Cultural sensitivity of early childhood assessments based on learning progressions: a Rasch person fit analysis Joshua SussmanKaren DraneyMark Wilson OriginalPaper Open access 14 April 2025
Extended test time for English learners: Does use correspond to score comparability? Sara E. WitmerNathalie L. Marinho OriginalPaper Open access 12 April 2025
England’s qualifications system: the politics of resilience Michelle MeadowsJo-Anne BairdThomas Godfrey-Faussett OriginalPaper Open access 13 March 2025 Pages: 127 - 162
Exploring the complexities of assessment, evaluation, and accountability in education Guri SkedsmoStephan Gerhard Huber EditorialNotes 06 March 2025 Pages: 1 - 4
Can feedback from students to teachers improve different dimensions of teaching quality in primary and secondary education? A hierarchical meta-analysis Sebastian RöhlHannah BijlsmaMartin Schwichow OriginalPaper Open access 25 January 2025 Pages: 35 - 71
Enhanced conceptual understanding through formative assessment: results of a randomized controlled intervention study in physics classes Andreas LichtenbergerSarah I. HoferAndreas Vaterlaus OriginalPaper Open access 27 December 2024 Pages: 5 - 33
Uses and consequences in the theory of action of high-stakes teacher evaluation in Chile Johana ContrerasConstanza San MartínSolange Muñoz OriginalPaper 09 December 2024
Embracing complexity: abductive reasoning as a versatile tool for analyzing international large-scale assessments Andrés Sandoval-HernándezDavid Joseph Rutkowski OriginalPaper Open access 06 December 2024
Navigating data, evaluation, and incentives to improve teaching and instructional quality Guri SkedsmoStephan Gerhard Huber EditorialNotes 19 November 2024 Pages: 429 - 432
Education evaluation policy in Chile: experience at a multigrade rural school as a contribution to social justice Jessica Aliaga-RojasMiguel Del Pino OriginalPaper 09 November 2024 Pages: 95 - 126
Soft accountability: do national assessments without sanctions make a difference? The case of the school inspection in Chile Alejandra FalabellaDaniela GonzálezLluís Parcerisa OriginalPaper 17 October 2024 Pages: 73 - 93
Validity of test score interpretations and cross-cultural comparisons in the First and Second International Science Studies Yuriko K. Sosa ParedesBjörn Andersson OriginalPaper Open access 15 October 2024
Using information and communication technology (ICT)-based data systems to support teacher data-driven decision-making: Insights from the literature (2013–2023) Dennis AlonzoVal QuimnoCherry Zin Oo OriginalPaper Open access 05 October 2024 Pages: 433 - 451
Exclusions and non-response in contemporary international large-scale studies Christian Christrup KjeldsenRolf Strietholt EditorialNotes 20 August 2024 Pages: 295 - 299
IRTrees for skipping items in PIRLS Andrés ChristiansenRianne Janssen OriginalPaper 24 July 2024 Pages: 337 - 363
The perceived impact of PISA on student learning in schools in a local Chinese context Huiming DingInnocent Tasara OriginalPaper Open access 11 July 2024 Pages: 453 - 482
How representative is the Swedish PISA sample? A comparison of PISA and register data Linda BorgerStefan JohanssonRolf Strietholt OriginalPaper Open access 06 July 2024 Pages: 365 - 383
Teachers’ perspectives on pay incentives in England: performance evaluation in a context of high-stakes accountability Kevin Proudfoot OriginalPaper Open access 13 June 2024 Pages: 529 - 557
Not all percentiles are equal: examining non-linear relationships between two, popular teacher evaluation measures Margarita PivovarovaAudrey Amrein-Beardsley OriginalPaper 21 May 2024 Pages: 483 - 504
Enhancing feedback practices and formative assessment in education: insights and challenges from diverse contexts Guri SkedsmoStephan Gerhard Huber EditorialNotes 13 May 2024 Pages: 141 - 144
Dimensions of teachers’ data literacy: A systematic review of literature from 1990 to 2021 Jihyun LeeDennis AlonzoCherry Zin Oo ReviewPaper Open access 06 May 2024 Pages: 145 - 200
Characteristics of effective feedback in teacher evaluation Jihyun KimXintong LiChristi Bergin OriginalPaper 24 April 2024 Pages: 201 - 223
Examining pre-service teachers’ feedback on low- and high-quality written assignments Ignacio MáñezAnastasiya A. LipnevichRaquel Cerdán OriginalPaper Open access 16 April 2024 Pages: 225 - 256
