OOIR: Observatory of International Research

Papers

(The median citation count of Applied Measurement in Education is 1. 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 Effectiveness and Features of Formative Assessment in US K-12 Education: A Systematic Review	44
Improving Test-Taking Effort in Low-Stakes Group-Based Educational Testing: A Meta-Analysis of Interventions	21
Can Culture Be a Salient Predictor of Test-Taking Engagement? An Analysis of Differential Noneffortful Responding on an International College-Level Assessment of Critical Thinking	21
The Trade-Off between Model Fit, Invariance, and Validity: The Case of PISA Science Assessments	13
The Effect of Peer Assessment on Non-Cognitive Outcomes: A Meta-Analysis	10
A Method for Identifying Partial Test-Taking Engagement	10
The Impact of Test-Taking Disengagement on Item Content Representation	10
Formative Assessment of Computational Thinking: Cognitive and Metacognitive Processes	7
Validating Rubric Scoring Processes: An Application of an Item Response Tree Model	7
An IRT Mixture Model for Rating Scale Confusion Associated with Negatively Worded Items in Measures of Social-Emotional Learning	7
Rethinking Think-Alouds: The Often-Problematic Collection of Response Process Data	6
Performance Decline as an Indicator of Generalized Test-Taking Disengagement	5
Comparing Cut Scores from the Angoff Method and Two Variations of the Hofstee and Beuk Methods	5
Subscore Equating and Profile Reporting	4
Detection of Outliers in Anchor Items Using Modified Rasch Fit Statistics	4
Think Alouds: Informing Scholarship and Broadening Partnerships through Assessment	4
Teacher Assessment Literacy: Implications for Diagnostic Assessment Systems	3
On the Reliable Identification and Effectiveness of Computer-Based, Pop-Up Glossaries in Large-Scale Assessments	3
Detecting Differential Item Functioning Using Cognitive Diagnosis Models: Applications of the Wald Test and Likelihood Ratio Test in a University Entrance Examination	3
Bayesian Estimation and Testing of a Linear Logistic Test Model for Learning during the Test	3
Rasch Model Extensions for Enhanced Formative Assessments in MOOCs	3
Gathering Response Process Data for a Problem-Solving Measure through Whole-Class Think Alouds	3
Between- versus Within-Examinee Variability in Test-Taking Effort and Test Emotions during a Low-Stakes Test	3
Determining Reliability of Daily Measures: An Illustration with Data on Teacher Stress	3
Applying Cognitive Theory to the Human Essay Rating Process	2

Analyzing Student Response Processes to Evaluate Success on a Technology-Based Problem-Solving Task	2
Does the Response Options Placement Provide Clues to the Correct Answers in Multiple-choice Tests? A Systematic Review	2
Understanding and Interpreting Human Scoring	2
Gauging Uncertainty in Test-to-Curriculum Alignment Indices	2
Evaluating Random and Systematic Error in Student Growth Percentiles	2
Coefficient β As Extension of KR-21 Reliability for Summed and Scaled Scores for Polytomously-scored Tests	2
Personalized Online Learning, Test Fairness, and Educational Measurement: Considering Differential Content Exposure Prior to a High Stakes End of Course Exam	2
Violation of Conditional Independence in the Many-Facets Rasch Model	2
Response Demands of Reading Comprehension Test Items: A Review of Item Difficulty Modeling Studies	2
Enacting a Process for Developing Culturally Relevant Classroom Assessments	2
The Impact of Operational Scoring Experience and Additional Mentored Training on Raters’ Essay Scoring Accuracy	2
Evaluating Human Scoring Using Generalizability Theory	1
Characterizing the Latent Classes in a Mixture IRT Model Using DIF	1
Asymptotic Standard Errors of Equating Coefficients Using the Characteristic Curve Methods for the Graded Response Model	1
Comparing the Robustness of Three Nonparametric DIF Procedures to Differential Rapid Guessing	1
Performance of Infit and Outfit Confidence Intervals Calculated via Parametric Bootstrapping	1
When Should Individual Ability Estimates Be Reported if Rapid Guessing Is Present?	1
Predictive Modeling of Rater Behavior: Implications for Quality Assurance in Essay Scoring	1
Efficient Assessment of Students’ Proportional Reasoning	1
Accuracy and Sensitivity of Coefficient Alpha and Its Alternatives with Unidimensional and Contaminated Scales	1
Reconceptualizing Rapid Responses as a Speededness Indicator in High-Stakes Assessments	1
Validity and Racial Justice in Educational Assessment	1
The Standards Will Never Be Enough: A Racial Justice Extension	1
A Census-Level, Multi-Grade Analysis of the Association Between Testing Time, Breaks, and Achievement	1
The Consideration of Admissions Testing at Colleges and Universities: A Perspective	1
Detecting Local Dependence: A Threshold-Autoregressive Item Response Theory (TAR-IRT) Approach for Polytomous Items	1
Not-reached Items: An Issue of Time and of test-taking Disengagement? the Case of PISA 2015 Reading Data	1
Comparing Examinee-Based and Response-Based Motivation Filtering Methods in Remote Low-Stakes Testing	1
Change in Engagement During Test Events: An Argument for Weighted Scoring?	1
Why Should We Care about Human Raters?	1
Applying a Multiple Comparison Control to IRT Item-fit Testing	1
Using Think-Alouds for Response Process Evidence of Teacher Attentiveness	1
Efficient Estimation of Mean Ability Growth Using Vertical Scaling	1