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 2021-04-01 to 2025-04-01.)

Article	Citations
Assessment of written assignments in first-year humanities and social sciences courses: textual features of academic writing	23
Gender gaps in English as a second language over time: a shift in favour of boys	21
New Zealand students’ test-taking motivation: an experimental study examining the effects of stakes	17
Writing motivation questionnaire: validation and application as a formative assessment	13
Writing assessment for communities of writers: rubric validation to support formative assessment of writing in Pre-K to grade 2	12
Exploring students’ receptivity to feedback: A latent profile analysis	9
Current controversies in educational assessment	9
The impact of inconsistent responders to mixed-worded scales on inferences in international large-scale assessments	8
Insight from research across the world: examining student responses, assessment practices, and feedback engagement	8
Examining the process of developing evaluative judgement in Japanese elementary schools—utilising the co-regulation and evaluative judgement model	7
Differential relationships between mathematics self-efficacy and national test performance according to perceived task difficulty	7
Formative writing assessment for change – introduction to the special issue	7
Pre-service and in-service assessment training: impacts on elementary teachers’ self-efficacy, attitudes, and data-driven decision making practice	7
Surprising Insights: rethinking Grades, Exams, and Assessment Cultures	6
Changes in classroom assessment practices during emergency remote teaching due to COVID-19	6
More is not always better: the nonlinear relationship between formative assessment strategies and reading achievement	6
National tests and the wellbeing of primary school pupils: new evidence from the UK	6
Mapping oral feedback interactions in young pupils’ writing	5
Validity evidence for a formative writing engagement assessment in elementary grades	5
Fair high-stakes assessment in the long shadow of Covid-19	5
Conceptualising a Fairness Framework for Assessment Adjusted Practices for Students with Disability: An Empirical Study	5
Anchored in praise? Potential manifestation of the anchoring bias in feedback reception	5
The appliance of science: exploring the use of context in reformed GCSE science examinations	5
Bridging the gap: from assessment theory to classroom reality	5
The Education and Assessment System in Lithuania	5

Who is feedback for?	5
Searching students’ reflective writing for linguistic correlates of their tendency to ignore instructors’ feedback	5
A self-feedback model (SEFEMO): secondary and higher education students’ self-assessment profiles	5
The Future of Educational Assessment: Self-assessment, Grit and ChatGPT?	4
The blind side: Exploring item variance in PISA 2018 cognitive domains	4
Use of technology-based assessments: a systematic review covering over 30 countries	4
How curriculum and assessment policies affect the role of reading in an assessment culture: a New Zealand case study	4
Who is feedback for? The influence of accountability and quality assurance agendas on the enactment of feedback processes	4
Assessing writing quality using crowdsourced non-expert comparative judgement ratings	4
Correction	4
Rethinking equity and assessment through opportunity to learn	4
The power of positive emotions? The link between young people’s positive and negative affect and performance in high-stakes examinations	4
PISA 2018: did Sweden exclude students according to the rules?	3
Educational assessment in Ghana: The influence of historical colonization and political accountability	3
Who responds inconsistently to mixed-worded scales? Differences by achievement, age group, and gender	3
Assessing the role of students’ emotions on achievement	3
Assessing L2 English speaking using automated scoring technology: examining automarker reliability	3
Towards student-centred feedback practices: evaluating the impact of a professional learning intervention in primary schools	3
Assessment is contagious: the social contagion of formative assessment practices and self-efficacy among teachers	3
Lower secondary school teachers’ arguments on the use of a 26-point grading scale and gender differences in use and perceptions	3
Impact of self-construal on rater severity in peer assessments of oral presentations	3
Should they change their answers or not? Modelling Achievement through a Metacognitive Lens	3
Predicting first grade students’ writing proficiency	2
Assessment from a disciplinary approach: design and implementation in three undergraduate programmes	2
Student assessment literacy: indicators and domains from the literature	2
Factors affecting students’ performance on national assessments of mathematics in Italy: a random forest approach	2
Teacher and headteacher assessment, feedback, and continuing professional development: the Mexican case	2
Authentic assessment training for university teachers	2
The uses and misuses of centralised high stakes examinations-Assessment Policy and Practice in Georgia	2
Classroom assessment fairness inventory: a new instrument to support perceived fairness in classroom assessment	2
Assessing young children’s self-regulation in school contexts	2
High stakes assessment in the era of COVID-19: interruption, transformation, regression or business as usual?	2
Assessment and learning in times of change and uncertainty	2
Teacher-made tests: why they matter and a framework for analysing mathematics exams	2
Involving primary school students in the co-construction of formative assessment in support of writing	2
Classroom assessment in secondary schools in Ethiopia: Teachers’ attitudes, perceived practices, and challenges	2
Gaming boys, anxious girls? New research evidence on gender gaps in assessment	2
New national tests for the Danish public school system – Tensions between renewal and orthodoxy before, during, and after the COVID-19 pandemic	2
Equal opportunity or unfair advantage? The impact of test accommodations on performance in high-stakes assessments	2