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 2020-03-01 to 2024-03-01.)

Article	Citations
A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment	48
Effects of self-assessment diaries on academic achievement, self-regulation, and motivation	22
Changes in classroom assessment practices during emergency remote teaching due to COVID-19	16
Bridging classroom assessment and self-regulated learning	15
Towards effective feedback: an investigation of teachers’ and students’ perceptions of oral feedback in classroom practice	15
Towards signature assessment and feedback practices: a taxonomy of discipline-specific elements of assessment for learning	14
What do grades mean? Variation in grading criteria in American college and university courses	13
Collaborating with teachers to design and implement assessments for self-regulated learning in the context of authentic classroom writing tasks	11
Assembled validity: rethinking Kane’s argument-based approach in the context of International Large-Scale Assessments (ILSAs)	11
Using involvement in moderation to strengthen teachers’ assessment for learning capability	11
Formative assessment, growth mindset, and achievement: examining their relations in the East and the West	11
Irish post-primary teachers’ conceptions of assessment at a time of curriculum and assessment reform	10
PRAAT scripts to measure speed fluency and breakdown fluency in speech automatically	9
Secondary education students’ self-assessment: the effects of feedback, subject matter, year level, and gender	9
Emergency assessment: rethinking classroom practices and priorities amid remote teaching	8
Building upon synergies among self-regulated learning and formative assessment research and practice	7
Conceptualising a Fairness Framework for Assessment Adjusted Practices for Students with Disability: An Empirical Study	7
Analytic or holistic? A study about how to increase the agreement in teachers’ grading	7
Student assessment literacy: indicators and domains from the literature	5
Complementary strengths? Evaluation of a hybrid human-machine scoring approach for a test of oral academic English	5
Assessing L2 English speaking using automated scoring technology: examining automarker reliability	5
Should they change their answers or not? Modelling Achievement through a Metacognitive Lens	5
Cross-cultural comparability and validity of metacognitive knowledge in reading in PISA 2009: a comparison of two scoring methods	5
Research on construction method of learning paths and learning progressions based on cognitive diagnosis assessment	5
The uses and misuses of centralised high stakes examinations-Assessment Policy and Practice in Georgia	5

Who is feedback for? The influence of accountability and quality assurance agendas on the enactment of feedback processes	5
Data literacy assessments: a systematic literature review	5
Investigating the promise of automated writing evaluation for supporting formative writing assessment at scale	5
What is synoptic assessment? Defining and operationalising an as yet non-mainstream assessment concept	4
Assessing young children’s self-regulation in school contexts	4
How do signature pedagogies get their signatures? The role of assessment and professional artefacts in preparing students for their professions	4
Involving primary school students in the co-construction of formative assessment in support of writing	4
Equal opportunity or unfair advantage? The impact of test accommodations on performance in high-stakes assessments	4
Assessment from a disciplinary approach: design and implementation in three undergraduate programmes	4
Benchmark rating procedure, best of both worlds? Comparing procedures to rate text quality in a reliable and valid manner	3
Thirty years of GCSE: A review of student views and experiences	3
Should we be banking on it? Exploring potential issues in the use of ‘item’ banking with structured examination questions	3
Validity evidence for a formative writing engagement assessment in elementary grades	3
Anchored in praise? Potential manifestation of the anchoring bias in feedback reception	3
Writing motivation questionnaire: validation and application as a formative assessment	3
Preparing for admissions tests in English	3
Development of the measure of assessment self-efficacy (MASE) for quizzes and exams	3
Are high school students accurate in predicting their AP exam scores?: Examining inaccuracy and overconfidence of students’ predictions	3
Critiquing the rationales for using comparative judgement: a call for clarity	3
Assessing interactional competence in the computer-based CET-SET: An investigation of the use of communication strategies	3
Feedback practices as part of signature pedagogy for clinical placements	3
Using spoken language technology for generating feedback to prepare for the TOEFL iBT® test: a user perception study	3
The impact of inconsistent responders to mixed-worded scales on inferences in international large-scale assessments	3
National tests and the wellbeing of primary school pupils: new evidence from the UK	3
Investigating the potential of NLP-driven linguistic and acoustic features for predicting human scores of children’s oral language proficiency	3
Accountability and assessment in U.S. education: let’s not allow another crisis go to waste!	3
Building useful, web-based educational assessment tools for students, with students: a demonstration with the school climate walkthrough	3
Evidence-informed practice in assessment: forging the nexus between research, policy & practice	3
Using student-instructor co-constructed rubrics in signature assessment for business students: benefits and challenges	3
More is not always better: the nonlinear relationship between formative assessment strategies and reading achievement	3
Writing assessment for communities of writers: rubric validation to support formative assessment of writing in Pre-K to grade 2	3
Pre-service and in-service assessment training: impacts on elementary teachers’ self-efficacy, attitudes, and data-driven decision making practice	3
Evaluating technology-mediated second language oral communication assessment delivery models	3
Conditioning: how background variables can influence PISA scores	2
New national tests for the Danish public school system – Tensions between renewal and orthodoxy before, during, and after the COVID-19 pandemic	2
New Zealand students’ test-taking motivation: an experimental study examining the effects of stakes	2
Diagnostic assessment in third-grade subtraction: the relation between bridging errors, number of errors and mathematical ability	2
The Future of Educational Assessment: Self-assessment, Grit and ChatGPT?	2
Signature assessment and feedback practices in the disciplines	2
Teacher use of digital technologies for school-based assessment: a scoping review	2
Assessment is contagious: the social contagion of formative assessment practices and self-efficacy among teachers	2
The power of positive emotions? The link between young people’s positive and negative affect and performance in high-stakes examinations	2
Learning to be expert writers: feedback in secondary English	2