OOIR: Observatory of International Research

Papers

(The TQCC of Educational Assessment Evaluation and Accountability is 4. 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 2022-08-01 to 2026-08-01.)

Article	Citations
Taming the wild West: a systematic review and evaluation of bibliometric reviews of educational research	36
Inter-professional relationships between principals and teachers in Sweden – how do principals navigate grading and assessment?	35
ChatGPT, Doubao, and human teachers in evaluating secondary school students’ handwritten EFL essays: evidence from the Chinese high-stakes exam context	34
Self-selection bias in the sensitive topic of teacher grading: the role of subject and school context	18
Grading for epistemic agency? The case of the national assessment criteria in Finnish basic education	18
A theoretical model of stakes and their impacts	17
Will differences in keyboarding method of writing systems impact reading literacy performance: Insights from analyzing constructive response items in digital PIRLS 2021	16
Extended test time for English learners: Does use correspond to score comparability?	11
Evaluating educational evidence: concepts, methods, and uses across contexts	10
Beyond the score: validity, equity, and interpretation in diverse assessment contexts	10
Exclusion rates from international large-scale assessments: an analysis of 20 years of IEA data	9
Teachers’ and principals’ perceptions of school climate: the role of principals’ leadership style in organizational quality	9
Soft accountability: do national assessments without sanctions make a difference? The case of the school inspection in Chile	8
The Effect of Performance Goals and Evaluation Standard on Cheating in an Academic Aptitude Test – An experimental series	7
Assessment in context: organisation, fairness and consequences for learning and equity	7
Enhancing feedback practices and formative assessment in education: insights and challenges from diverse contexts	7
Human vs. generative artificial intelligence in writing assessment: investigating feedback alignment, score validity, and teacher agency	7
Effects of the COVID-19 pandemic on academic success in higher education	6
Large-scale diagnostic assessment in first-year university students: pre- and transpandemic comparison	6
Exploring learner engagement with peer feedback from an interpersonal perspective: the role of peer familiarity	6
Education evaluation policy in Chile: experience at a multigrade rural school as a contribution to social justice	6
Improving the feasibility of the early learning and development standard assessment tool in Nepal	6
Understanding academic resilience, equity, and research engagement to improve education	5
The perceived impact of PISA on student learning in schools in a local Chinese context	5
GenAI for automated essay scoring: A turing test of rubrics, rater agreement, and authorship in L2 writing assessment	5

Accountability in the evaluation of teacher effectiveness: views of teachers and administrators	5
Analyses of quality assurance and development in education	4
School closure policies and student reading achievement: evidence across countries	4
Examining pre-service teachers’ feedback on low- and high-quality written assignments	4
Cognitive mechanisms for the formation of public perception about national testing: A case of NAPLAN in Australia	4
Research on Grading	4