| Improving teachers’ assessment literacy through professional development KH Koh Teaching Education 22 (3), 255-276, 2011 | 235 | 2011 |
| Authentic and conventional assessment in Singapore schools: An empirical study of teacher assignments and student work K Koh, A Luke Assessment in Education: Principles, Policy & Practice 16 (3), 291-318, 2009 | 152 | 2009 |
| Examining the construct comparability of the English and French versions of TIMSS K Ercikan, K Koh International Journal of Testing 5 (1), 23-35, 2005 | 126 | 2005 |
| Authentic assessment K Koh Oxford Research Encyclopedia of Education, 2017 | 111 | 2017 |
| Comparability of bilingual versions of assessments: Sources of incomparability of English and French versions of Canada's national achievement tests K Ercikan, MJ Gierl, T McCreith, G Puhan, K Koh Applied Measurement in Education 17 (3), 301-321, 2004 | 108 | 2004 |
| Creating thinking schools through authentic assessment: The case in Singapore KH Koh, C Tan, PT Ng Educational Assessment, Evaluation and Accountability 24, 135-149, 2012 | 104 | 2012 |
| Developing the assessment literacy of teachers in Chinese language classrooms: A focus on assessment task design K Koh, LECA Burke, A Luke, W Gong, C Tan Language Teaching Research 22 (3), 264-288, 2018 | 103 | 2018 |
| Multi-group confirmatory factor analysis for testing measurement invariance in mixed item format data KH Koh, BD Zumbo Journal of Modern Applied Statistical Methods 7 (2), 12, 2008 | 71 | 2008 |
| The education system in Singapore C Tan, K Koh, W Choy Asian education systems, 129-148, 2016 | 47 | 2016 |
| Assessment for learning: Understanding teachers’ beliefs and practices E Song, K Koh | 42 | 2010 |
| Navigating the tensions of innovative assessment and pedagogy in higher education. J Lock, B Kim, K Koh, G Wilcox Canadian Journal for the Scholarship of Teaching and Learning 9 (1), n1, 2018 | 41 | 2018 |
| Manifestation of differences in item-level characteristics in scale-level measurement invariance tests of multi-group confirmatory factor analyses BD Zumbo, KH Koh Journal of Modern Applied Statistical Methods 4 (1), 24, 2005 | 35 | 2005 |
| Promoting reflection in pre-service teachers through problem-based learning: An example from Canada K Koh, C Tan Reflective Practice 17 (3), 347-356, 2016 | 28 | 2016 |
| The logic of confidence and the social economy of assessment reform in Singapore: A new institutionalist perspective DJ Hogan, PA Towndrow, K Koh Multicultural psychoeducational assessment, 213-252, 2009 | 22 | 2009 |
| Improving teachers' assessment literacy in Singapore schools: an analysis of teachers' assessment tasks and student work KH Koh, RL Velayutham | 21 | 2009 |
| What is the impact on exploratory factor analysis results of a polychoric correlation matrix from LISREL/PRELIS and EQS when some respondents are not able to follow the rating … A Rupp, K Koh, BD Zumbo, IBD Zumbo, CO Ochieng annual meeting of the American Educational Research Association (AERA) in …, 2003 | 19 | 2003 |
| Authentic assessment, teacher judgment and moderation in a context of high accountability K Koh Designing assessment for quality learning, 249-264, 2014 | 18 | 2014 |
| The use of video technology in pre-service teacher education and in-service teacher professional development K Koh Cases of mathematics professional development in East Asian countries: Using …, 2015 | 16 | 2015 |
| Improving teachers' assessment literacy KH Koh Prentice Hall, 2011 | 15 | 2011 |
| Problem-Based Learning, Assessment Literacy, Mathematics Knowledge, and Competencies in Teacher Education. K Koh, O Chapman Papers on Postsecondary Learning and Teaching 3, 74-80, 2019 | 14 | 2019 |
