OOIR: Observatory of International Research

Papers

(The TQCC of Educational Measurement-Issues and Practice is 2. 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 2020-03-01 to 2024-03-01.)

Article	Citations
The Longer‐Term Impact of COVID‐19 on K–12 Student Learning and Assessment	59
“Color‐Neutral” Is Not a Thing: Redefining Construct Definition and Representation through a Justice‐Oriented Critical Antiracist Lens	59
The Potential Impact of COVID‐19 on Student Learning and How Schools Can Respond	55
The Impact of COVID‐19‐Related School Closures on Student Achievement—A Meta‐Analysis	50
Internet‐Based Proctored Assessment: Security and Fairness Issues	25
Standardization and UNDERSTANDardization in Educational Assessment	25
Never Let a Crisis Go to Waste: Large‐Scale Assessment and the Response to COVID‐19	21
NCME Presidential Address 2020: Valuing Educational Measurement	18
The Effect of Drag‐and‐Drop Item Features on Test‐Taker Performance and Response Strategies	17
College Admission Tests and Social Responsibility	16
A Haunting Logic of Psychometrics: Toward the Speculative and Indeterminacy of Blackness in Measurement	14
Evaluating Item Fit Statistic Thresholds in PISA: Analysis of Cross‐Country Comparability of Cognitive Items	13
Standardized Testing in College Admissions: Observations and Reflections	11
Toward Assessment in the Service of Learning	11
Score Reporting for Examinees with Incomplete Data on Large‐Scale Educational Assessments	11
Examining Effectiveness and Validity of Accommodations for English Language Learners in Mathematics: An Evidence‐Based Computer Accommodation Decision System	11
What Hath the Coronavirus Brought to Assessment? Unprecedented Challenges in Educational Assessment in 2020 and Years to Come	10
Changing Educational Assessments in the Post‐COVID‐19 Era: From Assessment of Learning (AoL) to Assessment as Learning (AaL)	9
Synergy and Tension between Large‐Scale and Classroom Assessment: International Trends	8
Argumentation Surrounding Argument‐Based Validation: A Systematic Review of Validation Methodology in Peer‐Reviewed Articles	8
Exploring the Structure of Teachers’ Emotional Labor in the Classroom: A Multitrait–Multimethod Analysis	8
Are Accommodations for English Learners on State Accountability Assessments Evidence‐Based? A Multistudy Systematic Review and Meta‐Analysis	7
Exploring the Impact of Rater Effects on Person Fit in Rater‐Mediated Assessments	7
Assessment for Learning with Diverse Learners in a Digital World	7
Remotely Proctored K‐12 High Stakes Standardized Testing During COVID‐19: Will it Last?	7

