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 2021-05-01 to 2025-05-01.)

Article	Citations
More is not always better: the nonlinear relationship between formative assessment strategies and reading achievement	23
National tests and the wellbeing of primary school pupils: new evidence from the UK	21
Rethinking equity and assessment through opportunity to learn	17
Writing motivation questionnaire: validation and application as a formative assessment	17
Lower secondary school teachers’ arguments on the use of a 26-point grading scale and gender differences in use and perceptions	16
High stakes assessment in the era of COVID-19: interruption, transformation, regression or business as usual?	13
Who responds inconsistently to mixed-worded scales? Differences by achievement, age group, and gender	10
COVID-19 impact on high stakes assessment: a New Zealand journey of collaborative adaptation amidst disruption	10
Assessment from a disciplinary approach: design and implementation in three undergraduate programmes	10
Assessing fairness in selection toward applicants who request accommodations in higher education admissions tests	8
Evaluating validity and bias for hand-calculated and automated written expression curriculum-based measurement scores	8
Numeracy across grades – vertically scaling the Norwegian national numeracy tests	7
PRAAT scripts to measure speed fluency and breakdown fluency in speech automatically	7
Use of innovative technology in oral language assessment	7
Using rubrics for formative purposes: identifying factors that may affect the success of rubric implementations	7
Exploring the roles of academic self-concept and perseverance of effort in self-assessment practices	7
Anchored in praise? Potential manifestation of the anchoring bias in feedback reception	6
How curriculum and assessment policies affect the role of reading in an assessment culture: a New Zealand case study	6
Formative writing assessment for change – introduction to the special issue	6
The Future of Educational Assessment: Self-assessment, Grit and ChatGPT?	6
Development of the measure of assessment self-efficacy (MASE) for quizzes and exams	6
Factors affecting students’ performance on national assessments of mathematics in Italy: a random forest approach	5
A self-feedback model (SEFEMO): secondary and higher education students’ self-assessment profiles	5
Authentic assessment training for university teachers	5
Classroom assessment in secondary schools in Ethiopia: teachers’ attitudes, perceived practices, and challenges	5

Measurement error in pre-school children’s emerging knowledge and skills. A case study from the UK	5
Should they change their answers or not? Modelling Achievement through a Metacognitive Lens	5
Investigating the promise of automated writing evaluation for supporting formative writing assessment at scale	5
Predicting first grade students’ writing proficiency	5
Educational assessment in Ghana: The influence of historical colonization and political accountability	5
Emergency assessment: rethinking classroom practices and priorities amid remote teaching	5
Teacher use of digital technologies for school-based assessment: a scoping review	5