OOIR: Observatory of International Research

Papers

(The TQCC of Studies in Educational Evaluation is 8. 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 2022-06-01 to 2026-06-01.)

Article	Citations
Editorial Board	171
The metacognitive awareness of reading strategy among pre-service primary teachers and the possibility of rating improvement using Rasch analysis	101
Searching for long-term reciprocal effects between achievement and interest in cooperative education programme	94
Development and validation of the Self-Regulated Translation Learning Strategy Scale (SRTLSS)	64
Understanding the role of students’ reflections in their uptake of teacher written feedback	51
Performance evaluation in teaching: Dissecting student evaluations in higher education	49
Use and impact of external evaluation feedback in schools	41
A critical evaluation of alignment optimization for improving cross- national comparability in international large-scale assessments	41
A diagnostic classification model of TIMSS 2023 grade four mathematics	36
Larger immigrant-native academic achievement gaps in EU countries: A study of the PISA assessment from 2006 to 2022	33
Private supplementary tutoring expenditures and children’s learning outcomes: Gender and locational evidence from Ghana	32
Assessment and evaluation of simulation-based learning in higher education and professional training: An introduction	31
Indirect effects of bullying on school mathematics achievement in Chile	31
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
Why do students hide knowledge in peer assessment? The role of knowledge interaction inequalities	27
Developing feedback literacy, scaffolded writing, and resilience through intervention on feedback processes for L2 writing students	27
Comparing the reliability of performance task scores obtained from rating scale and analytic rubric using the generalizability theory	26
Perceived university support and entrepreneurial intentions: Do different students benefit differently?	26
Evaluating boundary-crossing collaboration in research-practice partnerships in teacher education: Empirical insights on co-construction, motivation, satisfaction, trust, and competence enhancement	25
Student perceptions of feedback in reciprocal or nonreciprocal peer tutoring or mentoring	24
Discrimination in grading: A scoping review of studies on teachers’ discrimination in school	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	22
Sentiment analysis of student feedback: A comparative study employing lexicon and machine learning techniques	21
A longitudinal exploration of EFL learners' peer feedback literacy development	20

Estimating teachers’ value-added effects using generalized persistence model	20
Data use for school self-evaluation – The process, factors, and leadership practices in Estonian schools	19
An adapted 3P (precursor-process-product) framework for the development of holistic competencies – “Approach to develop” in out of classroom learning	19
Editorial Board	19
Research on the effect of mixed teaching strategies on students' ambidextrous innovation	18
Can less be more? Effects of study load on science achievement among Chinese eighth-grade students	18
The HSTA logic model: A comparative analysis of psychometric outcomes for predicting academic and life success	18
Exploring the impact of student perceptions of Assessment for Learning on intrinsic motivation	17
Evaluating the determinants of Metaverse learning benefits in higher education: A mixed-methods investigation of system quality, institutional support, and personal innovativeness	17
Computer and information literacy in the production of education	17
Evaluating inclusive school practices: A multilevel analysis of teacher readiness, climate, and student outcomes	17
Exploring Chinese stakeholders’ perceptions of school inspection criteria in demonstrating educational quality: Do discrepancies in opinions reflect different school contexts?	16
Instructional engagement and student learning outcomes: Direct and indirect effects based on country-specific contingencies	16
Course quality in higher education teacher training: What matters for pre-service physics teachers’ content knowledge development?	16
Student rating consistency in online peer assessment from the perspectives of individual and class	16
Perspectives on educational effectiveness in science and mathematics: The role of non-cognitive measures in TIMSS. Introduction to a special issue	16
Academic resilience of disadvantaged students in 58 countries: The role of early home learning activities and instructional clarity	16
Academic resilience in learning English as a foreign language: Relations to classroom climate and beliefs about language learning	16
Are teachers literate in formative assessment? The development and validation of the Teacher Formative Assessment Literacy Scale	16
Do learners learn from corrective peer feedback? Insights from students	16
Distributed leadership and teacher job satisfaction over time: A large-scale trend analysis of TALIS 2013 and 2018	15
Student – Feedback Interaction Model: Revised	15
School bullying: Prevalence and variation in and between school systems in TIMSS 2015	15
How perceived teaching autonomy predicts job satisfaction in China: The mediating role of self-efficacy and the moderating role of school climate	15
Insights into beliefs on 11 + testing in Trinidad and Tobago through an interpretation/use argument	14
Toward a multidimensional conceptualization of motivation to transfer training: Validation of the transfer motivation questionnaire from a self-determination theory perspective using bifactor-ESEM	14
Trends in mathematics motivation between 1980 and 2015: Exploring the educational-gender-equality paradox over time	14
Editorial Board	14
Master’s students’ perceptions of supervisory feedback and its links to engagement and learning: A mixed-methods study	14
Investigating the use of the National Assessment Program – Literacy and Numeracy (NAPLAN) test results	13
Understanding the role of school experiences in the wellbeing of girls, SEN and low SES students: A self-determination theory approach	13
Examining the relationships between teachers’ affective states, self-efficacy, and teacher-child relationships in kindergartens: An integration of social cognitive theory and positive psychology	12
Understanding changes in learner engagement with peer feedback giving in EFL writing: A longitudinal study	12
How should pretest measures be included in multilevel models when examining the effects of teacher or school variables on learning?	12
Sustaining data use professional learning communities in schools: The role of leadership practices	12
School performance and inequality of opportunities in Latin America	12
Dynamics of change of academics’ teaching approaches: A latent profile transition analysis	12
The effect of AI-assisted dynamic assessment on receptive and productive knowledge of vocabulary	12
Profiles of instructional quality in primary and secondary education: Patterns, predictors, and relations to student achievement and motivation in science	11
Is class worth their time? College student perspectives on class structure and attendance	11
Distributed leadership in higher education: Evidence from Cambodia on academic and institutional outcomes	11
Building communities, weaving trust: How principals transform participative leadership practices into teacher professional happiness in collectivism-oriented Confucian cultural context	11
Differentiated instruction in Turkish classrooms: Practices, teacher experiences and barriers	11
Evaluating text quality: Teachers’ perceptions about pupils’ writing	11
Editorial Board	11
Online peer feedback training based on self-regulated learning in english as a foreign language writing: Perceived usefulness and students’ engagement	10
The role of group mentorship in supporting teachers across different developmental stages: A comparative study	10
“Was that interesting?” & “Does it matter?”: The implications of on-task learning experiences	10
Examining practicums within initial teacher education programs: Understanding the dimensions of professional development of pre-service teachers	10
Preservice teachers’ pedagogical and psychological knowledge: Structure and learning opportunities	10

