OOIR: Observatory of International Research

Papers

(The TQCC of Educational Assessment Evaluation and Accountability is 5. 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
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

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