| Classroom assessment and pedagogy |
25 |
| Reconceptualising the role of teachers as assessors: teacher assessment identity |
14 |
| Validity of comparative judgement to assess academic writing: examining implications of its holistic character and building on a shared consensus |
6 |
| Can test construction account for varying gender differences in international reading achievement tests of children, adolescents and young adults? - A study based on Nordic results in PIRLS, PISA and PIAAC |
5 |
| Teachers' approaches to classroom assessment: a large-scale survey |
5 |
| Reasons for teachers' successful development of a formative assessment practice through professional development - a motivation perspective |
5 |
| A lottery improves performance on a low-stakes test for males but not females |
4 |
| Exploring the factors teachers consider in determining students' grades |
4 |
| Student self-assessment practices: the role of gender, school level and goal orientation |
4 |
| Teacher evaluation as a wicked policy problem |
4 |
| The development of assessment policy in Ireland: a story of junior cycle reform |
4 |
| A meta-analysis on the reliability of comparative judgement |
3 |
| National assessment policy reform 14-16 and its consequences for young people: student views and experiences of GCSE reform in Northern Ireland and Wales |
3 |
| Evaluating item response theory linking and model fit for data from PISA 2000-2012 |
3 |
| Relationships among Singaporean secondary teachers' conceptions of assessment and school and policy contextual factors |
3 |
| Introducing teachers to new semiotic tools for writing instruction and writing assessment: consequences for students' writing proficiency |
3 |
| Current issues in large-scale educational assessment in Japan: focus on national assessment of academic ability and university entrance examinations |
3 |
| A systematic review of concept mapping-based formative assessment processes in primary and secondary science education |
3 |
| The existence and impact of floor effects for low-performing PISA participants |
2 |
| Formative and summative assessment in Hong Kong primary schools: students' attitudes matter |
2 |
| Policy expectations and support for teacher formative assessment in Australian education reform |
2 |
| The impact of school-based assessment for qualifications on teachers' conceptions of assessment |
2 |
| Multimodal composition and assessment: a sociocultural perspective |
2 |
| The effect of adaptivity on the reliability coefficient in adaptive comparative judgement |
2 |
| The impact of standards-based assessment on knowledge for history education in New Zealand |
2 |
| PISA and the globalisation of education: a critical commentary on papers published in AIE special issue 4/2019 |
2 |
| Students' formative assessment perceptions, feedback use and mathematics performance in secondary schools in Tanzania |
2 |
| Implementation of formative assessment - effects of quality of programme delivery on students' mathematics achievement and interest |
2 |
| Configurations of multiple disparities in reading performance: longitudinal observations across France, Germany, Sweden and the United Kingdom |
2 |
| Fair assessment viewed through the lenses of measurement theory |
2 |
| Is the English Baccalaureate a passport to future success? |
2 |
| Cross-cultural comparability of noncognitive constructs in TIMSS and PISA |
2 |
| A multilevel study of position effects in PISA achievement tests: student- and school-level predictors in the German tracked school system |
2 |
| Who makes it into PISA? Understanding the impact of PISA sample eligibility using Turkey as a case study (PISA 2003-PISA 2012) |
2 |
| Acts of responding. Teachers' written comments and students' text revisions |
1 |
| The potential of anchoring vignettes to increase intercultural comparability of non-cognitive factors |
1 |
| Linking errors in international large-scale assessments: calculation of standard errors for trend estimation |
1 |
| Ambitious and ambiguous: shifting purposes of national testing in the legitimation of assessment policies in Norway and Sweden (2000-2017) |
1 |
| Conceptualising fairness in classroom assessment: exploring the value of organisational justice theory |
1 |
| The fairness of internal assessment in the GCSE: the value of students' accounts |
1 |
| Improving international assessment through evaluation |
1 |
| Understanding language in education and grade 4 reading performance using a 'natural experiment' of Botswana and South Africa |
1 |
| Checking the possibility of equating a mathematics assessment between Russia, Scotland and England for children starting school |
1 |
| Pupils' perceptions of grades: a narrative analysis of stories about getting graded for the first time |
1 |
| Assessing mathematics within advanced school science qualifications |
1 |
| An investigation into the Sawtooth Effect in secondary school assessments in England |
1 |
| Teaching to the test: a mixed methods study of instructional change from large-scale testing in Canadian schools |
1 |
| Assessing intellectual potential in Tanzanian children in poor areas of Dar es Salaam |
1 |
| 'It was, perhaps, the most important one' students' perceptions of national tests in terms of test-taking motivation |
1 |
| Ontario's educational assessment policy and practice: a double-edged sword? |
1 |
