OOIR: Observatory of International Research

Papers

(The median citation count of Applied Measurement in Education is 0. 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 2021-04-01 to 2025-04-01.)

Article	Citations
Automated Scoring of Short-Answer Questions: A Progress Report	19
Impact of Violating Unidimensionality on Rasch Calibration for Mixed-Format Tests	14
Detecting Item Parameter Drift in Small Sample Rasch Equating	6
Bayesian Maximal Reliability Evaluation Using Latent Variable Modeling	6
The Consideration of Admissions Testing at Colleges and Universities: A Perspective	5
Comparing School Reports and Empirical Estimates of Relative Reliance on Tests Vs Grades in College Admissions	5
When Should Individual Ability Estimates Be Reported if Rapid Guessing Is Present?	5
The Effect of Peer Assessment on Non-Cognitive Outcomes: A Meta-Analysis	4
Gender Differences and Similarities in High School Science Performance— What Do Item Response Patterns Tell Us?	4
Personalized Online Learning, Test Fairness, and Educational Measurement: Considering Differential Content Exposure Prior to a High Stakes End of Course Exam	4
A Call to Action: Integrating Theories of Action as a Modern Component of Validity	4
Don’t Test After Lunch: The Relationship Between Disengagement and the Time of Day That Low-Stakes Testing Occurs	3
College Admissions and Testing in a Time of Transformational Change	3
Shifting Educational Measurement from an Agent of Systemic Racism to an Anti-Racist Endeavor	3
IRT Characteristic Curve Linking Methods Weighted by Information for Mixed-Format Tests	3
Development and Use of Anchoring Vignettes: Psychometric Investigations and Recommendations for a Nonparametric Approach	3
Detection of Outliers in Anchor Items Using Modified Rasch Fit Statistics	2
A Critical Review of Fairness from Multiple Perspectives: Implications for Classroom Assessment Theory	2
Maintaining Score Scales Over Time: A Comparison of Five Scoring Methods	2
Performance of Infit and Outfit Confidence Intervals Calculated via Parametric Bootstrapping	2
An Examination of Individual Ability Estimation and Classification Accuracy Under Rapid Guessing Misidentifications	2
A Method for Displaying Incremental Validity with Expectancy Charts	2
A Census-Level, Multi-Grade Analysis of the Association Between Testing Time, Breaks, and Achievement	2
Between- versus Within-Examinee Variability in Test-Taking Effort and Test Emotions during a Low-Stakes Test	2
TheStandardsWill Never Be Enough: A Racial Justice Extension	2

