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 2022-05-01 to 2026-05-01.)

Article	Citations
Inter-professional relationships between principals and teachers in Sweden – how do principals navigate grading and assessment?	28
Self-selection bias in the sensitive topic of teacher grading: the role of subject and school context	27
Theoretical competence models, tests and designs	27
A theoretical model of stakes and their impacts	26
Grading for epistemic agency? The case of the national assessment criteria in Finnish basic education	20
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	16
Human vs. generative artificial intelligence in writing assessment: investigating feedback alignment, score validity, and teacher agency	14
Teachers’ and principals’ perceptions of school climate: the role of principals’ leadership style in organizational quality	14
Exclusion rates from international large-scale assessments: an analysis of 20 years of IEA data	13
Enhancing feedback practices and formative assessment in education: insights and challenges from diverse contexts	11
Soft accountability: do national assessments without sanctions make a difference? The case of the school inspection in Chile	10
Possible biases in observation systems when applied across contexts: conceptualizing, operationalizing, and sequencing instructional quality	9
Assessment in context: organisation, fairness and consequences for learning and equity	9
Effects of the COVID-19 pandemic on academic success in higher education	8
Education evaluation policy in Chile: experience at a multigrade rural school as a contribution to social justice	8
Large-scale diagnostic assessment in first-year university students: pre- and transpandemic comparison	8
Understanding academic resilience, equity, and research engagement to improve education	7
Improving the feasibility of the early learning and development standard assessment tool in Nepal	7
The perceived impact of PISA on student learning in schools in a local Chinese context	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
School closure policies and student reading achievement: evidence across countries	6
Accountability in the evaluation of teacher effectiveness: views of teachers and administrators	6

The challenges of school inspection practice in demonstrating and improving education quality: stakeholder perceptions in China	6
Collaboration on school improvement under different educational accountability systems in two countries	5
Analyses of quality assurance and development in education	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