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 2020-04-01 to 2024-04-01.)

Article	Citations
COVID-19 and schooling: evaluation, assessment and accountability in times of crises—reacting quickly to explore key issues for policy, practice and research with the school barometer	248
Challenges of remote assessment in higher education in the context of COVID-19: a case study of Middle East College	154
Student perceptions of assessment feedback: a critical scoping review and call for research	37
Teachers responding to cultural diversity: case studies on assessment practices, challenges and experiences in secondary schools in Austria, Ireland, Norway and Turkey	30
Early tracking and different types of inequalities in achievement: difference-in-differences evidence from 20 years of large-scale assessments	28
Do student ratings provide reliable and valid information about teaching quality at the school level? Evaluating measures of science teaching in PISA 2015	23
Academic resilience: underlying norms and validity of definitions	23
School accountability and teacher stress: international evidence from the OECD TALIS study	21
A multidimensional adapted process model of teaching	20
Is Canada really an education superpower? The impact of non-participation on results from PISA 2015	17
Possible biases in observation systems when applied across contexts: conceptualizing, operationalizing, and sequencing instructional quality	13
Assessing the comparability of teacher-related constructs in TIMSS 2015 across 46 education systems: an alignment optimization approach	9
An application of importance-performance analysis to students’ evaluation of teaching	9
Teachers’ professional knowledge for teaching early literacy: conceptualization, measurement, and validation	8
School testing culture and teacher satisfaction	8
Elementary teachers’ perceptions of data-driven decision-making	8
An integral perspective on teacher evaluation: a review of empirical studies	7
Coping with performance expectations: towards a deeper understanding of variation in school principals’ responses to accountability demands	7
Problematising formative assessment in an undeveloped region of China: voices from practitioners	7
What’s on the syllabus? An analysis of assessment criteria in first year courses across US and Spanish universities	6
EFL reading test on mobile versus on paper: a study from metacognitive strategy use to test-media impacts	6
Measures of long-term trends in mathematics: linking large-scale assessments over 50 years	6
Measuring teaching quality, designing tests, and transforming feedback targeting various education actors	6
Grade retention and school entry age in Spain: a structural problem	6
To resist, or to align? The enactment of data-based school governance in Italy	6

Enacting performance-based accountability in a Southern European school system: between administrative and market logics	5
Numbers and their contexts: how quantified actors narrate numbers and decontextualization	5
Assessment policies and practices in contexts of diversity: unravelling the tensions	5
Enacting accountabilities in education: exploring new policy contexts and theoretical elaborations	5
“I am here for the students”: principals’ perception of accountability amid work intensification	5
Mapping the constellation of assessment discourses: a scoping review study on assessment competence, literacy, capability, and identity	5
The role of feedback acceptance and gaining awareness on teachers’ willingness to use inspection feedback	5
A model of interplay between student English achievement and the joint affective factors in a high-stakes test change context: model construction and validity	5
An item response theory and Rasch analysis of the NUDKS: a data literacy scale	5
Online vs. offline course evaluation revisited: testing the invariance of a course evaluation questionnaire using a multigroup confirmatory factor analysis framework	5
Missing children: how Chilean schools evaded accountability by having low-performing students miss high-stakes tests	5
Understanding the academic achievement of the first- and second-generation immigrant students: a multi-level analysis of PISA 2018 data	4
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
Assessing measurement invariance of Turkish “Central Examination for Secondary Education Institutions” for visually impaired students	3
To align or not to align: the enactment of accountability and data-use in disadvantaged school contexts	3
Assessment and evaluation with clarifying purposes for policy and practice	3
Teachers’ beliefs about assessment and accountability	3
Investigating the measurement of academic resilience in Aotearoa New Zealand using international large-scale assessment data	3
Predictors of children’s achievement: analysis of the Australian National Numeracy Assessment Program	3
Item position effects in listening but not in reading in the European Survey of Language Competences	3
Longitudinal evidence on the predictive validity of the International Development and Early Learning Assessment (IDELA)	3
Sustainable school self-evaluation: enactments and perceptions of balancing accountability and improvement goals	3
Principals may inflate teacher evaluation scores to achieve important goals	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
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
What does educational quality mean?	2
How sensitive are the evaluations of a school’s effectiveness to the selection of covariates in the applied value-added model?	2
Empathy as a selection criterion for medical students: is a valid assessment possible during personal interviews? A mixed-methods study	2
Making sense out of measurement non-invariance: how to explore differences among educational systems in international large-scale assessments	2
Large-scale diagnostic assessment in first-year university students: pre- and transpandemic comparison	2
Consequences and outcomes of policies governing medium-stakes large-scale exit exams	2
One size does not fit all: a concurrent analysis of the framework for teaching and the Classroom Strategies Assessment System	2