| Conceptualising teachers’ assessment literacies in an era of curriculum and assessment reform J Willis, L Adie, V Klenowski The Australian Educational Researcher 40, 241-256, 2013 | 285 | 2013 |
| A meta-review of the student role in feedback FM Van der Kleij, LE Adie, JJ Cumming International Journal of Educational Research 98, 303-323, 2019 | 117 | 2019 |
| The development of teacher assessment identity through participation in online moderation L Adie International Teacher Judgement Practices, 101-116, 2017 | 102 | 2017 |
| 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 | 102 | 2016 |
| Towards effective feedback: An investigation of teachers’ and students’ perceptions of oral feedback in classroom practice F Van Der Kleij, L Adie Assessment in Education: Principles, Policy & Practice 27 (3), 252-270, 2020 | 88 | 2020 |
| Diverse perspectives on student agency in classroom assessment LE Adie, J Willis, FM Van der Kleij The Australian Educational Researcher 45 (1), 1-12, 2018 | 79 | 2018 |
| Identifying discourses of moderation in higher education L Adie, M Lloyd, D Beutel Assessment & Evaluation in Higher Education 38 (8), 968-977, 2013 | 71 | 2013 |
| Moderation as judgement practice: Reconciling system level accountability and local level practice V Klenowski, L Adie Curriculum Perspectives (Journal Edition), 10-28, 2009 | 71 | 2009 |
| Towards an understanding of teacher judgement in the context of social moderation LE Adie, V Klenowski, C Wyatt-Smith Educational Review 64 (2), 223-240, 2012 | 67 | 2012 |
| The development and application of coding frameworks to explore dialogic feedback interactions and self‐regulated learning L Adie, F van der Kleij, J Cumming British Educational Research Journal 44 (4), 704-723, 2018 | 65 | 2018 |
| How do preservice teacher education students move from novice to expert assessors? PR Grainger, L Adie Australian Journal of Teacher Education (Online) 39 (7), 89-105, 2014 | 62 | 2014 |
| Using video technology to enable student voice in assessment feedback F Van der Kleij, L Adie, J Cumming British Journal of Educational Technology 48 (5), 1092-1105, 2017 | 60 | 2017 |
| The development of students’ evaluative expertise: enabling conditions for integrating criteria into pedagogic practice C Wyatt-Smith, L Adie Journal of Curriculum Studies 53 (4), 399-419, 2021 | 57 | 2021 |
| Promoting rural and remote teacher education in Australia through the over the Hill project D Beutel, L Adie, S Hudson International Journal of Learning 18 (2), 377-388, 2011 | 54 | 2011 |
| The hegemonic positioning of ‘Smart State’policy L Adie Journal of Education Policy 23 (3), 251-264, 2008 | 46 | 2008 |
| Assessment moderation in an Australian context: processes, practices, and challenges D Beutel, L Adie, M Lloyd Teaching in Higher Education 22 (1), 1-14, 2017 | 43 | 2017 |
| Quality assurance of assessment and moderation discourses involving sessional staff P Grainger, L Adie, K Weir Assessment & Evaluation in Higher Education 41 (4), 548-559, 2016 | 43 | 2016 |
| Urban pre-service teachers' conceptions of teaching in rural communities L Adie, G Barton Australian Journal of Teacher Education (Online) 37 (6), 111-123, 2012 | 40 | 2012 |
| The Australian curriculum: Promises, problems and possibilities A Reid, D Price, A Scarino, B Doecke, LML Davies, W Sawyer, D Corrigan, ... Australian Curriculum Studies Association, 2018 | 37 | 2018 |
| Schooling elsewhere: Rurality, inclusion and education B Pini, S Carrington, L Adie International Journal of Inclusive Education 19 (7), 677-684, 2015 | 36 | 2015 |
