OOIR: Observatory of International Research

Papers

(The median citation count of Assessment in Education-Principles Policy & Practice is 2. 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
Writing motivation questionnaire: validation and application as a formative assessment	24
National tests and the wellbeing of primary school pupils: new evidence from the UK	21
More is not always better: the nonlinear relationship between formative assessment strategies and reading achievement	18
Rethinking equity and assessment through opportunity to learn	17
Lower secondary school teachers’ arguments on the use of a 26-point grading scale and gender differences in use and perceptions	16
High stakes assessment in the era of COVID-19: interruption, transformation, regression or business as usual?	13
Who responds inconsistently to mixed-worded scales? Differences by achievement, age group, and gender	11
Assessment from a disciplinary approach: design and implementation in three undergraduate programmes	11
COVID-19 impact on high stakes assessment: a New Zealand journey of collaborative adaptation amidst disruption	10
Use of innovative technology in oral language assessment	9
Evaluating validity and bias for hand-calculated and automated written expression curriculum-based measurement scores	9
Assessing fairness in selection toward applicants who request accommodations in higher education admissions tests	9
Using rubrics for formative purposes: identifying factors that may affect the success of rubric implementations	8
Development of the measure of assessment self-efficacy (MASE) for quizzes and exams	7
Exploring the roles of academic self-concept and perseverance of effort in self-assessment practices	7
Numeracy across grades – vertically scaling the Norwegian national numeracy tests	7
PRAAT scripts to measure speed fluency and breakdown fluency in speech automatically	7
A self-feedback model (SEFEMO): secondary and higher education students’ self-assessment profiles	6
Anchored in praise? Potential manifestation of the anchoring bias in feedback reception	6
Classroom assessment in secondary schools in Ethiopia: teachers’ attitudes, perceived practices, and challenges	6
How curriculum and assessment policies affect the role of reading in an assessment culture: a New Zealand case study	6
Formative writing assessment for change – introduction to the special issue	6
Factors affecting students’ performance on national assessments of mathematics in Italy: a random forest approach	6
The Future of Educational Assessment: Self-assessment, Grit and ChatGPT?	6
Educational assessment in Ghana: The influence of historical colonization and political accountability	5

Standardised Assessment in Irish Primary Schools: Teachers' Views on Purpose, Pressure and Practice	5
Exploring the potential of exit tickets as formative assessments of student affect	5
Predicting first grade students’ writing proficiency	5
Investigating the promise of automated writing evaluation for supporting formative writing assessment at scale	5
Authentic assessment training for university teachers	5
Should they change their answers or not? Modelling Achievement through a Metacognitive Lens	5
Emergency assessment: rethinking classroom practices and priorities amid remote teaching	5
Critiquing the rationales for using comparative judgement: a call for clarity	4
Examining the process of developing evaluative judgement in Japanese elementary schools—utilising the co-regulation and evaluative judgement model	4
Assessing young children’s self-regulation in school contexts	4
Computer-based diagnostic assessment of high school students’ grammar skills with automated feedback – an international trial	4
Searching students’ reflective writing for linguistic correlates of their tendency to ignore instructors’ feedback	4
New national tests for the Danish public school system – Tensions between renewal and orthodoxy before, during, and after the COVID-19 pandemic	4
Measurement error in pre-school children’s emerging knowledge and skills. A case study from the UK	4
Current controversies in educational assessment	4
Towards student-centred feedback practices: evaluating the impact of a professional learning intervention in primary schools	4
Student self-assessment: a meta-review of five decades of research	3
Assessment is contagious: the social contagion of formative assessment practices and self-efficacy among teachers	3
Moderation of non-exam assessments: a novel approach using comparative judgement	3
Benchmark rating procedure, best of both worlds? Comparing procedures to rate text quality in a reliable and valid manner	3
Formative assessment, growth mindset, and achievement: examining their relations in the East and the West	3
Impact of self-construal on rater severity in peer assessments of oral presentations	3
EduSEL-R – the refined educators’ social-emotional learning questionnaire: expanded scope and improved validity	3
Assessment and learning in times of change and uncertainty	3
Cultivating realistic self-appraisal: examining student overclaiming and fair assessment through PISA and classroom data	3
Equal opportunity or unfair advantage? The impact of test accommodations on performance in high-stakes assessments	3
Student views on the assessment medium for General Certificates of Secondary Education in England: insights from the 2020 examination cancellations	3
Overclaiming. An international investigation using PISA data	3
Principals’ implementation of teacher evaluation and its relationship to intended purpose, perceived benefits, training and background variables	2
Pre-service and in-service assessment training: impacts on elementary teachers’ self-efficacy, attitudes, and data-driven decision making practice	2
The appliance of science: exploring the use of context in reformed GCSE science examinations	2
The blind side: Exploring item variance in PISA 2018 cognitive domains	2
Assessing the role of students’ emotions on achievement	2
Towards a code of ethics for using technology-enabled data and related analytic approaches in educational assessment	2
Video-conferencing speaking tests: do they measure the same construct as face-to-face tests?	2
Insight from research across the world: examining student responses, assessment practices, and feedback engagement	2
Correction	2
The power of positive emotions? The link between young people’s positive and negative affect and performance in high-stakes examinations	2
Assessing L2 English speaking using automated scoring technology: examining automarker reliability	2
Feedback practices and transparency in data analysis	2
The Education and Assessment System in Lithuania	2
Exploring students’ receptivity to feedback: A latent profile analysis	2
Assessing writing quality using crowdsourced non-expert comparative judgement ratings	2
The conceptualisation implies the statistical model: implications for measuring domains of teaching quality	2