OOIR: Observatory of International Research

Papers

(The median citation count of Educational Assessment Evaluation and Accountability is 2. 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
Early tracking and different types of inequalities in achievement: difference-in-differences evidence from 20 years of large-scale assessments	33
Academic resilience: underlying norms and validity of definitions	32
A multidimensional adapted process model of teaching	28
School accountability and teacher stress: international evidence from the OECD TALIS study	25
School testing culture and teacher satisfaction	13
Possible biases in observation systems when applied across contexts: conceptualizing, operationalizing, and sequencing instructional quality	13
Teachers’ professional knowledge for teaching early literacy: conceptualization, measurement, and validation	11
Assessing the comparability of teacher-related constructs in TIMSS 2015 across 46 education systems: an alignment optimization approach	11
Elementary teachers’ perceptions of data-driven decision-making	10
Enacting performance-based accountability in a Southern European school system: between administrative and market logics	8
Mapping the constellation of assessment discourses: a scoping review study on assessment competence, literacy, capability, and identity	8
“I am here for the students”: principals’ perception of accountability amid work intensification	8
Coping with performance expectations: towards a deeper understanding of variation in school principals’ responses to accountability demands	8
Problematising formative assessment in an undeveloped region of China: voices from practitioners	7
Numbers and their contexts: how quantified actors narrate numbers and decontextualization	7
Understanding the academic achievement of the first- and second-generation immigrant students: a multi-level analysis of PISA 2018 data	7
To resist, or to align? The enactment of data-based school governance in Italy	7
What’s on the syllabus? An analysis of assessment criteria in first year courses across US and Spanish universities	6
Enacting accountabilities in education: exploring new policy contexts and theoretical elaborations	6
Measures of long-term trends in mathematics: linking large-scale assessments over 50 years	6
An item response theory and Rasch analysis of the NUDKS: a data literacy scale	6
Grade retention and school entry age in Spain: a structural problem	6
Online vs. offline course evaluation revisited: testing the invariance of a course evaluation questionnaire using a multigroup confirmatory factor analysis framework	6
To align or not to align: the enactment of accountability and data-use in disadvantaged school contexts	5
Is more child-initiated always better? Exploring relations between child-initiated instruction and preschoolers’ school readiness	5

Longitudinal evidence on the predictive validity of the International Development and Early Learning Assessment (IDELA)	5
Test-based accountability and perceived pressure in an autonomous education system: does school performance affect teacher experience?	4
Swedish students’ everyday school life and teachers’ assessment dilemmas: peer strategies for ameliorating schoolwork for assessment	4
What does educational quality mean?	4
School educators’ engagement with research: an Australian Rasch validation study	4
Investigating the measurement of academic resilience in Aotearoa New Zealand using international large-scale assessment data	4
Teachers’ beliefs about assessment and accountability	3
Item position effects in listening but not in reading in the European Survey of Language Competences	3
Assessing measurement invariance of Turkish “Central Examination for Secondary Education Institutions” for visually impaired students	3
Sustainable school self-evaluation: enactments and perceptions of balancing accountability and improvement goals	3
Comparing the teaching quality of alternatively certified teachers and traditionally certified teachers: findings from a large-scale study	3
Representations of student performance data in local education policy	3
How sensitive are the evaluations of a school’s effectiveness to the selection of covariates in the applied value-added model?	3
Predictors of children’s achievement: analysis of the Australian National Numeracy Assessment Program	3
Principals may inflate teacher evaluation scores to achieve important goals	3
Making sense out of measurement non-invariance: how to explore differences among educational systems in international large-scale assessments	3
Accountability in the evaluation of teacher effectiveness: views of teachers and administrators	3
Science teachers’ interactions with resources for formative assessment purposes	3
Gender differences in item nonresponse in the PISA 2018 student questionnaire	2
Teachers’ and principals’ perceptions of school climate: the role of principals’ leadership style in organizational quality	2
Performance-based accountability systems cross-nationally: learning by comparing	2
Implementing school-based assessment reforms to enhance student learning: a systematic review	2
Exploring the dimensionality of self-perceived performance assessment literacy (PAL)	2
Factors influencing the accuracy of Canada’s large-scale assessment data: Policies and practices of exclusion, absenteeism, and social promotion	2
Factors associated with Chinese undergraduates’ perceptions of the ethical issues in classroom assessment practices—a mixed methods study	2
Enacting teacher evaluation in Norwegian compulsory education: teachers’ perceptions of possibilities and constraints	2
Aligning teacher assessments and teacher learning through a teacher learning progression	2
School closure policies and student reading achievement: evidence across countries	2
The representation of feedback literature in classroom observation frameworks: an exploratory study	2
Preparing for the worst: identifying predictors of school decline as an improvement initiative	2
One size does not fit all: a concurrent analysis of the framework for teaching and the Classroom Strategies Assessment System	2
Signal, error, or bias? exploring the uses of scores from observation systems	2
Teachers gaming the system: exploring opportunistic behaviours in a low-stakes accountability system	2
Examining pre-service teachers’ feedback on low- and high-quality written assignments	2
Large-scale diagnostic assessment in first-year university students: pre- and transpandemic comparison	2
Empathy as a selection criterion for medical students: is a valid assessment possible during personal interviews? A mixed-methods study	2