OOIR: Observatory of International Research

Papers

(The TQCC of Educational Assessment Evaluation and Accountability is 4. 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
Enhancing feedback practices and formative assessment in education: insights and challenges from diverse contexts	41
Data-driven approaches to education governance and their implications	31
Possible biases in observation systems when applied across contexts: conceptualizing, operationalizing, and sequencing instructional quality	14
Correction to: Accountability in the evaluation of teacher effectiveness: views of teachers and administrators	11
Characteristics of effective feedback in teacher evaluation	11
Gender differences in item nonresponse in the PISA 2018 student questionnaire	11
Factors associated with Chinese undergraduates’ perceptions of the ethical issues in classroom assessment practices—a mixed methods study	10
Predictors of children’s achievement: analysis of the Australian National Numeracy Assessment Program	10
Bias risks in ILSA related to non-participation: evidence from a longitudinal large-scale survey in Germany (PISA Plus)	10
Key stakeholder voices: Investigating student perceptions of teachers’ use of assessment for learning	9
Is more child-initiated always better? Exploring relations between child-initiated instruction and preschoolers’ school readiness	9
Teachers’ professional knowledge for teaching early literacy: conceptualization, measurement, and validation	8
Navigating data, evaluation, and incentives to improve teaching and instructional quality	8
Exclusion rates from international large-scale assessments: an analysis of 20 years of IEA data	8
Longitudinal evidence on the predictive validity of the International Development and Early Learning Assessment (IDELA)	8
Soft accountability: do national assessments without sanctions make a difference? The case of the school inspection in Chile	6
England’s qualifications system: the politics of resilience	6
Enhanced conceptual understanding through formative assessment: results of a randomized controlled intervention study in physics classes	6
A multidimensional adapted process model of teaching	6
A Florida Teacher Wrongfully Terminated? Alleged (Mis)Uses of Value-Added Model (VAM) Estimates for High-Stakes Teacher Evaluation Decisions	5
Empathy as a selection criterion for medical students: is a valid assessment possible during personal interviews? A mixed-methods study	5
Principals’ attitudes towards on-site school evaluations: contribution to sustained school reform	5
Factors influencing the accuracy of Canada’s large-scale assessment data: Policies and practices of exclusion, absenteeism, and social promotion	4
Uses and consequences in the theory of action of high-stakes teacher evaluation in Chile	4
Swedish students’ everyday school life and teachers’ assessment dilemmas: peer strategies for ameliorating schoolwork for assessment	4

Correction to: An application of importance-performance analysis to students’ evaluation of teaching	4
One size does not fit all: a concurrent analysis of the framework for teaching and the Classroom Strategies Assessment System	4
Science teachers’ interactions with resources for formative assessment purposes	4
Understanding the academic achievement of the first- and second-generation immigrant students: a multi-level analysis of PISA 2018 data	4
Theorising a contextual framework for moderation of internal assessment: development and opportunities	4