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 2022-08-01 to 2026-08-01.)

Article	Citations
Impact of Violating Unidimensionality on Rasch Calibration for Mixed-Format Tests	17
Shifting Educational Measurement from an Agent of Systemic Racism to an Anti-Racist Endeavor	16
Detecting Item Parameter Drift in Small Sample Rasch Equating	13
IRT Characteristic Curve Linking Methods Weighted by Information for Mixed-Format Tests	9
TheStandardsWill Never Be Enough: A Racial Justice Extension	9
Computer-Based Listening Test with Full Video, Visual-Limited Video, and Audio: A Comparative Analysis Based on Difficulty, Discrimination Power, and Response Time	8
Careless Responding May Yield Spurious Factors in Unidimensionality Assessment: A Simulation Study	8
Comparing Drift Detection Methods for Accurate Rasch Equating in Different Sample Sizes	7
Comparing Examinee-Based and Response-Based Motivation Filtering Methods in Remote Low-Stakes Testing	7
College Admissions in the Context of Institutional Mission Statements	6
Applying a Culturally Responsive Pedagogical Framework to Design and Evaluate Classroom Performance-Based Assessments in Hawai‘i	6
The Impact of Non-Effortful Responding on Item and Person Parameters in Item-Pool Scaling Linking	5
New Tests of Rater Drift in Trend Scoring	5
Modeling Dimensions Converging at the Upper Anchor in Learning Progressions: An Example of Micro-Evolution	5
Measurement Invariance in Relation to First Language: An Evaluation of German Reading and Spelling Tests	5
Reconceptualizing Educational Assessment Integrity for Sustainable Development: A Multilevel Validity Modeling Approach	4
Automated Scoring of Short-Answer Questions: A Progress Report	4
Don’t Test After Lunch: The Relationship Between Disengagement and the Time of Day That Low-Stakes Testing Occurs	4
Using Firth’s Penalized Maximum Likelihood Estimation for Logistic Regression to Detect Polytomous Differential Item Functioning	3
Enacting a Process for Developing Culturally Relevant Classroom Assessments	3
Change in Engagement During Test Events: An Argument for Weighted Scoring?	3
Gauging Misclassification in Rapid Guessing Identification in a Fast-Paced Vocabulary Test	3
Identifying Careless Responses in Computer-Adaptive Affective Surveys Using Person Fit Analysis	3
Are Online and Paper Tests Comparable? Evidence from Statewide K-12 Tests	3
Dissecting Knowledge, Guessing, and Blunder in Multiple Choice Assessments	3

Rasch Tree Modeling for DIF Analysis: How Sample and Item Characteristics Influence DIF Detection	3
Toward Evidence-Based Guidelines on Answer Keys’ Placement in Multiple-Choice Tests: A Simulation Study	2
Gender Differences and Types of Test-Taking Behaviors in PIRLS 2021	2
20 Years an Editor: A Few Editorial Thoughts on the Educational Measurement Profession	2
Enhancing Pretest Item Calibration in Multistage Adaptive Testing Using Simulation-Extrapolation Bayesian Logistic Regression	2
The Efficacy of Using a Large-Language Model as an Item Writing Assistant	2
A Method of Empirical Q-Matrix Validation for Multidimensional Item Response Theory	2
Performance Decline as an Indicator of Generalized Test-Taking Disengagement	2
An Examination of Individual Ability Estimation and Classification Accuracy Under Rapid Guessing Misidentifications	2
Item-Writing Guidelines on Response Option Placement: A Systematic Review	2
Multi-Group Generalizations of SIBTEST and Crossing-SIBTEST	2
Maintaining Score Scales Over Time: A Comparison of Five Scoring Methods	2
Combining Nonparametric and Parametric Item Response Theory to Explore Data Quality: Illustrations and a Simulation Study	1
Using Bayesian Networks for Cognitive Assessment of Student Understanding of Buoyancy: A Granular Hierarchy Model	1
Validity: An Integrated Approach to Test Score Meaning and Use , by Gregory J. Cizek, New York, Routledge, 2020, 190 pp., 55.00 (Paperback)	1
A Comparison of Linking Methods for Longitudinal Designs with the 2PL Model Under Item Parameter Drift	1
Parent Interpretation and Use of Diagnostic Mastery-Based Score Reports	1
A Critical Review of Fairness from Multiple Perspectives: Implications for Classroom Assessment Theory	1
Comparison of Methods for Identifying Differential Step Functioning with Polytomous Item Response Data	1
Examining the Validity of Oral Mathematics Test Accommodation in Academic and Native Languages for Orang Asli Pupils in Malaysia	1
The Promise of Assessments That Advance Social Justice: An Indigenous Example	1
Can Adaptive Testing Improve Test-Taking Experience? A Case Study on Educational Survey Assessment	1
Accuracy and Sensitivity of Coefficient Alpha and Its Alternatives with Unidimensional and Contaminated Scales	1
Conditioning and Fairness of Standardized Tests for College Admissions	1
Using Content Relevance and Representativeness Indices in Instrument Revision	1