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 2022-06-01 to 2026-06-01.)

Article	Citations
Taming the wild West: a systematic review and evaluation of bibliometric reviews of educational research	29
Inter-professional relationships between principals and teachers in Sweden – how do principals navigate grading and assessment?	29
Grading for epistemic agency? The case of the national assessment criteria in Finnish basic education	28
Self-selection bias in the sensitive topic of teacher grading: the role of subject and school context	28
A theoretical model of stakes and their impacts	23
Will differences in keyboarding method of writing systems impact reading literacy performance: Insights from analyzing constructive response items in digital PIRLS 2021	21
Extended test time for English learners: Does use correspond to score comparability?	20
Beyond the score: validity, equity, and interpretation in diverse assessment contexts	16
Teachers’ and principals’ perceptions of school climate: the role of principals’ leadership style in organizational quality	15
Soft accountability: do national assessments without sanctions make a difference? The case of the school inspection in Chile	14
Human vs. generative artificial intelligence in writing assessment: investigating feedback alignment, score validity, and teacher agency	14
Exclusion rates from international large-scale assessments: an analysis of 20 years of IEA data	10
Enhancing feedback practices and formative assessment in education: insights and challenges from diverse contexts	9
Assessment in context: organisation, fairness and consequences for learning and equity	9
Possible biases in observation systems when applied across contexts: conceptualizing, operationalizing, and sequencing instructional quality	9
Effects of the COVID-19 pandemic on academic success in higher education	8
Large-scale diagnostic assessment in first-year university students: pre- and transpandemic comparison	6
The perceived impact of PISA on student learning in schools in a local Chinese context	6
Education evaluation policy in Chile: experience at a multigrade rural school as a contribution to social justice	6
Examining pre-service teachers’ feedback on low- and high-quality written assignments	6
Mapping the constellation of assessment discourses: a scoping review study on assessment competence, literacy, capability, and identity	6
Improving the feasibility of the early learning and development standard assessment tool in Nepal	6
Accountability in the evaluation of teacher effectiveness: views of teachers and administrators	6
Understanding academic resilience, equity, and research engagement to improve education	6
School closure policies and student reading achievement: evidence across countries	5

School educators’ engagement with research: an Australian Rasch validation study	5
Analyses of quality assurance and development in education	5
Enacting teacher evaluation in Norwegian compulsory education: teachers’ perceptions of possibilities and constraints	4
Cognitive mechanisms for the formation of public perception about national testing: A case of NAPLAN in Australia	4
Collaboration on school improvement under different educational accountability systems in two countries	4
Signal, error, or bias? exploring the uses of scores from observation systems	4
Bias risks in ILSA related to non-participation: evidence from a longitudinal large-scale survey in Germany (PISA Plus)	3
Re-imagining validity and value: collaboration, technology, equity, emotion, and resilience in contemporary assessment research	3
The rise in teenagers skipping school across English-speaking countries following the COVID-19 pandemic: evidence from PISA	3
Item performance in context: differential item functioning between Pilot and Formal administration of the Norwegian language test	3
Enhanced conceptual understanding through formative assessment: results of a randomized controlled intervention study in physics classes	3
Swedish students’ everyday school life and teachers’ assessment dilemmas: peer strategies for ameliorating schoolwork for assessment	3
Correction to: Accountability in the evaluation of teacher effectiveness: views of teachers and administrators	3
One size does not fit all: a concurrent analysis of the framework for teaching and the Classroom Strategies Assessment System	3
Principals’ attitudes towards on-site school evaluations: contribution to sustained school reform	2
Oral cross-group presentations as a method for individual group work assessment: teachers’ and students’ actions that enable or hinder evidence of students’ individual knowledge	2
Correction to: Principals may inflate teacher evaluation scores to achieve important goals	2
Can feedback from students to teachers improve different dimensions of teaching quality in primary and secondary education? A hierarchical meta-analysis	2
Learning to assess and evaluate complex realities	2
Assessing learning gaps and gains?	2
Teachers gaming the system: exploring opportunistic behaviours in a low-stakes accountability system	2
IRTrees for skipping items in PIRLS	2
Dimensions of teachers’ data literacy: A systematic review of literature from 1990 to 2021	2
How representative is the Swedish PISA sample? A comparison of PISA and register data	2
Implementing school-based assessment reforms to enhance student learning: a systematic review	2
Navigating educational challenges: insights into accountability, support and teacher professionalism in diverse contexts	2
Teachers’ beliefs about assessment and accountability	2