Exclusions and non-response in contemporary international large-scale studies

2024-8-20

IRTrees for skipping items in PIRLS

2024-7-24

The perceived impact of PISA on student learning in schools in a local Chinese context

2024-7-11

How representative is the Swedish PISA sample? A comparison of PISA and register data

2024-7-6

Teachers’ perspectives on pay incentives in England: performance evaluation in a context of high-stakes accountability

2024-6-13

Not all percentiles are equal: examining non-linear relationships between two, popular teacher evaluation measures

2024-5-21

Dimensions of teachers’ data literacy: A systematic review of literature from 1990 to 2021

2024-5-6

Enhancing feedback practices and formative assessment in education: insights and challenges from diverse contexts

2024-5-1

Characteristics of effective feedback in teacher evaluation

2024-4-24

Examining pre-service teachers’ feedback on low- and high-quality written assignments

2024-4-16

Legitimising capital: parent organisations and their resistance to testing in England

2024-3-6

Navigating educational challenges: insights into accountability, support and teacher professionalism in diverse contexts

2024-2-27

Correction to: Accountability in the evaluation of teacher effectiveness: views of teachers and administrators

2024-2-1

Signal, error, or bias? exploring the uses of scores from observation systems

2024-1-30

Key stakeholder voices: Investigating student perceptions of teachers’ use of assessment for learning

2024-1-15

Comparing the teaching quality of alternatively certified teachers and traditionally certified teachers: findings from a large-scale study

2024-1-12

Re-contextualization of school quality assessment policies: an ethnography approach to SIMCE on Chilean disadvantaged schools

2023-12-28

Teachers gaming the system: exploring opportunistic behaviours in a low-stakes accountability system

2023-12-6

Bias risks in ILSA related to non-participation: evidence from a longitudinal large-scale survey in Germany (PISA Plus)

2023-12-6

Assessing learning gaps and gains?

2023-11-1

Principals’ attitudes towards on-site school evaluations: contribution to sustained school reform

2023-11-1

Grade retention in Spain: the right way?

2023-10-23

Implementing school-based assessment reforms to enhance student learning: a systematic review

2023-10-18

Accountability in the evaluation of teacher effectiveness: views of teachers and administrators

2023-10-12

School closure policies and student reading achievement: evidence across countries

2023-9-30

Correction to: Principals may inflate teacher evaluation scores to achieve important goals

2023-9-27

Exclusion rates from international large-scale assessments: an analysis of 20 years of IEA data

2023-9-21

Gender differences in item nonresponse in the PISA 2018 student questionnaire

2023-8-24

Analyses of quality assurance and development in education

2023-8-1

Enacting teacher evaluation in Norwegian compulsory education: teachers’ perceptions of possibilities and constraints

2023-6-28

Large-scale diagnostic assessment in first-year university students: pre- and transpandemic comparison

2023-6-21

A Florida Teacher Wrongfully Terminated? Alleged (Mis)Uses of Value-Added Model (VAM) Estimates for High-Stakes Teacher Evaluation Decisions

2023-6-14

Teachers’ and principals’ perceptions of school climate: the role of principals’ leadership style in organizational quality

2023-6-9

Understanding academic resilience, equity, and research engagement to improve education

2023-5-1

Validation and invariance of the Conceptions of Assessment-III Abridged (COA-IIIA) among pre-service and in-service teachers in the United States

2023-4-17

One size does not fit all: a concurrent analysis of the framework for teaching and the Classroom Strategies Assessment System

2023-2-24

School educators’ engagement with research: an Australian Rasch validation study

2023-2-24

How are teachers positioned in evaluation procedures?

2023-2-1

Swedish students’ everyday school life and teachers’ assessment dilemmas: peer strategies for ameliorating schoolwork for assessment

2023-1-4

The representation of feedback literature in classroom observation frameworks: an exploratory study

2022-12-10

Science teachers’ interactions with resources for formative assessment purposes

2022-11-2

Assessment as a policy instrument and/or tool for professional development

2022-11-1

Correction to: Understanding the academic achievement of the first- and second-generation immigrant students: a multi-level analysis of PISA 2018 data

2022-9-7

Cognitive mechanisms for the formation of public perception about national testing: A case of NAPLAN in Australia

2022-9-5

Teachers’ beliefs about assessment and accountability

2022-8-17

Learning to assess and evaluate complex realities

2022-8-1

Possible biases in observation systems when applied across contexts: conceptualizing, operationalizing, and sequencing instructional quality

2022-7-2

Mapping the constellation of assessment discourses: a scoping review study on assessment competence, literacy, capability, and identity

2022-6-29

Teachers’ professional knowledge for teaching early literacy: conceptualization, measurement, and validation

2022-6-25

Understanding the academic achievement of the first- and second-generation immigrant students: a multi-level analysis of PISA 2018 data

2022-6-22