OOIR: Observatory of International Research

Papers

(The median citation count of Educational Assessment Evaluation and Accountability is 1. 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
Taming the wild West: a systematic review and evaluation of bibliometric reviews of educational research	36
Inter-professional relationships between principals and teachers in Sweden – how do principals navigate grading and assessment?	35
ChatGPT, Doubao, and human teachers in evaluating secondary school students’ handwritten EFL essays: evidence from the Chinese high-stakes exam context	34
Grading for epistemic agency? The case of the national assessment criteria in Finnish basic education	18
Self-selection bias in the sensitive topic of teacher grading: the role of subject and school context	18
A theoretical model of stakes and their impacts	17
Will differences in keyboarding method of writing systems impact reading literacy performance: Insights from analyzing constructive response items in digital PIRLS 2021	16
Extended test time for English learners: Does use correspond to score comparability?	11
Evaluating educational evidence: concepts, methods, and uses across contexts	10
Beyond the score: validity, equity, and interpretation in diverse assessment contexts	10
Exclusion rates from international large-scale assessments: an analysis of 20 years of IEA data	9
Teachers’ and principals’ perceptions of school climate: the role of principals’ leadership style in organizational quality	9
Soft accountability: do national assessments without sanctions make a difference? The case of the school inspection in Chile	8
The Effect of Performance Goals and Evaluation Standard on Cheating in an Academic Aptitude Test – An experimental series	7
Assessment in context: organisation, fairness and consequences for learning and equity	7
Enhancing feedback practices and formative assessment in education: insights and challenges from diverse contexts	7
Human vs. generative artificial intelligence in writing assessment: investigating feedback alignment, score validity, and teacher agency	7
Effects of the COVID-19 pandemic on academic success in higher education	6
Large-scale diagnostic assessment in first-year university students: pre- and transpandemic comparison	6
Exploring learner engagement with peer feedback from an interpersonal perspective: the role of peer familiarity	6
Education evaluation policy in Chile: experience at a multigrade rural school as a contribution to social justice	6
Improving the feasibility of the early learning and development standard assessment tool in Nepal	6
Understanding academic resilience, equity, and research engagement to improve education	5
The perceived impact of PISA on student learning in schools in a local Chinese context	5
GenAI for automated essay scoring: A turing test of rubrics, rater agreement, and authorship in L2 writing assessment	5

Accountability in the evaluation of teacher effectiveness: views of teachers and administrators	5
School closure policies and student reading achievement: evidence across countries	4
Examining pre-service teachers’ feedback on low- and high-quality written assignments	4
Cognitive mechanisms for the formation of public perception about national testing: A case of NAPLAN in Australia	4
Research on Grading	4
Analyses of quality assurance and development in education	4
Enacting teacher evaluation in Norwegian compulsory education: teachers’ perceptions of possibilities and constraints	3
School educators’ engagement with research: an Australian Rasch validation study	3
Bias risks in ILSA related to non-participation: evidence from a longitudinal large-scale survey in Germany (PISA Plus)	3
Teacher professional competence as a multidimensional construct: evaluating the effectiveness of university teacher education	3
Item performance in context: differential item functioning between Pilot and Formal administration of the Norwegian language test	3
Collaboration on school improvement under different educational accountability systems in two countries	3
Signal, error, or bias? exploring the uses of scores from observation systems	3
Correction to: Accountability in the evaluation of teacher effectiveness: views of teachers and administrators	3
Enhanced conceptual understanding through formative assessment: results of a randomized controlled intervention study in physics classes	2
Swedish students’ everyday school life and teachers’ assessment dilemmas: peer strategies for ameliorating schoolwork for assessment	2
The rise in teenagers skipping school across English-speaking countries following the COVID-19 pandemic: evidence from PISA	2
How representative is the Swedish PISA sample? A comparison of PISA and register data	2
Can feedback from students to teachers improve different dimensions of teaching quality in primary and secondary education? A hierarchical meta-analysis	2
When technical standards fail. Questionnaire wording and the comparability of PISA truancy data	2
One size does not fit all: a concurrent analysis of the framework for teaching and the Classroom Strategies Assessment System	2
Assessing learning gaps and gains?	2
Implementing school-based assessment reforms to enhance student learning: a systematic review	2
Learning to assess and evaluate complex realities	2
Principals’ attitudes towards on-site school evaluations: contribution to sustained school reform	2
Re-imagining validity and value: collaboration, technology, equity, emotion, and resilience in contemporary assessment research	2
How do mathematics teachers grade tests? Different scoring and content priorities in micro-decisions, yet similar final grades	2
Oral cross-group presentations as a method for individual group work assessment: teachers’ and students’ actions that enable or hinder evidence of students’ individual knowledge	2
Dimensions of teachers’ data literacy: A systematic review of literature from 1990 to 2021	2
Validity of test score interpretations and cross-cultural comparisons in the First and Second International Science Studies	1
Investigating the relationship between educational inequity and teacher participation in professional development: A cross-national and quasi-experimental approach using TIMSS	1
Navigating educational challenges: insights into accountability, support and teacher professionalism in diverse contexts	1
Teachers’ beliefs about assessment and accountability	1
Navigating data, evaluation, and incentives to improve teaching and instructional quality	1
Teachers gaming the system: exploring opportunistic behaviours in a low-stakes accountability system	1
Student engagement during a reading test: the role of text-to-speech and special education status	1
The representation of feedback literature in classroom observation frameworks: an exploratory study	1
Norm-referenced test scores and teacher-assigned grades in young children: Do results align?	1
Correction to: Principals may inflate teacher evaluation scores to achieve important goals	1
England’s qualifications system: the politics of resilience	1
Science teachers’ interactions with resources for formative assessment purposes	1
Not all percentiles are equal: examining non-linear relationships between two, popular teacher evaluation measures	1
Correction to: Cultural sensitivity of early childhood assessments based on learning progressions: a Rasch person fit analysis	1
Nordic research on organisation and implementation of exams and final assessments – a systematic scoping review	1
A Florida Teacher Wrongfully Terminated? Alleged (Mis)Uses of Value-Added Model (VAM) Estimates for High-Stakes Teacher Evaluation Decisions	1
IRTrees for skipping items in PIRLS	1
Gender differences in item nonresponse in the PISA 2018 student questionnaire	1
Grade retention in Spain: the right way?	1
Key stakeholder voices: Investigating student perceptions of teachers’ use of assessment for learning	1