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 2021-06-01 to 2025-06-01.)

Article	Citations
Understanding the role of students’ reflections in their uptake of teacher written feedback	134
Editorial Board	102
Implementation processes of site-based management at schools in challenging circumstances in Germany: Principals’ and teachers’ perceptions of openness and consensus in target setting processes	100
Development and validation of the Self-Regulated Translation Learning Strategy Scale (SRTLSS)	92
Complementary assessment in teacher and school leadership training: Necessity, conceptualization and validation	68
A cross-cultural study of student self-efficacy profiles and the associated predictors and outcomes using a multigroup latent profile analysis	67
The global rise of online chatting and its adverse effect on reading literacy	58
Use and impact of external evaluation feedback in schools	46
Performance evaluation in teaching: Dissecting student evaluations in higher education	42
The metacognitive awareness of reading strategy among pre-service primary teachers and the possibility of rating improvement using Rasch analysis	41
For squad-members only! Why some teachers are more popular to interact with than others in data use	39
Mastering the artful practice of navigation: The situated endorsement of professional competence in post-simulation evaluations	33
Evaluating boundary-crossing collaboration in research-practice partnerships in teacher education: Empirical insights on co-construction, motivation, satisfaction, trust, and competence enhancement	32
Student perceptions of feedback in reciprocal or nonreciprocal peer tutoring or mentoring	31
Developing feedback literacy, scaffolded writing, and resilience through intervention on feedback processes for L2 writing students	30
Comparing the reliability of performance task scores obtained from rating scale and analytic rubric using the generalizability theory	30
Indirect effects of bullying on school mathematics achievement in Chile	29
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	29
Discrimination in grading: A scoping review of studies on teachers’ discrimination in school	27
Perceived university support and entrepreneurial intentions: Do different students benefit differently?	24
Private supplementary tutoring expenditures and children’s learning outcomes: Gender and locational evidence from Ghana	23
Intelligence quotient, short-term memory and study habits as academic achievement predictors of elementary school: A follow-up study	22
Just showing is not enough: First-person-view-videos as a feedback tool in resuscitation simulation	22
Assessment and evaluation of simulation-based learning in higher education and professional training: An introduction	22
The reliability, effectiveness, and benefits of peer assessment in college EFL speaking classrooms: Student and teacher perspectives	21

