OOIR: Observatory of International Research

Papers

(The median citation count of Educational Assessment Evaluation and Accountability 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
Is more child-initiated always better? Exploring relations between child-initiated instruction and preschoolers’ school readiness	45
Longitudinal evidence on the predictive validity of the International Development and Early Learning Assessment (IDELA)	16
Theoretical competence models, tests and designs	14
Extended test time for English learners: Does use correspond to score comparability?	12
Teachers’ and principals’ perceptions of school climate: the role of principals’ leadership style in organizational quality	12
Enhancing feedback practices and formative assessment in education: insights and challenges from diverse contexts	11
Soft accountability: do national assessments without sanctions make a difference? The case of the school inspection in Chile	11
Exclusion rates from international large-scale assessments: an analysis of 20 years of IEA data	11
Predictors of children’s achievement: analysis of the Australian National Numeracy Assessment Program	10
Possible biases in observation systems when applied across contexts: conceptualizing, operationalizing, and sequencing instructional quality	10
Large-scale diagnostic assessment in first-year university students: pre- and transpandemic comparison	10
Accountability in the evaluation of teacher effectiveness: views of teachers and administrators	9
Education evaluation policy in Chile: experience at a multigrade rural school as a contribution to social justice	9
The perceived impact of PISA on student learning in schools in a local Chinese context	8
Understanding academic resilience, equity, and research engagement to improve education	8
School closure policies and student reading achievement: evidence across countries	7
The challenges of school inspection practice in demonstrating and improving education quality: stakeholder perceptions in China	7
Mapping the constellation of assessment discourses: a scoping review study on assessment competence, literacy, capability, and identity	7
Examining pre-service teachers’ feedback on low- and high-quality written assignments	7
Grade retention and school entry age in Spain: a structural problem	6
Analyses of quality assurance and development in education	6
School educators’ engagement with research: an Australian Rasch validation study	5
Cognitive mechanisms for the formation of public perception about national testing: A case of NAPLAN in Australia	5
Principals may inflate teacher evaluation scores to achieve important goals	5
One size does not fit all: a concurrent analysis of the framework for teaching and the Classroom Strategies Assessment System	4

Enacting teacher evaluation in Norwegian compulsory education: teachers’ perceptions of possibilities and constraints	4
Signal, error, or bias? exploring the uses of scores from observation systems	4
Enacting accountabilities in education: exploring new policy contexts and theoretical elaborations	4
Bias risks in ILSA related to non-participation: evidence from a longitudinal large-scale survey in Germany (PISA Plus)	4
Correction to: Accountability in the evaluation of teacher effectiveness: views of teachers and administrators	4
Principals’ attitudes towards on-site school evaluations: contribution to sustained school reform	4
Swedish students’ everyday school life and teachers’ assessment dilemmas: peer strategies for ameliorating schoolwork for assessment	4
“I am here for the students”: principals’ perception of accountability amid work intensification	4
Enhanced conceptual understanding through formative assessment: results of a randomized controlled intervention study in physics classes	4
Empathy as a selection criterion for medical students: is a valid assessment possible during personal interviews? A mixed-methods study	4
How representative is the Swedish PISA sample? A comparison of PISA and register data	3
Investigating the measurement of academic resilience in Aotearoa New Zealand using international large-scale assessment data	3
Learning to assess and evaluate complex realities	3
Implementing school-based assessment reforms to enhance student learning: a systematic review	3
Assessing learning gaps and gains?	3
Dimensions of teachers’ data literacy: A systematic review of literature from 1990 to 2021	3
Navigating data, evaluation, and incentives to improve teaching and instructional quality	2
Can feedback from students to teachers improve different dimensions of teaching quality in primary and secondary education? A hierarchical meta-analysis	2
Teachers’ beliefs about assessment and accountability	2
Gender differences in item nonresponse in the PISA 2018 student questionnaire	2
Science teachers’ interactions with resources for formative assessment purposes	2
Not all percentiles are equal: examining non-linear relationships between two, popular teacher evaluation measures	2
Teachers gaming the system: exploring opportunistic behaviours in a low-stakes accountability system	2
Navigating educational challenges: insights into accountability, support and teacher professionalism in diverse contexts	2
England’s qualifications system: the politics of resilience	2
Factors associated with Chinese undergraduates’ perceptions of the ethical issues in classroom assessment practices—a mixed methods study	2
Theorising a contextual framework for moderation of internal assessment: development and opportunities	2
Performance-based accountability systems cross-nationally: learning by comparing	2
Correction to: Principals may inflate teacher evaluation scores to achieve important goals	2
IRTrees for skipping items in PIRLS	2
A Florida Teacher Wrongfully Terminated? Alleged (Mis)Uses of Value-Added Model (VAM) Estimates for High-Stakes Teacher Evaluation Decisions	2
Grade retention in Spain: the right way?	2