OOIR: Observatory of International Research

Papers

(The TQCC of Studies in Educational Evaluation is 9. 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 2021-11-01 to 2025-11-01.)

Article	Citations
Editorial Board	85
Use and impact of external evaluation feedback in schools	79
Understanding the role of students’ reflections in their uptake of teacher written feedback	75
Development and validation of the Self-Regulated Translation Learning Strategy Scale (SRTLSS)	70
A cross-cultural study of student self-efficacy profiles and the associated predictors and outcomes using a multigroup latent profile analysis	50
The metacognitive awareness of reading strategy among pre-service primary teachers and the possibility of rating improvement using Rasch analysis	40
The global rise of online chatting and its adverse effect on reading literacy	36
Complementary assessment in teacher and school leadership training: Necessity, conceptualization and validation	35
Performance evaluation in teaching: Dissecting student evaluations in higher education	34
Comparing the reliability of performance task scores obtained from rating scale and analytic rubric using the generalizability theory	29
Developing feedback literacy, scaffolded writing, and resilience through intervention on feedback processes for L2 writing students	26
Private supplementary tutoring expenditures and children’s learning outcomes: Gender and locational evidence from Ghana	25
Assessment and evaluation of simulation-based learning in higher education and professional training: An introduction	25
Discrimination in grading: A scoping review of studies on teachers’ discrimination in school	25
Mastering the artful practice of navigation: The situated endorsement of professional competence in post-simulation evaluations	25
Evaluating boundary-crossing collaboration in research-practice partnerships in teacher education: Empirical insights on co-construction, motivation, satisfaction, trust, and competence enhancement	24
Indirect effects of bullying on school mathematics achievement in Chile	24
Student perceptions of feedback in reciprocal or nonreciprocal peer tutoring or mentoring	23
Perceived university support and entrepreneurial intentions: Do different students benefit differently?	23
From classroom learning environments to self-regulation: The mediating role of task value	22
Learning about racism: A week-by-week qualitative exploration of two white Dutch primary student teachers’ emotional responses during a Critical Race Theory based course	22
Differentiating Research-Practice Partnerships: Affordances, Constraints, Criteria, and Strategies for Achieving Success	20
Just showing is not enough: First-person-view-videos as a feedback tool in resuscitation simulation	19
The reliability, effectiveness, and benefits of peer assessment in college EFL speaking classrooms: Student and teacher perspectives	19
Sentiment analysis of student feedback: A comparative study employing lexicon and machine learning techniques	19

Research on the effect of mixed teaching strategies on students' ambidextrous innovation	18
Estimating teachers’ value-added effects using generalized persistence model	18
Exploring the impact of student perceptions of Assessment for Learning on intrinsic motivation	18
Editorial Board	18
Students’ perceptions of online peer feedback in process-oriented L2 writing: A qualitative inquiry	18
The HSTA logic model: A comparative analysis of psychometric outcomes for predicting academic and life success	18
Perspectives on educational effectiveness in science and mathematics: The role of non-cognitive measures in TIMSS. Introduction to a special issue	17
Data use for school self-evaluation – The process, factors, and leadership practices in Estonian schools	17
Instructional engagement and student learning outcomes: Direct and indirect effects based on country-specific contingencies	17
An adapted 3P (precursor-process-product) framework for the development of holistic competencies – “Approach to develop” in out of classroom learning	17
Are teachers literate in formative assessment? The development and validation of the Teacher Formative Assessment Literacy Scale	17
Can less be more? Effects of study load on science achievement among Chinese eighth-grade students	16
A scoping review on the notions of Assessment as Learning (AaL), Assessment for Learning (AfL), and Assessment of Learning (AoL)	16
Student rating consistency in online peer assessment from the perspectives of individual and class	16
Student – Feedback Interaction Model: Revised	15
School bullying: Prevalence and variation in and between school systems in TIMSS 2015	15
Insights into beliefs on 11 + testing in Trinidad and Tobago through an interpretation/use argument	14
Course quality in higher education teacher training: What matters for pre-service physics teachers’ content knowledge development?	14
Toward a multidimensional conceptualization of motivation to transfer training: Validation of the transfer motivation questionnaire from a self-determination theory perspective using bifactor-ESEM	14
Do learners learn from corrective peer feedback? Insights from students	14
Examining the relationships between teachers’ affective states, self-efficacy, and teacher-child relationships in kindergartens: An integration of social cognitive theory and positive psychology	14
Understanding changes in learner engagement with peer feedback giving in EFL writing: A longitudinal study	14
Exploring Chinese stakeholders’ perceptions of school inspection criteria in demonstrating educational quality: Do discrepancies in opinions reflect different school contexts?	14
Dynamics of change of academics’ teaching approaches: A latent profile transition analysis	13
Sustaining data use professional learning communities in schools: The role of leadership practices	13
Investigating the use of the National Assessment Program – Literacy and Numeracy (NAPLAN) test results	13
Editorial Board	13
Profiles of instructional quality in primary and secondary education: Patterns, predictors, and relations to student achievement and motivation in science	13
Graduate feedback on a teacher education program and school district support: An argument for a continuum of professional learning	13
Understanding the role of school experiences in the wellbeing of girls, SEN and low SES students: A self-determination theory approach	12
The role of group mentorship in supporting teachers across different developmental stages: A comparative study	12
School performance and inequality of opportunities in Latin America	12
Searching for effective teacher practices during play to promote student learning outcomes	12
Evaluating text quality: Teachers’ perceptions about pupils’ writing	12
Editorial Board	11
Preservice teachers’ pedagogical and psychological knowledge: Structure and learning opportunities	11
“Was that interesting?” & “Does it matter?”: The implications of on-task learning experiences	11
Is class worth their time? College student perspectives on class structure and attendance	11
Differentiated instruction in Turkish classrooms: Practices, teacher experiences and barriers	11
Transformational and transactional school leadership as predictors of teacher self-efficacy	10
Examining the mindsets toward students’ writing competence and feedback-giving practices of Chinese university English writing teachers	10
Effects of multimedia on psychometric characteristics of cognitive tests: A comparison between technology-based and paper-based modalities	10
Instructional tools and curricular structures to facilitate students’ self-assessment and generation of self-feedback	10
Examining emic viewpoints on a pedagogical development program’s long-term effects using Q methodology	10
The paradoxical relationship between students’ non-cognitive factors and mathematics & science achievement using TIMSS 2015 dataset	10
Examining practicums within initial teacher education programs: Understanding the dimensions of professional development of pre-service teachers	10
Research on the construction and application of teacher-student interaction evaluation system for smart classroom in the post COVID-19	10
The influence mechanism of the parent-child relationship on adolescent academic performance: The serial mediating effect of parental expectations and self-expectations	10
Implementing evidence-based practices in reading classrooms – Longitudinal interrelations between teaching-related attitudes, innovation-specific perceptions, and perceived implementation success	10
Impact of distributed leadership on teacher job satisfaction in China: The mediating roles of teacher autonomy and teacher collaboration	9

Evaluating implementation fidelity in traditional vs. computerized formats of Super Skills for Life program	9
Online peer feedback training based on self-regulated learning in english as a foreign language writing: Perceived usefulness and students’ engagement	9
Automatic evaluation of open-ended questions for online learning. A systematic mapping	9
Peer feedback in higher education: How students’ roles affect providing and receiving feedback	9
Evaluating peer feedback as a reliable and valid complementary aid to teacher feedback in EFL writing classrooms: A feedback giver perspective	9
National policy, school contexts, and individual characteristics: Which matters most for teachers’ participation in induction programs?	9