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 2022-01-01 to 2026-01-01.)

Article	Citations
Is more child-initiated always better? Exploring relations between child-initiated instruction and preschoolers’ school readiness	22
Theoretical competence models, tests and designs	21
Will differences in keyboarding method of writing systems impact reading literacy performance: Insights from analyzing constructive response items in digital PIRLS 2021	20
Extended test time for English learners: Does use correspond to score comparability?	19
Beyond the score: validity, equity, and interpretation in diverse assessment contexts	18
Teachers’ and principals’ perceptions of school climate: the role of principals’ leadership style in organizational quality	16
Enhancing feedback practices and formative assessment in education: insights and challenges from diverse contexts	14
Possible biases in observation systems when applied across contexts: conceptualizing, operationalizing, and sequencing instructional quality	13
Exclusion rates from international large-scale assessments: an analysis of 20 years of IEA data	13
Soft accountability: do national assessments without sanctions make a difference? The case of the school inspection in Chile	10
Assessment in context: organisation, fairness and consequences for learning and equity	10
Effects of the COVID-19 pandemic on academic success in higher education	9
Education evaluation policy in Chile: experience at a multigrade rural school as a contribution to social justice	9
Improving the feasibility of the early learning and development standard assessment tool in Nepal	8
Understanding academic resilience, equity, and research engagement to improve education	7
Accountability in the evaluation of teacher effectiveness: views of teachers and administrators	7
Large-scale diagnostic assessment in first-year university students: pre- and transpandemic comparison	7
The perceived impact of PISA on student learning in schools in a local Chinese context	7
The challenges of school inspection practice in demonstrating and improving education quality: stakeholder perceptions in China	6
Examining pre-service teachers’ feedback on low- and high-quality written assignments	6
Mapping the constellation of assessment discourses: a scoping review study on assessment competence, literacy, capability, and identity	6
Cognitive mechanisms for the formation of public perception about national testing: A case of NAPLAN in Australia	5
School educators’ engagement with research: an Australian Rasch validation study	5
Analyses of quality assurance and development in education	5
Collaboration on school improvement under different educational accountability systems in two countries	5

School closure policies and student reading achievement: evidence across countries	5
Signal, error, or bias? exploring the uses of scores from observation systems	5
Enhanced conceptual understanding through formative assessment: results of a randomized controlled intervention study in physics classes	4
Enacting teacher evaluation in Norwegian compulsory education: teachers’ perceptions of possibilities and constraints	4
Empathy as a selection criterion for medical students: is a valid assessment possible during personal interviews? A mixed-methods study	4
Correction to: Accountability in the evaluation of teacher effectiveness: views of teachers and administrators	4
Item performance in context: differential item functioning between Pilot and Formal administration of the Norwegian language test	4
Bias risks in ILSA related to non-participation: evidence from a longitudinal large-scale survey in Germany (PISA Plus)	4
Implementing school-based assessment reforms to enhance student learning: a systematic review	3
Learning to assess and evaluate complex realities	3
Re-imagining validity and value: collaboration, technology, equity, emotion, and resilience in contemporary assessment research	3
Swedish students’ everyday school life and teachers’ assessment dilemmas: peer strategies for ameliorating schoolwork for assessment	3
Assessing learning gaps and gains?	3
One size does not fit all: a concurrent analysis of the framework for teaching and the Classroom Strategies Assessment System	3
Principals’ attitudes towards on-site school evaluations: contribution to sustained school reform	3
Investigating the measurement of academic resilience in Aotearoa New Zealand using international large-scale assessment data	3
The rise in teenagers skipping school across English-speaking countries following the COVID-19 pandemic: evidence from PISA	3
How representative is the Swedish PISA sample? A comparison of PISA and register data	2
Teachers gaming the system: exploring opportunistic behaviours in a low-stakes accountability system	2
IRTrees for skipping items in PIRLS	2
Factors associated with Chinese undergraduates’ perceptions of the ethical issues in classroom assessment practices—a mixed methods study	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
Navigating educational challenges: insights into accountability, support and teacher professionalism in diverse contexts	2
Teachers’ beliefs about assessment and accountability	2
Navigating data, evaluation, and incentives to improve teaching and instructional quality	2
Can feedback from students to teachers improve different dimensions of teaching quality in primary and secondary education? A hierarchical meta-analysis	2
Dimensions of teachers’ data literacy: A systematic review of literature from 1990 to 2021	2
Correction to: Principals may inflate teacher evaluation scores to achieve important goals	2
England’s qualifications system: the politics of resilience	2
Gender differences in item nonresponse in the PISA 2018 student questionnaire	2