OOIR: Observatory of International Research

Papers

(The median citation count of Assessment in Education-Principles Policy & 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
A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment	66
Changes in classroom assessment practices during emergency remote teaching due to COVID-19	21
Towards signature assessment and feedback practices: a taxonomy of discipline-specific elements of assessment for learning	20
PRAAT scripts to measure speed fluency and breakdown fluency in speech automatically	13
Emergency assessment: rethinking classroom practices and priorities amid remote teaching	12
Formative assessment, growth mindset, and achievement: examining their relations in the East and the West	12
Assembled validity: rethinking Kane’s argument-based approach in the context of International Large-Scale Assessments (ILSAs)	11
Student assessment literacy: indicators and domains from the literature	9
Conceptualising a Fairness Framework for Assessment Adjusted Practices for Students with Disability: An Empirical Study	8
Data literacy assessments: a systematic literature review	8
Assessing L2 English speaking using automated scoring technology: examining automarker reliability	8
Complementary strengths? Evaluation of a hybrid human-machine scoring approach for a test of oral academic English	7
Analytic or holistic? A study about how to increase the agreement in teachers’ grading	7
Investigating the promise of automated writing evaluation for supporting formative writing assessment at scale	7
Using student-instructor co-constructed rubrics in signature assessment for business students: benefits and challenges	7
Accountability and assessment in U.S. education: let’s not allow another crisis go to waste!	6
The uses and misuses of centralised high stakes examinations-Assessment Policy and Practice in Georgia	6
Who is feedback for? The influence of accountability and quality assurance agendas on the enactment of feedback processes	6
What is synoptic assessment? Defining and operationalising an as yet non-mainstream assessment concept	5
Investigating the potential of NLP-driven linguistic and acoustic features for predicting human scores of children’s oral language proficiency	5
Research on construction method of learning paths and learning progressions based on cognitive diagnosis assessment	5
Assessing young children’s self-regulation in school contexts	5
Validity evidence for a formative writing engagement assessment in elementary grades	5
Critiquing the rationales for using comparative judgement: a call for clarity	5
Thirty years of GCSE: A review of student views and experiences	5

Should they change their answers or not? Modelling Achievement through a Metacognitive Lens	5
National tests and the wellbeing of primary school pupils: new evidence from the UK	5
Development of the measure of assessment self-efficacy (MASE) for quizzes and exams	5
How do signature pedagogies get their signatures? The role of assessment and professional artefacts in preparing students for their professions	5
Feedback practices as part of signature pedagogy for clinical placements	5
Assessment is contagious: the social contagion of formative assessment practices and self-efficacy among teachers	4
Assessment from a disciplinary approach: design and implementation in three undergraduate programmes	4
The impact of inconsistent responders to mixed-worded scales on inferences in international large-scale assessments	4
More is not always better: the nonlinear relationship between formative assessment strategies and reading achievement	4
Evaluating technology-mediated second language oral communication assessment delivery models	4
Involving primary school students in the co-construction of formative assessment in support of writing	4
Use of technology-based assessments: a systematic review covering over 30 countries	4
Learning to be expert writers: feedback in secondary English	4
Writing assessment for communities of writers: rubric validation to support formative assessment of writing in Pre-K to grade 2	4
Building useful, web-based educational assessment tools for students, with students: a demonstration with the school climate walkthrough	4
Equal opportunity or unfair advantage? The impact of test accommodations on performance in high-stakes assessments	4
The power of positive emotions? The link between young people’s positive and negative affect and performance in high-stakes examinations	4
Preparing for admissions tests in English	4
Assessing interactional competence in the computer-based CET-SET: An investigation of the use of communication strategies	3
Educational assessment in Ghana: The influence of historical colonization and political accountability	3
Writing motivation questionnaire: validation and application as a formative assessment	3
Formative writing assessment for change – introduction to the special issue	3
Benchmark rating procedure, best of both worlds? Comparing procedures to rate text quality in a reliable and valid manner	3
Diagnostic assessment in third-grade subtraction: the relation between bridging errors, number of errors and mathematical ability	3
New national tests for the Danish public school system – Tensions between renewal and orthodoxy before, during, and after the COVID-19 pandemic	3
The Future of Educational Assessment: Self-assessment, Grit and ChatGPT?	3
Anchored in praise? Potential manifestation of the anchoring bias in feedback reception	3
Conditioning: how background variables can influence PISA scores	3
COVID-19 impact on high stakes assessment: a New Zealand journey of collaborative adaptation amidst disruption	3
Classroom assessment fairness inventory: a new instrument to support perceived fairness in classroom assessment	3
Pre-service and in-service assessment training: impacts on elementary teachers’ self-efficacy, attitudes, and data-driven decision making practice	3
Differential relationships between mathematics self-efficacy and national test performance according to perceived task difficulty	3
Are high school students accurate in predicting their AP exam scores?: Examining inaccuracy and overconfidence of students’ predictions	3
Teacher use of digital technologies for school-based assessment: a scoping review	2
Predicting first grade students’ writing proficiency	2
Searching students’ reflective writing for linguistic correlates of their tendency to ignore instructors’ feedback	2
Exploring the roles of academic self-concept and perseverance of effort in self-assessment practices	2
Towards student-centred feedback practices: evaluating the impact of a professional learning intervention in primary schools	2
New Zealand students’ test-taking motivation: an experimental study examining the effects of stakes	2
Computer-based diagnostic assessment of high school students’ grammar skills with automated feedback – an international trial	2
Numeracy across grades – vertically scaling the Norwegian national numeracy tests	2
Fair high-stakes assessment in the long shadow of Covid-19	2
Signature assessment and feedback practices in the disciplines	2