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 2021-02-01 to 2025-02-01.)

Article	Citations
The Education and Assessment System in Lithuania	69
Signature assessment and feedback practices in the disciplines	21
Integrating formative assessment and feedback into scientific theory-building practices and instruction	20
New Zealand students’ test-taking motivation: an experimental study examining the effects of stakes	13
Writing assessment for communities of writers: rubric validation to support formative assessment of writing in Pre-K to grade 2	12
Writing motivation questionnaire: validation and application as a formative assessment	12
More is not always better: the nonlinear relationship between formative assessment strategies and reading achievement	12
National tests and the wellbeing of primary school pupils: new evidence from the UK	9
Current controversies in educational assessment	8
Insight from research across the world: examining student responses, assessment practices, and feedback engagement	8
Analytic or holistic? A study about how to increase the agreement in teachers’ grading	7
Differential relationships between mathematics self-efficacy and national test performance according to perceived task difficulty	7
The impact of inconsistent responders to mixed-worded scales on inferences in international large-scale assessments	7
Anchored in praise? Potential manifestation of the anchoring bias in feedback reception	7
Learning to be expert writers: feedback in secondary English	6
Pre-service and in-service assessment training: impacts on elementary teachers’ self-efficacy, attitudes, and data-driven decision making practice	6
Formative writing assessment for change – introduction to the special issue	6
The power of positive emotions? The link between young people’s positive and negative affect and performance in high-stakes examinations	5
A self-feedback model (SEFEMO): secondary and higher education students’ self-assessment profiles	5
Surprising Insights: rethinking Grades, Exams, and Assessment Cultures	5
Examining the process of developing evaluative judgement in Japanese elementary schools—utilising the co-regulation and evaluative judgement model	5
Searching students’ reflective writing for linguistic correlates of their tendency to ignore instructors’ feedback	5
Changes in classroom assessment practices during emergency remote teaching due to COVID-19	5
Gender gaps in English as a second language over time: a shift in favour of boys	5
Mapping oral feedback interactions in young pupils’ writing	5

Lower secondary school teachers’ arguments on the use of a 26-point grading scale and gender differences in use and perceptions	5
A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment	5
The Future of Educational Assessment: Self-assessment, Grit and ChatGPT?	5
The appliance of science: exploring the use of context in reformed GCSE science examinations	4
Use of technology-based assessments: a systematic review covering over 30 countries	4
Correction	4
Assessing the role of students’ emotions on achievement	4
Validity evidence for a formative writing engagement assessment in elementary grades	4
Fair high-stakes assessment in the long shadow of Covid-19	4
Who is feedback for?	4
Conceptualising a Fairness Framework for Assessment Adjusted Practices for Students with Disability: An Empirical Study	4
Who is feedback for? The influence of accountability and quality assurance agendas on the enactment of feedback processes	4
Bridging the gap: from assessment theory to classroom reality	4
The blind side: Exploring item variance in PISA 2018 cognitive domains	4
How curriculum and assessment policies affect the role of reading in an assessment culture: a New Zealand case study	4