Searching for effective teacher practices during play to promote student learning outcomes	10
Preservice teachers’ assessment literacy: A systematic review	10
Implementing evidence-based practices in reading classrooms – Longitudinal interrelations between teaching-related attitudes, innovation-specific perceptions, and perceived implementation success	10
Transformational and transactional school leadership as predictors of teacher self-efficacy	9
Evaluating peer feedback as a reliable and valid complementary aid to teacher feedback in EFL writing classrooms: A feedback giver perspective	9
Examining the mindsets toward students’ writing competence and feedback-giving practices of Chinese university English writing teachers	9
The influence mechanism of the parent-child relationship on adolescent academic performance: The serial mediating effect of parental expectations and self-expectations	9
Automatic evaluation of open-ended questions for online learning. A systematic mapping	9
The paradoxical relationship between students’ non-cognitive factors and mathematics & science achievement using TIMSS 2015 dataset	9
Effects of multimedia on psychometric characteristics of cognitive tests: A comparison between technology-based and paper-based modalities	9
Addressing test-taking disengagement: The influence of embedded self-report items and grading on performance	9
Peer feedback in higher education: How students’ roles affect providing and receiving feedback	8
Developing a basic eligibility test for tertiary education – Conceptual and methodological challenges	8
Predicting reading comprehension performance based on student characteristics and item properties	8
National policy, school contexts, and individual characteristics: Which matters most for teachers’ participation in induction programs?	8
Evaluating implementation fidelity in traditional vs. computerized formats of Super Skills for Life program	8
Research on the construction and application of teacher-student interaction evaluation system for smart classroom in the post COVID-19	8
Instructional tools and curricular structures to facilitate students’ self-assessment and generation of self-feedback	8
AI and human scoring for postgraduate writing: Evaluating score reliability, variability, and rater behaviours	8
Engagement, achievement, and teacher classroom practices in mathematics: Insights from TIMSS 2011 and PISA 2012	8
Teachers’ language assessment literacy: Exploring its construct and contextual factors	8
Examining principal instructional leadership effects on the rural-urban instructional quality gap in China: The mechanism of teacher professional learning	8
Measurement properties as a possible cause of digital device effects on a standardized assessment of learning	8
The application of machine learning approaches in international large-scale educational assessments: A scoping review	8
Peer parents’ educational expectations and student academic achievement: An intergenerational closure perspective from rural China	8
The influence of self-assessment practices on online training for investigative interviewing skills	8