| How to measure students' innovation competences in higher education: Evaluation of an assessment tool in authentic learning environments |
9 |
| Relations between academic performance, student engagement and student burnout: A cross-lagged analysis of a two-wave study |
8 |
| Irish teachers, starting on a journey of data use for school self-evaluation |
7 |
| Evaluating teacher and student spatial transition from a traditional classroom to an innovative learning environment |
7 |
| Teacher-directed learning to self-directed learning transition barriers in Pakistan |
7 |
| Transformational leadership, professional learning communities, teacher learning and learner centred teaching practices; Evidence on their interrelations in Mozambican primary education |
6 |
| Does the design of learning outcomes matter from students' perspective? |
6 |
| Data literacy: What do educators learn and struggle with during a data use intervention? |
6 |
| Re-conceptualizing classroom assessment fairness: A systematic meta ethnography of assessment literature and beyond |
6 |
| Successful implementation of information and communication technology integration in Malaysian public schools: An activity systems analysis approach |
6 |
| Comparative analysis of the impact of traditional versus innovative learning environment on student attitudes and learning outcomes |
6 |
| The drivers of academic success for 'bright' but disadvantaged students: A longitudinal study of AS and A-level outcomes in England |
5 |
| Measuring students' appraisals of the relevance of history: The construction and validation of the Relevance of History Measurement Scale (RHMS) |
5 |
| Attitudes toward students from ethnic minority groups: The roles of preservice teachers' own ethnic backgrounds and teacher efficacy activation |
5 |
| The impact of mastery feedback on undergraduate students' self-efficacy beliefs |
5 |
| An experimental test: Using rubrics for reflective writing to develop reflection |
5 |
| Does the the textbook matter? Longitudinal effects of textbook choice on primary school students' achievement in mathematics |
5 |
| Validity of students' evaluations of teaching: Biasing effects of likability and prior subject interest |
5 |
| Does explicit teaching of critical thinking improve critical thinking skills of English language learners in higher education? A critical review of causal evidence |
4 |
| Validation of a questionnaire to evaluate the impact of ISO 9001 Standards in schools with a Confirmatory Factor Analysis |
4 |
| Assessment as learning in primary writing classrooms: An exploratory study |
4 |
| Comparative effect of online summative and formative assessment on EFL student writing ability |
4 |
| An assessment-based model for exploring the solving of mathematical problems: Utilizing revised bloom's taxonomy and facets of metacognition |
4 |
| Gender Bias in teachers' grading: What is in the grade |
4 |
| School characteristics moderating the relation between student socio-economic status and mathematics achievement in grade 8. Evidence from 50 countries in TIMSS 2011 |
4 |
| A longitudinal quantitative investigation into the concurrent validity of self and peer assessment applied to English-Chinese bi-directional interpretation in an undergraduate interpreting course |
4 |
| Effective practice instructional strategies: Design of an instrument to assess teachers' perception of implementation |
3 |
| Accuracy of primary school children's immediate and delayed judgments of learning about problem-solving tasks |
3 |
| The effect of districts' social development on student performance |
3 |
| Changing representation in contextual mathematical problems from descriptive to descriptive: The effect on students' performance |
3 |
| Description and evaluation of a large-scale project to facilitate student engagement in learning mathematics |
3 |
| Shared language of feedback and assessment. Perception of teachers and students in three Icelandic secondary schools |
3 |
| Measuring professional vision of inclusive classrooms in secondary education through video-based comparative judgement: An expert study |
3 |
| Evaluation of the behavioral and affective outcomes of novice teachers working in professional development schools versus non-professional development schools |
3 |
| Online interventions to promote teacher data-driven decision making: Optimizing design to maximize impact |
3 |
| Assessment for learning research in East Asian countries |
3 |
| Multi-method teacher evaluation for high poverty schools: Observations and self-ratings of instructional and behavioral management |
3 |
| Building bridges to student learning: Perceptions of the learning environment, engagement, and learning outcomes among Chinese undergraduates |
3 |
| Using Theory of Change to evaluate socially-situated, inquiry-based academic professional development |
3 |
| The asymmetric effect of fairness and quality dimensions on satisfaction and dissatisfaction: An application of the Kano model to the interdisciplinary college program evaluation |
3 |
| Development of a social and emotional learning program using educational dance: A participatory approach aimed at middle school students |
3 |
| Standardised module evaluation surveys in UK higher education: Establishing students' perspectives |
3 |
| Effects of policy and educational interventions intended to reduce difficulties in literacy skills in grade 1 |
3 |
| Evaluating student motivation and engagement in the Chinese EFL writing context |
3 |
| A process for establishing and maintaining inter-rater reliability for two observation instruments as a fidelity of implementation measure: A large-scale randomized controlled trial perspective |
3 |
| Self-assessment instrument to measure the competencies of Namibian graduates: Testing of validity and reliability |
3 |
| Measuring higher education students' perceived stress: An IRT-based construct validity study of the PSS-10 |
2 |
| A multiplicative reasoning assessment for fourth and fifth grade students |
2 |
| Gender representation in the Arabic language textbook for the ninth grade approved by the Ministry of Education for use in schools in the United Arab Emirates (UAE) |
2 |
| A probe into EFL learners' emotioncy as a source of test bias: Insights from differential item functioning analysis |
2 |
