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

Article	Citations
Improving Test-Taking Effort in Low-Stakes Group-Based Educational Testing: A Meta-Analysis of Interventions	25
The Effect of Peer Assessment on Non-Cognitive Outcomes: A Meta-Analysis	16
A Method for Identifying Partial Test-Taking Engagement	12
Rethinking Think-Alouds: The Often-Problematic Collection of Response Process Data	8
Determining Reliability of Daily Measures: An Illustration with Data on Teacher Stress	8
Formative Assessment of Computational Thinking: Cognitive and Metacognitive Processes	8
Performance Decline as an Indicator of Generalized Test-Taking Disengagement	5
Think Alouds: Informing Scholarship and Broadening Partnerships through Assessment	5
Gathering Response Process Data for a Problem-Solving Measure through Whole-Class Think Alouds	5
Analyzing Student Response Processes to Evaluate Success on a Technology-Based Problem-Solving Task	4
Detection of Outliers in Anchor Items Using Modified Rasch Fit Statistics	4
Teacher Assessment Literacy: Implications for Diagnostic Assessment Systems	4
Detecting Differential Item Functioning Using Cognitive Diagnosis Models: Applications of the Wald Test and Likelihood Ratio Test in a University Entrance Examination	4
Enacting a Process for Developing Culturally Relevant Classroom Assessments	4
Does the Response Options Placement Provide Clues to the Correct Answers in Multiple-choice Tests? A Systematic Review	3
Analyzing Complete Generalizability Theory Designs Using Structural Equation Models	3
Bayesian Estimation and Testing of a Linear Logistic Test Model for Learning during the Test	3
Personalized Online Learning, Test Fairness, and Educational Measurement: Considering Differential Content Exposure Prior to a High Stakes End of Course Exam	3
Response Demands of Reading Comprehension Test Items: A Review of Item Difficulty Modeling Studies	3
Between- versus Within-Examinee Variability in Test-Taking Effort and Test Emotions during a Low-Stakes Test	3
Accuracy and Sensitivity of Coefficient Alpha and Its Alternatives with Unidimensional and Contaminated Scales	2
Using Bayesian Networks for Cognitive Assessment of Student Understanding of Buoyancy: A Granular Hierarchy Model	2
TheStandardsWill Never Be Enough: A Racial Justice Extension	2
A Census-Level, Multi-Grade Analysis of the Association Between Testing Time, Breaks, and Achievement	2
Efficient Estimation of Mean Ability Growth Using Vertical Scaling	2

Not-reached Items: An Issue of Time and of test-taking Disengagement? the Case of PISA 2015 Reading Data	2
Validity and Racial Justice in Educational Assessment	2
Using Think-Alouds for Response Process Evidence of Teacher Attentiveness	2
Violation of Conditional Independence in the Many-Facets Rasch Model	2
Applying a Culturally Responsive Pedagogical Framework to Design and Evaluate Classroom Performance-Based Assessments in Hawai‘i	2
Coefficient β As Extension of KR-21 Reliability for Summed and Scaled Scores for Polytomously-scored Tests	2
Performance of Infit and Outfit Confidence Intervals Calculated via Parametric Bootstrapping	2
Multi-Group Generalizations of SIBTEST and Crossing-SIBTEST	1
Efficient Assessment of Students’ Proportional Reasoning	1
Reconceptualizing Rapid Responses as a Speededness Indicator in High-Stakes Assessments	1
Development and Use of Anchoring Vignettes: Psychometric Investigations and Recommendations for a Nonparametric Approach	1
The Consideration of Admissions Testing at Colleges and Universities: A Perspective	1
Recruitment and Retention of Racially and Ethnically Minoritized Graduate Students in Educational Measurement Programs	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
When Should Individual Ability Estimates Be Reported if Rapid Guessing Is Present?	1
Measurement Invariance in Relation to First Language: An Evaluation of German Reading and Spelling Tests	1
Tracking Ordinal Development of Skills with a Longitudinal DINA Model with Polytomous Attributes	1
Characterizing the Latent Classes in a Mixture IRT Model Using DIF	1
Comparing the Robustness of Three Nonparametric DIF Procedures to Differential Rapid Guessing	1
Comparing School Reports and Empirical Estimates of Relative Reliance on Tests Vs Grades in College Admissions	1