Comparing the Robustness of Three Nonparametric DIF Procedures to Differential Rapid Guessing	2
Analyzing Complete Generalizability Theory Designs Using Structural Equation Models	2
Performance Decline as an Indicator of Generalized Test-Taking Disengagement	2
Coefficient β As Extension of KR-21 Reliability for Summed and Scaled Scores for Polytomously-scored Tests	1
The Promise of Assessments That Advance Social Justice: An Indigenous Example	1
Change in Engagement During Test Events: An Argument for Weighted Scoring?	1
Using Content Relevance and Representativeness Indices in Instrument Revision	1
Does the Response Options Placement Provide Clues to the Correct Answers in Multiple-choice Tests? A Systematic Review	1
Bayesian Estimation and Testing of a Linear Logistic Test Model for Learning during the Test	1
Validity and Racial Justice in Educational Assessment	1
Are Online and Paper Tests Comparable? Evidence from Statewide K-12 Tests	1
Are Large Admissions Test Coaching Effects Widespread? A Longitudinal Analysis of Admissions Test Scores	1
Dissecting Knowledge, Guessing, and Blunder in Multiple Choice Assessments	1
Computer-Based Listening Test with Full Video, Visual-Limited Video, and Audio: A Comparative Analysis Based on Difficulty, Discrimination Power, and Response Time	1
Using Bayesian Networks to Characterize Student Performance across Multiple Assessments of Individual Standards	1
Multi-Group Generalizations of SIBTEST and Crossing-SIBTEST	0
Enacting a Process for Developing Culturally Relevant Classroom Assessments	0
Comparing Examinee-Based and Response-Based Motivation Filtering Methods in Remote Low-Stakes Testing	0
Exploring Interrelationships Among L2 Writing Subskills: Insights from Cognitive Diagnostic Models	0
Personality Aspects and the Underprediction of Women’s Academic Performance	0
Item and Test Characteristic Curves of Rank-2PL Models for Multidimensional Forced-Choice Questionnaires	0
A Method of Empirical Q-Matrix Validation for Multidimensional Item Response Theory	0
Item-Writing Guidelines on Response Option Placement: A Systematic Review	0
Determining Reliability of Daily Measures: An Illustration with Data on Teacher Stress	0
Violation of Conditional Independence in the Many-Facets Rasch Model	0
Efficient Assessment of Students’ Proportional Reasoning	0
Modeling Dimensions Converging at the Upper Anchor in Learning Progressions: An Example of Micro-Evolution	0
Accuracy and Sensitivity of Coefficient Alpha and Its Alternatives with Unidimensional and Contaminated Scales	0
Response Demands of Reading Comprehension Test Items: A Review of Item Difficulty Modeling Studies	0
Exploring Universal Text-to-Speech Use in Assessment Among Student Sub-Populations	0
Tracking Ordinal Development of Skills with a Longitudinal DINA Model with Polytomous Attributes	0
Using Bayesian Networks for Cognitive Assessment of Student Understanding of Buoyancy: A Granular Hierarchy Model	0
Traditional vs Intersectional DIF Analysis: Considerations and a Comparison Using State Testing Data	0
Comparing Drift Detection Methods for Accurate Rasch Equating in Different Sample Sizes	0
Validity: An Integrated Approach to Test Score Meaning and Use , by Gregory J. Cizek, New York, Routledge, 2020, 190 pp., 55.00 (Paperback)	0
Combining Nonparametric and Parametric Item Response Theory to Explore Data Quality: Illustrations and a Simulation Study	0
The Impact of Non-Effortful Responding on Item and Person Parameters in Item-Pool Scaling Linking	0
Identifying Careless Responses in Computer-Adaptive Affective Surveys Using Person Fit Analysis	0
Keeping Up the PACE: Evaluating Grade 8 Student Achievement Outcomes for New Hampshire’s Innovative Assessment System	0
Efficient Estimation of Mean Ability Growth Using Vertical Scaling	0
Not-reached Items: An Issue of Time and of test-taking Disengagement? the Case of PISA 2015 Reading Data	0
New Tests of Rater Drift in Trend Scoring	0
Effects of Using Double Ratings as Item Scores on IRT Proficiency Estimation	0
Leveraging Item Parameter Drift to Assess Transfer Effects in Vocabulary Learning	0
Guiding Educators’ Evaluation of the Measurement Quality of Social and Emotional Learning (SEL) Assessments	0
Applying a Culturally Responsive Pedagogical Framework to Design and Evaluate Classroom Performance-Based Assessments in Hawai‘i	0
Can Adaptive Testing Improve Test-Taking Experience? A Case Study on Educational Survey Assessment	0
Bayesian Logistic Regression: A New Method to Calibrate Pretest Items in Multistage Adaptive Testing	0
Reconceptualizing Rapid Responses as a Speededness Indicator in High-Stakes Assessments	0
Teacher Assessment Literacy: Implications for Diagnostic Assessment Systems	0

Examining the Validity of Oral Mathematics Test Accommodation in Academic and Native Languages for Orang Asli Pupils in Malaysia	0
Recruitment and Retention of Racially and Ethnically Minoritized Graduate Students in Educational Measurement Programs	0
Measurement Invariance in Relation to First Language: An Evaluation of German Reading and Spelling Tests	0
Comparison of Methods for Identifying Differential Step Functioning with Polytomous Item Response Data	0
Gauging Q-Matrix Design and Model Selection in Applied Cognitive Diagnosis	0
Analyzing Student Response Processes to Evaluate Success on a Technology-Based Problem-Solving Task	0
Detecting Differential Item Functioning Using Cognitive Diagnosis Models: Applications of the Wald Test and Likelihood Ratio Test in a University Entrance Examination	0
Characterizing the Latent Classes in a Mixture IRT Model Using DIF	0
Cross-Cultural Validation of the Mathematics Construct and Attribute Profiles: A Differential Item Functioning Approach	0