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 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
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
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
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
Accountability and assessment in U.S. education: let’s not allow another crisis go to waste!	6
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
What is synoptic assessment? Defining and operationalising an as yet non-mainstream assessment concept	5