OOIR: Observatory of International Research

Papers

(The TQCC of Assessment in Education-Principles Policy & Practice is 5. 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
Rethinking equity and assessment through opportunity to learn	13
Who responds inconsistently to mixed-worded scales? Differences by achievement, age group, and gender	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
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
Exploring the roles of academic self-concept and perseverance of effort in self-assessment practices	8
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
Anchored in praise? Potential manifestation of the anchoring bias in feedback reception	7
The Future of Educational Assessment: Self-assessment, Grit and ChatGPT?	7
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
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

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