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 2020-11-01 to 2024-11-01.)

Article	Citations
Early tracking and different types of inequalities in achievement: difference-in-differences evidence from 20 years of large-scale assessments	33
Academic resilience: underlying norms and validity of definitions	32
A multidimensional adapted process model of teaching	28
School accountability and teacher stress: international evidence from the OECD TALIS study	25
Possible biases in observation systems when applied across contexts: conceptualizing, operationalizing, and sequencing instructional quality	13
School testing culture and teacher satisfaction	13
Assessing the comparability of teacher-related constructs in TIMSS 2015 across 46 education systems: an alignment optimization approach	11
Teachers’ professional knowledge for teaching early literacy: conceptualization, measurement, and validation	11
Elementary teachers’ perceptions of data-driven decision-making	10
Coping with performance expectations: towards a deeper understanding of variation in school principals’ responses to accountability demands	8
Enacting performance-based accountability in a Southern European school system: between administrative and market logics	8
Mapping the constellation of assessment discourses: a scoping review study on assessment competence, literacy, capability, and identity	8
“I am here for the students”: principals’ perception of accountability amid work intensification	8
Numbers and their contexts: how quantified actors narrate numbers and decontextualization	7
Understanding the academic achievement of the first- and second-generation immigrant students: a multi-level analysis of PISA 2018 data	7
To resist, or to align? The enactment of data-based school governance in Italy	7
Problematising formative assessment in an undeveloped region of China: voices from practitioners	7
Measures of long-term trends in mathematics: linking large-scale assessments over 50 years	6
An item response theory and Rasch analysis of the NUDKS: a data literacy scale	6
Grade retention and school entry age in Spain: a structural problem	6
Online vs. offline course evaluation revisited: testing the invariance of a course evaluation questionnaire using a multigroup confirmatory factor analysis framework	6
What’s on the syllabus? An analysis of assessment criteria in first year courses across US and Spanish universities	6
Enacting accountabilities in education: exploring new policy contexts and theoretical elaborations	6
Is more child-initiated always better? Exploring relations between child-initiated instruction and preschoolers’ school readiness	5
Longitudinal evidence on the predictive validity of the International Development and Early Learning Assessment (IDELA)	5

To align or not to align: the enactment of accountability and data-use in disadvantaged school contexts