OOIR: Observatory of International Research

Papers

(The TQCC of Assessment in Education-Principles Policy & Practice is 5. 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 2022-06-01 to 2026-06-01.)

Article	Citations
Oral exams in four Norwegian secondary schools – characteristics and variations in practice and possible threats to validity and fairness	35
More is not always better: the nonlinear relationship between formative assessment strategies and reading achievement	22
Lower secondary school teachers’ arguments on the use of a 26-point grading scale and gender differences in use and perceptions	16
Rethinking equity and assessment through opportunity to learn	15
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	13
Assessment quality	11
Friendship bias in peer assessment of EFL oral presentations	10
Assessing fairness in selection toward applicants who request accommodations in higher education admissions tests	9
Numeracy across grades – vertically scaling the Norwegian national numeracy tests	9
COVID-19 impact on high stakes assessment: a New Zealand journey of collaborative adaptation amidst disruption	9
Using rubrics for formative purposes: identifying factors that may affect the success of rubric implementations	8
Estimating sub-domain scores within national assessments. A case study using the Key Stage 2 statutory mathematics test in England	8
Exploring the roles of academic self-concept and perseverance of effort in self-assessment practices	8
The Future of Educational Assessment: Self-assessment, Grit and ChatGPT?	7
Anchored in praise? Potential manifestation of the anchoring bias in feedback reception	7
Development of the measure of assessment self-efficacy (MASE) for quizzes and exams	7
Exploring the potential of exit tickets as formative assessments of student affect	6
Examining grading purpose and practices: A multivariate analysis of secondary stakeholder perceptions	6
A self-feedback model (SEFEMO): secondary and higher education students’ self-assessment profiles	6
Factors affecting students’ performance on national assessments of mathematics in Italy: a random forest approach	6
How curriculum and assessment policies affect the role of reading in an assessment culture: a New Zealand case study	6
Measurement error in pre-school children’s emerging knowledge and skills. A case study from the UK	5
Current controversies in educational assessment	5
Classroom assessment in secondary schools in Ethiopia: teachers’ attitudes, perceived practices, and challenges	5

Professor Paul Black, OBE, CPhys, HonFInstP, emeritus Professor of science Education at King’s College London: a tribute and appreciation	5
Critiquing the rationales for using comparative judgement: a call for clarity	5
Examining the process of developing evaluative judgement in Japanese elementary schools—utilising the co-regulation and evaluative judgement model	5
Authentic assessment training for university teachers	5
Professor Paul Black OBE	5
Policy and practice in relation to external moderation of school-based assessment in 13 examination systems internationally	5
Standardised Assessment in Irish Primary Schools: Teachers' Views on Purpose, Pressure and Practice	5
Educational assessment in Ghana: The influence of historical colonization and political accountability	5