka Journal of educational measurement 41 (3), 205-237, 2004 | 601 | 2004 |
| Defining and evaluating models of cognition used in educational measurement to make inferences about examinees' thinking processes. JP Leighton, MJ Gierl Educational Measurement: Issues and Practice 26, 3-16, 2007 | 270 | 2007 |
| Avoiding misconception, misuse, and missed opportunities: The collection of verbal reports in educational achievement testing JP Leighton Educational Measurement: Issues and Practice 23 (4), 6-15, 2004 | 239 | 2004 |
| Assessment of higher order thinking skills G Schraw, DH Robinson IAP, 2011 | 219 | 2011 |
| Advances in the science of assessment VJ Shute, JP Leighton, EE Jang, MW Chu Educational Assessment 21 (1), 34-59, 2016 | 172 | 2016 |
| Using think-aloud interviews and cognitive labs in educational research JP Leighton Oxford University Press, 2017 | 161 | 2017 |
| An NCME instructional module on exploring the logic of Tatsuoka's Rule‐Space Model for test development and analysis MJ Gierl, JP Leighton, SM Hunka Educational Measurement: Issues and Practice 19 (3), 34-44, 2000 | 132 | 2000 |
| The nature of reasoning JP Leighton, RJ Sternberg Cambridge University Press, 2004 | 130 | 2004 |
| Defining and Describing Reasoning JP Leighton The nature of reasoning, 3-11, 2004 | 109 | 2004 |
| The learning sciences in educational assessment: The role of cognitive models JP Leighton, MJ Gierl Cambridge University Press, 2011 | 106 | 2011 |
| Cognitive interviewing and think aloud methods JL Padilla, JP Leighton Understanding and investigating response processes in validation research …, 2017 | 103 | 2017 |
| The hierarchy consistency index: Evaluating person fit for cognitive diagnostic assessment Y Cui, JP Leighton Journal of Educational Measurement 46 (4), 429-449, 2009 | 101 | 2009 |
| Teacher beliefs about the cognitive diagnostic information of classroom‐versus large‐scale tests: implications for assessment literacy JP Leighton, RJ Gokiert, MK Cor, C Heffernan Assessment in Education: Principles, Policy & Practice 17 (1), 7-21, 2010 | 99 | 2010 |
| Verbal reports as data for cognitive diagnostic assessment. JP Leighton, MJ Gierl Cambridge University Press, 2007 | 97 | 2007 |
| Understanding and measuring emotions in technology-rich learning environments SP Lajoie, R Pekrun, R Azevedo, JP Leighton Learning and Instruction 70, 101272, 2020 | 86 | 2020 |
| Engagement and satisfaction: Mixed-method analysis of blended learning in the sciences S Lane, JG Hoang, JP Leighton, A Rissanen Canadian Journal of Science, Mathematics and Technology Education 21 (1 …, 2021 | 79 | 2021 |
| Students’ interpretation of formative assessment feedback: Three claims for why we know so little about something so important JP Leighton Journal of Educational Measurement 56 (4), 793-814, 2019 | 73 | 2019 |
| Internal validity JP Leighton Encyclopedia of research design 1, 620-622, 2010 | 66 | 2010 |
| Validating score interpretations based on response processes M Kane, R Mislevy Validation of score meaning for the next generation of assessments, 11-24, 2017 | 65* | 2017 |