From classroom learning environments to self-regulation: The mediating role of task value	21
Evaluation of university teaching as sound performance appraisal	20
Editorial Board	20
Students’ perceptions of online peer feedback in process-oriented L2 writing: A qualitative inquiry	20
Sentiment analysis of student feedback: A comparative study employing lexicon and machine learning techniques	20
Differentiating Research-Practice Partnerships: Affordances, Constraints, Criteria, and Strategies for Achieving Success	20
Estimating teachers’ value-added effects using generalized persistence model	19
An adapted 3P (precursor-process-product) framework for the development of holistic competencies – “Approach to develop” in out of classroom learning	19
Instructional engagement and student learning outcomes: Direct and indirect effects based on country-specific contingencies	19
Can less be more? Effects of study load on science achievement among Chinese eighth-grade students	19
Perspectives on educational effectiveness in science and mathematics: The role of non-cognitive measures in TIMSS. Introduction to a special issue	18
Data use for school self-evaluation – The process, factors, and leadership practices in Estonian schools	18
Exploring the impact of student perceptions of Assessment for Learning on intrinsic motivation	18
Are teachers literate in formative assessment? The development and validation of the Teacher Formative Assessment Literacy Scale	17
Assessing value beliefs among university students: Validation of the Value Beliefs Questionnaire for University Students (VBQU)	17
The effectiveness of the GoKoan e-learning platform in improving university students’ academic performance	17
A scoping review on the notions of Assessment as Learning (AaL), Assessment for Learning (AfL), and Assessment of Learning (AoL)	17
Student rating consistency in online peer assessment from the perspectives of individual and class	17
Research on the effect of mixed teaching strategies on students' ambidextrous innovation	17
School bullying: Prevalence and variation in and between school systems in TIMSS 2015	16
Student – Feedback Interaction Model: Revised	16
Course quality in higher education teacher training: What matters for pre-service physics teachers’ content knowledge development?	16
The relationship between growth in principal leadership and growth in school performance: The teacher perspective	16
The 2 × 2 standards and standpoints measure of EFL teachers’ achievement goals: Model revision and relations with affective and behavioral outcomes	16
Do learners learn from corrective peer feedback? Insights from students	16
Understanding changes in learner engagement with peer feedback giving in EFL writing: A longitudinal study	15
Examining the relationships between teachers’ affective states, self-efficacy, and teacher-child relationships in kindergartens: An integration of social cognitive theory and positive psychology	15
Graduate feedback on a teacher education program and school district support: An argument for a continuum of professional learning	15
Investigating the use of the National Assessment Program – Literacy and Numeracy (NAPLAN) test results	15
Sustaining data use professional learning communities in schools: The role of leadership practices	15
Editorial Board	15
Profiles of instructional quality in primary and secondary education: Patterns, predictors, and relations to student achievement and motivation in science	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
Global virtual teams in education: Do peer assessments motivate student effort?	14
Stakeholders’ test perceptions on test reform	14
Bias in student evaluations: Are my peers out to get me?	14
Insights into beliefs on 11 + testing in Trinidad and Tobago through an interpretation/use argument	13
Implementing evidence-based practices in reading classrooms – Longitudinal interrelations between teaching-related attitudes, innovation-specific perceptions, and perceived implementation success	13
Dynamics of change of academics’ teaching approaches: A latent profile transition analysis	13
Editorial Board	13
“Was that interesting?” & “Does it matter?”: The implications of on-task learning experiences	12
The complexity of data-based decision making: An introduction to the special issue	12
Building world class universities through innovative teaching governance	12
Preservice teachers’ pedagogical and psychological knowledge: Structure and learning opportunities	12
Is class worth their time? College student perspectives on class structure and attendance	12
The influence mechanism of the parent-child relationship on adolescent academic performance: The serial mediating effect of parental expectations and self-expectations	11
Evaluating peer feedback as a reliable and valid complementary aid to teacher feedback in EFL writing classrooms: A feedback giver perspective	11
The paradoxical relationship between students’ non-cognitive factors and mathematics & science achievement using TIMSS 2015 dataset	11
Instructional tools and curricular structures to facilitate students’ self-assessment and generation of self-feedback	11
Examining practicums within initial teacher education programs: Understanding the dimensions of professional development of pre-service teachers	11

Impact of distributed leadership on teacher job satisfaction in China: The mediating roles of teacher autonomy and teacher collaboration	11
Evaluating text quality: Teachers’ perceptions about pupils’ writing	11
Online peer feedback training based on self-regulated learning in english as a foreign language writing: Perceived usefulness and students’ engagement	11
Effects of multimedia on psychometric characteristics of cognitive tests: A comparison between technology-based and paper-based modalities	11
Research on the construction and application of teacher-student interaction evaluation system for smart classroom in the post COVID-19	10
Examining emic viewpoints on a pedagogical development program’s long-term effects using Q methodology	10
Automatic evaluation of open-ended questions for online learning. A systematic mapping	10
Examining the mindsets toward students’ writing competence and feedback-giving practices of Chinese university English writing teachers	10
Predicting reading comprehension performance based on student characteristics and item properties	9
Comparing student science performance between hands-on and traditional item types: A many-facet Rasch analysis	9
The influence of self-assessment practices on online training for investigative interviewing skills	9
Peer feedback in higher education: How students’ roles affect providing and receiving feedback	9
National policy, school contexts, and individual characteristics: Which matters most for teachers’ participation in induction programs?	9
Engagement, achievement, and teacher classroom practices in mathematics: Insights from TIMSS 2011 and PISA 2012	9
Teacher quality, self-efficacy, and quality teaching in Ethiopian primary schools: An integrated sociological and psychological perspective	9
When artificial intelligence meets educational leaders’ data-informed decision-making: A cautionary tale	9
Measuring children’s perceived cost of school science: Instrument development and psychometric evaluation	9
The effects of peer interaction on learning outcome of college students in digital environment—The chain-mediated role of attitude and self-efficacy	9
Examining principal instructional leadership effects on the rural-urban instructional quality gap in China: The mechanism of teacher professional learning	9
Learners’ perceptions and performance under peer versus teacher corrective feedback conditions	9