OOIR: Observatory of International Research

Papers

(The TQCC of Assessment in Education-Principles Policy & Practice is 4. 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
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
Collaborating with teachers to design and implement assessments for self-regulated learning in the context of authentic classroom writing tasks	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
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
Building upon synergies among self-regulated learning and formative assessment research and practice	7
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
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
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
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