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 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
School testing culture and teacher satisfaction	8
Elementary teachers’ perceptions of data-driven decision-making	8
Teachers’ professional knowledge for teaching early literacy: conceptualization, measurement, and validation	8
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
An integral perspective on teacher evaluation: a review of empirical studies	7
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
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

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
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