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 2020-11-01 to 2024-11-01.)

Article	Citations
“Color‐Neutral” Is Not a Thing: Redefining Construct Definition and Representation through a Justice‐Oriented Critical Antiracist Lens	69
The Impact of COVID‐19‐Related School Closures on Student Achievement—A Meta‐Analysis	60
NCME Presidential Address 2020: Valuing Educational Measurement	19
College Admission Tests and Social Responsibility	17
Evaluating Item Fit Statistic Thresholds in PISA: Analysis of Cross‐Country Comparability of Cognitive Items	15
Learning Theory, Classroom Assessment, and Equity	15
Changing Educational Assessments in the Post‐COVID‐19 Era: From Assessment of Learning (AoL) to Assessment as Learning (AaL)	12
Foundational Competencies in Educational Measurement	11
Commentary: From Construct to Consequences: Extending the Notion of Social Responsibility	8
A Longitudinal Diagnostic Model with Hierarchical Learning Trajectories	8
Using Active Learning Methods to Strategically Select Essays for Automated Scoring	8
Investigating the Split‐Attention Effect in Computer‐Based Assessment: Spatial Integration and Interactive Signaling Approaches	7
The Multidimensionality of Measurement Bias in High‐Stakes Testing: Using Machine Learning to Evaluate Complex Sources of Differential Item Functioning	7
Coconstructing a Meaningful Online Environment: Faculty–Student Rapport in the English as a Foreign Language College Classroom	7
Machine Learning and Small Data	7
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	5
An Exploration and Critical Examination of How “Intelligent Classroom Technologies” Can Improve Specific Uses of Direct Student Behavior Observation Methods	5
Commentary: Evolution of Equity Perspectives on Higher Education Admissions Testing: A Call for Increased Critical Consciousness	5
How Did Students Engage with a Remote Educational Assessment? A Case Study	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
Measuring Comparison Effects: A Critical View on the Internal/External Frame of Reference Model	5
An Ecological Framework for Item Responding Within the Context of a Youth Risk and Needs Assessment	5
A Rubric for the Detection of Students in Crisis	4
The Good Side of COVID‐19	4
Bilevel Topic Model‐Based Multitask Learning for Constructed‐Responses Multidimensional Automated Scoring and Interpretation	4

Estimating Classification Decisions for Incomplete Tests	4
Are Fourth‐Year College Students Better Critical Thinkers than Their First‐Year Peers? Not So Much, and College Major and Ethnicity Matter	4
A Probabilistic Filtering Approach to Non‐Effortful Responding	4
Defining Test‐Score Interpretation, Use, and Claims: Delphi Study for the Validity Argument	4
Considerations for Future Online Testing and Assessment in Colleges and Universities	4
Inflection Point: The Role of Testing in Admissions Decisions in a Postpandemic Environment	4
Measuring Digital Literacy during the COVID‐19 Pandemic: Experiences with Remote Assessment in Hong Kong	4
Development and Validation of an Automatic Item Generation System for English Idioms	4
To Score or Not to Score: Factors Influencing Performance and Feasibility of Automatic Content Scoring of Text Responses	3
Balancing Trade‐Offs in the Detection of Primary Schools at Risk	3
Introduction to the Focal Article, Commentaries, and Response to the Commentaries	3
Gender‐Based EFL Writing Error Analysis Using Human and Computer‐Aided Approaches	3
Development of a New Learning Progression Verification Method based on the Hierarchical Diagnostic Classification Model: Taking Grade 5 Students’ Fractional Operations as an Example	3
The Role of Response Style Adjustments in Cross‐Country Comparisons—A Case Study Using Data from the PISA 2015 Questionnaire	3
An Evaluation of Automatic Item Generation: A Case Study of Weak Theory Approach	3
Average Rank and Adjusted Rank Are Better Measures of College Student Success than GPA	3
Boolean Analysis of Interobserver Agreement: Formal and Functional Evidence Sampling in Complex Coding Endeavors	3
Reporting Pass–Fail Decisions to Examinees with Incomplete Data: A Commentary on Feinberg (2021)	2
Combining Process Information and Item Response Modeling to Estimate Problem‐Solving Ability	2
Commentary: Design Tests with a Learning Purpose	2
Commentary: Social Responsibility, Fairness, and College Admissions Tests	2
A Machine Learning Approach for the Simultaneous Detection of Preknowledge in Examinees and Items When Both Are Unknown	2
Digital Module 21: Results Reporting for Large‐Scale Assessments	2
College Admission Tests and Social Responsibility: A Response to the Commentaries	2
On the Cover: Time Spent on Multiple‐Choice Items	2
Personalizing Large‐Scale Assessment in Practice	2
Using Classification Tree Models to Determine Course Placement	2
Commentary: Social Responsibility in College Admissions Requires a Reimagining of Standardized Testing	2
ITEMS Corner Update: The New ITEMS Module Development Process	2
Examining Comparability across CAT Assessments	2
Are There Distinctive Profiles in Examinee Essay‐Writing Processes?	2
Mode Effects in College Admissions Testing and Differential Speededness as a Possible Explanation	2
Commentary: Comment on College Admissions Tests and Social Responsibility	2
Transforming Assessment: The Impacts and Implications of Large Language Models and Generative AI	2
Assessing the Impact of a Test Question: Evidence from the “Underground Railroad” Controversy	2
Commentary: The Future of College Admissions Tests	2
Clarifying the Terminology of Validity and the Investigative Stages of Validation	2
Commentary: Achieving Educational Equity Requires a Communal Effort	2
Using OpenAI GPT to Generate Reading Comprehension Items	2