Applied Measurement in Education

Papers
(The TQCC of Applied Measurement in Education is 3. 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.)
ArticleCitations
The Effectiveness and Features of Formative Assessment in US K-12 Education: A Systematic Review44
Can Culture Be a Salient Predictor of Test-Taking Engagement? An Analysis of Differential Noneffortful Responding on an International College-Level Assessment of Critical Thinking21
Improving Test-Taking Effort in Low-Stakes Group-Based Educational Testing: A Meta-Analysis of Interventions21
The Trade-Off between Model Fit, Invariance, and Validity: The Case of PISA Science Assessments13
A Method for Identifying Partial Test-Taking Engagement10
The Impact of Test-Taking Disengagement on Item Content Representation10
The Effect of Peer Assessment on Non-Cognitive Outcomes: A Meta-Analysis10
Validating Rubric Scoring Processes: An Application of an Item Response Tree Model7
An IRT Mixture Model for Rating Scale Confusion Associated with Negatively Worded Items in Measures of Social-Emotional Learning7
Formative Assessment of Computational Thinking: Cognitive and Metacognitive Processes7
Rethinking Think-Alouds: The Often-Problematic Collection of Response Process Data6
Comparing Cut Scores from the Angoff Method and Two Variations of the Hofstee and Beuk Methods5
Performance Decline as an Indicator of Generalized Test-Taking Disengagement5
Detection of Outliers in Anchor Items Using Modified Rasch Fit Statistics4
Think Alouds: Informing Scholarship and Broadening Partnerships through Assessment4
Subscore Equating and Profile Reporting4
Rasch Model Extensions for Enhanced Formative Assessments in MOOCs3
Gathering Response Process Data for a Problem-Solving Measure through Whole-Class Think Alouds3
Between- versus Within-Examinee Variability in Test-Taking Effort and Test Emotions during a Low-Stakes Test3
Determining Reliability of Daily Measures: An Illustration with Data on Teacher Stress3
Teacher Assessment Literacy: Implications for Diagnostic Assessment Systems3
On the Reliable Identification and Effectiveness of Computer-Based, Pop-Up Glossaries in Large-Scale Assessments3
Detecting Differential Item Functioning Using Cognitive Diagnosis Models: Applications of the Wald Test and Likelihood Ratio Test in a University Entrance Examination3
Bayesian Estimation and Testing of a Linear Logistic Test Model for Learning during the Test3
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