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 2021-05-01 to 2025-05-01.)

Article	Citations
Longitudinal evidence on the predictive validity of the International Development and Early Learning Assessment (IDELA)	43
Is more child-initiated always better? Exploring relations between child-initiated instruction and preschoolers’ school readiness	14
Theoretical competence models, tests and designs	12
Possible biases in observation systems when applied across contexts: conceptualizing, operationalizing, and sequencing instructional quality	11
Teachers’ and principals’ perceptions of school climate: the role of principals’ leadership style in organizational quality	11
Extended test time for English learners: Does use correspond to score comparability?	11
Soft accountability: do national assessments without sanctions make a difference? The case of the school inspection in Chile	10
Predictors of children’s achievement: analysis of the Australian National Numeracy Assessment Program	10
Enhancing feedback practices and formative assessment in education: insights and challenges from diverse contexts	10
Accountability in the evaluation of teacher effectiveness: views of teachers and administrators	9
Exclusion rates from international large-scale assessments: an analysis of 20 years of IEA data	9
Education evaluation policy in Chile: experience at a multigrade rural school as a contribution to social justice	9
Large-scale diagnostic assessment in first-year university students: pre- and transpandemic comparison	9
School closure policies and student reading achievement: evidence across countries	8
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	7
The challenges of school inspection practice in demonstrating and improving education quality: stakeholder perceptions in China	7
Examining pre-service teachers’ feedback on low- and high-quality written assignments	7
Mapping the constellation of assessment discourses: a scoping review study on assessment competence, literacy, capability, and identity	6
Analyses of quality assurance and development in education	5
Signal, error, or bias? exploring the uses of scores from observation systems	4
Principals may inflate teacher evaluation scores to achieve important goals	4
Correction to: Accountability in the evaluation of teacher effectiveness: views of teachers and administrators	4
Grade retention and school entry age in Spain: a structural problem	4
School educators’ engagement with research: an Australian Rasch validation study	4

Bias risks in ILSA related to non-participation: evidence from a longitudinal large-scale survey in Germany (PISA Plus)	4
“I am here for the students”: principals’ perception of accountability amid work intensification	4
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