OOIR: Observatory of International Research

Papers

(The H4-Index of Studies in Educational Evaluation is 22. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2022-05-01 to 2026-05-01.)

Article	Citations
Editorial Board	159
The metacognitive awareness of reading strategy among pre-service primary teachers and the possibility of rating improvement using Rasch analysis	95
Searching for long-term reciprocal effects between achievement and interest in cooperative education programme	88
Larger immigrant-native academic achievement gaps in EU countries: A study of the PISA assessment from 2006 to 2022	58
Development and validation of the Self-Regulated Translation Learning Strategy Scale (SRTLSS)	50
Understanding the role of students’ reflections in their uptake of teacher written feedback	49
A critical evaluation of alignment optimization for improving cross- national comparability in international large-scale assessments	40
Performance evaluation in teaching: Dissecting student evaluations in higher education	39
Use and impact of external evaluation feedback in schools	36
Private supplementary tutoring expenditures and children’s learning outcomes: Gender and locational evidence from Ghana	32
Indirect effects of bullying on school mathematics achievement in Chile	31
Assessment and evaluation of simulation-based learning in higher education and professional training: An introduction	30
Learning about racism: A week-by-week qualitative exploration of two white Dutch primary student teachers’ emotional responses during a Critical Race Theory based course	29
Student perceptions of feedback in reciprocal or nonreciprocal peer tutoring or mentoring	28
Discrimination in grading: A scoping review of studies on teachers’ discrimination in school	27
Perceived university support and entrepreneurial intentions: Do different students benefit differently?	26
Developing feedback literacy, scaffolded writing, and resilience through intervention on feedback processes for L2 writing students	26
Evaluating boundary-crossing collaboration in research-practice partnerships in teacher education: Empirical insights on co-construction, motivation, satisfaction, trust, and competence enhancement	25
Comparing the reliability of performance task scores obtained from rating scale and analytic rubric using the generalizability theory	25
Sentiment analysis of student feedback: A comparative study employing lexicon and machine learning techniques	24
Comparing linear and nonlinear reading assessments in PIRLS 2016	23
Students’ perceptions of online peer feedback in process-oriented L2 writing: A qualitative inquiry	23
An adapted 3P (precursor-process-product) framework for the development of holistic competencies – “Approach to develop” in out of classroom learning	22