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

Article	Citations
Oral exams in four Norwegian secondary schools – characteristics and variations in practice and possible threats to validity and fairness	38
More is not always better: the nonlinear relationship between formative assessment strategies and reading achievement	22
Lower secondary school teachers’ arguments on the use of a 26-point grading scale and gender differences in use and perceptions	16
Who responds inconsistently to mixed-worded scales? Differences by achievement, age group, and gender	13
Rethinking equity and assessment through opportunity to learn	13
Assessment quality	12
High stakes assessment in the era of COVID-19: interruption, transformation, regression or business as usual?	12
Friendship bias in peer assessment of EFL oral presentations	11
Numeracy across grades – vertically scaling the Norwegian national numeracy tests	9
COVID-19 impact on high stakes assessment: a New Zealand journey of collaborative adaptation amidst disruption	9
Exploring the roles of academic self-concept and perseverance of effort in self-assessment practices	8
Using rubrics for formative purposes: identifying factors that may affect the success of rubric implementations	8
Estimating sub-domain scores within national assessments. A case study using the Key Stage 2 statutory mathematics test in England	8
Anchored in praise? Potential manifestation of the anchoring bias in feedback reception	7
The Future of Educational Assessment: Self-assessment, Grit and ChatGPT?	7
The reliability and construct validity of student perceptions of teaching quality	7
Development of the measure of assessment self-efficacy (MASE) for quizzes and exams	7
Educational assessment in Canada revisited	7
How curriculum and assessment policies affect the role of reading in an assessment culture: a New Zealand case study	7
Factors affecting students’ performance on national assessments of mathematics in Italy: a random forest approach	6
A self-feedback model (SEFEMO): secondary and higher education students’ self-assessment profiles	6
Authentic assessment training for university teachers	6
Exploring the potential of exit tickets as formative assessments of student affect	6
Professor Paul Black, OBE, CPhys, HonFInstP, emeritus Professor of science Education at King’s College London: a tribute and appreciation	6
Examining grading purpose and practices: A multivariate analysis of secondary stakeholder perceptions	6

Classroom assessment in secondary schools in Ethiopia: teachers’ attitudes, perceived practices, and challenges	5
Critiquing the rationales for using comparative judgement: a call for clarity	5
Professor Paul Black OBE	5
Development and psychometric validity evidence of a curriculum-based and adaptive mathematics assessment tool	5
Educational assessment in Ghana: The influence of historical colonization and political accountability	5
Standardised Assessment in Irish Primary Schools: Teachers' Views on Purpose, Pressure and Practice	5
Measurement error in pre-school children’s emerging knowledge and skills. A case study from the UK	5
Examining the process of developing evaluative judgement in Japanese elementary schools—utilising the co-regulation and evaluative judgement model	4
Policy and practice in relation to external moderation of school-based assessment in 13 examination systems internationally	4
An implementation of argument-based validation for assessing college major preferences with a hybrid of Likert-rating and forced-choice formats	4
Assessment is contagious: the social contagion of formative assessment practices and self-efficacy among teachers	4
Making evaluative legal judgements: law students’ experiences of criteria-based scoring and comparative judgement	4
Current controversies in educational assessment	4
The importance of community in assessment	4
Searching students’ reflective writing for linguistic correlates of their tendency to ignore instructors’ feedback	4
Exploring teachers’ views on student assessment literacy	4
Assessment ecosystems	4
Unpacking teachers’ assessment conceptions and practices in post-colonial contexts	4
Moderation of non-exam assessments: a novel approach using comparative judgement	3
Reconceptualising student feedback agency from a social cognitive perspective	3
Paul Black	3
Relationship between formative assessment practices and students’ academic achievement: the mediating role of student engagement	3
EduSEL-R – the refined educators’ social-emotional learning questionnaire: expanded scope and improved validity	3
Impact of self-construal on rater severity in peer assessments of oral presentations	3
New national tests for the Danish public school system – Tensions between renewal and orthodoxy before, during, and after the COVID-19 pandemic	3
Student views on the assessment medium for General Certificates of Secondary Education in England: insights from the 2020 examination cancellations	3
Perceived fairness of exam accommodations for students with special educational needs	2
Exploring self-assessment practices and learning approaches in science among upper secondary students	2
Benchmark rating procedure, best of both worlds? Comparing procedures to rate text quality in a reliable and valid manner	2
Principals’ implementation of teacher evaluation and its relationship to intended purpose, perceived benefits, training and background variables	2
Student self-assessment: a meta-review of five decades of research	2
Cultivating realistic self-appraisal: examining student overclaiming and fair assessment through PISA and classroom data	2
Formative assessment – a global phenomenon	2
Feedback practices and transparency in data analysis	2
Overclaiming. An international investigation using PISA data	2