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 2021-08-01 to 2025-08-01.)

Article	Citations
Is more child-initiated always better? Exploring relations between child-initiated instruction and preschoolers’ school readiness	48
Longitudinal evidence on the predictive validity of the International Development and Early Learning Assessment (IDELA)	16
Theoretical competence models, tests and designs	16
Extended test time for English learners: Does use correspond to score comparability?	15
Will differences in keyboarding method of writing systems impact reading literacy performance: Insights from analyzing constructive response items in digital PIRLS 2021	13
Teachers’ and principals’ perceptions of school climate: the role of principals’ leadership style in organizational quality	12
Beyond the score: validity, equity, and interpretation in diverse assessment contexts	12
Soft accountability: do national assessments without sanctions make a difference? The case of the school inspection in Chile	12
Exclusion rates from international large-scale assessments: an analysis of 20 years of IEA data	11
Enhancing feedback practices and formative assessment in education: insights and challenges from diverse contexts	11
Possible biases in observation systems when applied across contexts: conceptualizing, operationalizing, and sequencing instructional quality	10
Large-scale diagnostic assessment in first-year university students: pre- and transpandemic comparison	10
Education evaluation policy in Chile: experience at a multigrade rural school as a contribution to social justice	10
Effects of the COVID-19 pandemic on academic success in higher education	10
Understanding academic resilience, equity, and research engagement to improve education	9
Accountability in the evaluation of teacher effectiveness: views of teachers and administrators	9
Examining pre-service teachers’ feedback on low- and high-quality written assignments	8
The challenges of school inspection practice in demonstrating and improving education quality: stakeholder perceptions in China	7
Mapping the constellation of assessment discourses: a scoping review study on assessment competence, literacy, capability, and identity	7
The perceived impact of PISA on student learning in schools in a local Chinese context	6
Grade retention and school entry age in Spain: a structural problem	5
“I am here for the students”: principals’ perception of accountability amid work intensification	5
School closure policies and student reading achievement: evidence across countries	5
Cognitive mechanisms for the formation of public perception about national testing: A case of NAPLAN in Australia	5
Enacting teacher evaluation in Norwegian compulsory education: teachers’ perceptions of possibilities and constraints	5

Analyses of quality assurance and development in education	5
Signal, error, or bias? exploring the uses of scores from observation systems	5