Commentary: From Construct to Consequences: Extending the Notion of Social Responsibility	7
The Benefits of Fixed Item Parameter Calibration for Parameter Accuracy in Small Sample Situations in Large‐Scale Assessments	7
A Longitudinal Diagnostic Model with Hierarchical Learning Trajectories	7
Learning Theory, Classroom Assessment, and Equity	7
A Longitudinal Analysis of Doctoral Graduate Supply in the Educational Measurement Field	7
Refined Learning Tracking with a Longitudinal Probabilistic Diagnostic Model	6
Machine Learning and Small Data	6
Moving Beyond the Brag Sheet: A Meta‐Analysis of Biodata Measures Predicting Student Outcomes	6
Evaluating Content‐Related Validity Evidence Using a Text‐Based Machine Learning Procedure	6
Rubric Rating with MFRM versus Randomly Distributed Comparative Judgment: A Comparison of Two Approaches to Second‐Language Writing Assessment	6
Investigating the Split‐Attention Effect in Computer‐Based Assessment: Spatial Integration and Interactive Signaling Approaches	5
The Effect of Item Preknowledge on Response Time: Analysis of Two Datasets Using the Multiple‐Group Lognormal Response Time Model with a Gating Mechanism	5
An Ecological Framework for Item Responding Within the Context of a Youth Risk and Needs Assessment	5
Commentary: Evolution of Equity Perspectives on Higher Education Admissions Testing: A Call for Increased Critical Consciousness	5
Reimagining Assessments in the Postpandemic Era: Creating a Blueprint for the Future	5
Inflection Point: The Role of Testing in Admissions Decisions in a Postpandemic Environment	4
How Did Students Engage with a Remote Educational Assessment? A Case Study	4
Development and Validation of an Automatic Item Generation System for English Idioms	4
Educational Assessment of the Post‐Pandemic Age: Chinese Experiences and Trends Based on Large‐Scale Online Learning	4
Into the Unknown: Assessments in Spring 2021	4
Using Active Learning Methods to Strategically Select Essays for Automated Scoring	4
Your Guess is as Good as Ours	4
Measuring Comparison Effects: A Critical View on the Internal/External Frame of Reference Model	4
Estimating Classification Decisions for Incomplete Tests	4
Gender‐Based EFL Writing Error Analysis Using Human and Computer‐Aided Approaches	3
Measuring Digital Literacy during the COVID‐19 Pandemic: Experiences with Remote Assessment in Hong Kong	3
Introduction to the Focal Article, Commentaries, and Response to the Commentaries	3
The Ramifications of COVID‐19 in Education: Beyond the Extension of the Kano Model and Unipolar View of Satisfaction and Dissatisfaction in the Field of Blended Learning	3
Balancing Trade‐Offs in the Detection of Primary Schools at Risk	3
Does Special Educator Effectiveness Vary Depending on the Observation Instrument Used?	3
The Good Side of COVID‐19	3
An Exploration and Critical Examination of How “Intelligent Classroom Technologies” Can Improve Specific Uses of Direct Student Behavior Observation Methods	3
Boolean Analysis of Interobserver Agreement: Formal and Functional Evidence Sampling in Complex Coding Endeavors	3
Important Considerations for Assessment to Function in the Service of Education	2
Considerations for Future Online Testing and Assessment in Colleges and Universities	2
Clarifying the Terminology of Validity and the Investigative Stages of Validation	2
A Rubric for the Detection of Students in Crisis	2
Commentary: Comment on College Admissions Tests and Social Responsibility	2
A Probabilistic Filtering Approach to Non‐Effortful Responding	2
Commentary: Social Responsibility in College Admissions Requires a Reimagining of Standardized Testing	2
When Examinees Cannot Test: The Pandemic's Assault on Certification and Licensure	2
Bilevel Topic Model‐Based Multitask Learning for Constructed‐Responses Multidimensional Automated Scoring and Interpretation	2
Examining Comparability across CAT Assessments	2
A Machine Learning Approach for the Simultaneous Detection of Preknowledge in Examinees and Items When Both Are Unknown	2
Digital Module 11: Bayesian Psychometric Modeling https://ncme.elevate.commpartners.com	2
When Should I Use a Measure to Support Instructional Improvement at Scale? The Importance of Considering Both Intended and Actual Use in Validity Arguments	2
Assessing the Impact of a Test Question: Evidence from the “Underground Railroad” Controversy	2
ITEMS Corner Update: The New ITEMS Module Development Process	2
Commentary: The Future of College Admissions Tests	2
The Multidimensionality of Measurement Bias in High‐Stakes Testing: Using Machine Learning to Evaluate Complex Sources of Differential Item Functioning	2

NGSS Alignment: Where Have We Been and Where Are We Going?	2
Are Fourth‐Year College Students Better Critical Thinkers than Their First‐Year Peers? Not So Much, and College Major and Ethnicity Matter	2
Impacts of COVID‐19 on the Law School Admission Test	2
Reporting Pass–Fail Decisions to Examinees with Incomplete Data: A Commentary on Feinberg (2021)	2
Commentary: Design Tests with a Learning Purpose	2
Working with Atypical Samples	2
Commentary: Social Responsibility, Fairness, and College Admissions Tests	2