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 2020-04-01 to 2024-04-01.)

Article	Citations
A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment	52
Effects of self-assessment diaries on academic achievement, self-regulation, and motivation	25
Changes in classroom assessment practices during emergency remote teaching due to COVID-19	17
Towards effective feedback: an investigation of teachers’ and students’ perceptions of oral feedback in classroom practice	15
Bridging classroom assessment and self-regulated learning	15
Towards signature assessment and feedback practices: a taxonomy of discipline-specific elements of assessment for learning	14
What do grades mean? Variation in grading criteria in American college and university courses	13
Collaborating with teachers to design and implement assessments for self-regulated learning in the context of authentic classroom writing tasks	11
Assembled validity: rethinking Kane’s argument-based approach in the context of International Large-Scale Assessments (ILSAs)	11
Irish post-primary teachers’ conceptions of assessment at a time of curriculum and assessment reform	11
Formative assessment, growth mindset, and achievement: examining their relations in the East and the West	11
Using involvement in moderation to strengthen teachers’ assessment for learning capability	11
Secondary education students’ self-assessment: the effects of feedback, subject matter, year level, and gender	9
PRAAT scripts to measure speed fluency and breakdown fluency in speech automatically	9
Emergency assessment: rethinking classroom practices and priorities amid remote teaching	8
Analytic or holistic? A study about how to increase the agreement in teachers’ grading	7
Building upon synergies among self-regulated learning and formative assessment research and practice	7
Conceptualising a Fairness Framework for Assessment Adjusted Practices for Students with Disability: An Empirical Study	7
Data literacy assessments: a systematic literature review	5
Research on construction method of learning paths and learning progressions based on cognitive diagnosis assessment	5
The uses and misuses of centralised high stakes examinations-Assessment Policy and Practice in Georgia	5
Who is feedback for? The influence of accountability and quality assurance agendas on the enactment of feedback processes	5
Cross-cultural comparability and validity of metacognitive knowledge in reading in PISA 2009: a comparison of two scoring methods	5
Complementary strengths? Evaluation of a hybrid human-machine scoring approach for a test of oral academic English	5
Investigating the promise of automated writing evaluation for supporting formative writing assessment at scale	5

Student assessment literacy: indicators and domains from the literature	5
How do signature pedagogies get their signatures? The role of assessment and professional artefacts in preparing students for their professions	5
Using student-instructor co-constructed rubrics in signature assessment for business students: benefits and challenges	5
Assessing L2 English speaking using automated scoring technology: examining automarker reliability	5
Should they change their answers or not? Modelling Achievement through a Metacognitive Lens	5