Legitimising capital: parent organisations and their resistance to testing in England Jessica HollowayDiego Santori OriginalPaper Open access 06 March 2024 Pages: 277 - 294
Navigating educational challenges: insights into accountability, support and teacher professionalism in diverse contexts Guri SkedsmoStephan Gerhard Huber EditorialNotes 27 February 2024 Pages: 1 - 5
Correction to: Accountability in the evaluation of teacher effectiveness: views of teachers and administrators Xumei Fan Correction 08 February 2024 Pages: 139 - 139
Signal, error, or bias? exploring the uses of scores from observation systems Mark WhiteKirsti Klette OriginalPaper Open access 30 January 2024 Pages: 505 - 528
Key stakeholder voices: Investigating student perceptions of teachers’ use of assessment for learning Christel H. D. Wolterinck-BroekhuisCindy L. PoortmanAdrie J. Visscher OriginalPaper Open access 15 January 2024 Pages: 257 - 275
Comparing the teaching quality of alternatively certified teachers and traditionally certified teachers: findings from a large-scale study Christin LucksnatEric RichterDirk Richter OriginalPaper Open access 12 January 2024 Pages: 75 - 106
Re-contextualization of school quality assessment policies: an ethnography approach to SIMCE on Chilean disadvantaged schools Paulina ContrerasEduardo Santa CruzJesús Redondo OriginalPaper 28 December 2023 Pages: 31 - 52
Teachers gaming the system: exploring opportunistic behaviours in a low-stakes accountability system Gerard Ferrer-EstebanMarcel Pagès OriginalPaper Open access 06 December 2023 Pages: 107 - 137
Bias risks in ILSA related to non-participation: evidence from a longitudinal large-scale survey in Germany (PISA Plus) Sabine MeinckJörg-Henrik HeineGabriel Nagy OriginalPaper 06 December 2023 Pages: 385 - 404
Assessing learning gaps and gains? Guri SkedsmoStephan Gerhard Huber EditorialNotes 30 November 2023 Pages: 471 - 473
Principals’ attitudes towards on-site school evaluations: contribution to sustained school reform Pablo Bezem OriginalPaper 22 November 2023 Pages: 557 - 583
Grade retention in Spain: the right way? Luis Alejandro Lopez-AgudoClaudia Prieto LatorreOscar David Marcenaro-Gutierrez OriginalPaper 23 October 2023 Pages: 53 - 74
Implementing school-based assessment reforms to enhance student learning: a systematic review Cherry Zin OoDennis AlonzoSue O’Neill ReviewPaper 18 October 2023 Pages: 7 - 30
Accountability in the evaluation of teacher effectiveness: views of teachers and administrators Xumei Fan OriginalPaper 12 October 2023 Pages: 585 - 611
School closure policies and student reading achievement: evidence across countries Alec I. KennedyRolf Strietholt OriginalPaper Open access 30 September 2023 Pages: 475 - 501
Correction to: Principals may inflate teacher evaluation scores to achieve important goals Eli JonesChristi BerginBridget Murphy Correction 27 September 2023 Pages: 613 - 613
Exclusion rates from international large-scale assessments: an analysis of 20 years of IEA data Umut AtaseverJohn JerrimSabine Tieck OriginalPaper Open access 21 September 2023 Pages: 405 - 428
Gender differences in item nonresponse in the PISA 2018 student questionnaire Kseniia MarcqJohan Braeken OriginalPaper Open access 24 August 2023 Pages: 301 - 336
Analyses of quality assurance and development in education Guri SkedsmoStephan Gerhard Huber EditorialNotes 08 September 2023 Pages: 309 - 312
Enacting teacher evaluation in Norwegian compulsory education: teachers’ perceptions of possibilities and constraints Silje Kristin Gloppen OriginalPaper Open access 28 June 2023 Pages: 387 - 417
Large-scale diagnostic assessment in first-year university students: pre- and transpandemic comparison Melchor Sánchez-MendiolaAbigail P. Manzano-PatiñoAdrián Martínez-González OriginalPaper Open access 21 June 2023 Pages: 503 - 523
A Florida Teacher Wrongfully Terminated? Alleged (Mis)Uses of Value-Added Model (VAM) Estimates for High-Stakes Teacher Evaluation Decisions Audrey Amrein-Beardsley OriginalPaper 14 June 2023 Pages: 313 - 352
Teachers’ and principals’ perceptions of school climate: the role of principals’ leadership style in organizational quality Jelena VeletićHeather E. PriceRolf Vegar Olsen OriginalPaper Open access 09 June 2023 Pages: 525 - 555
Understanding academic resilience, equity, and research engagement to improve education Guri SkedsmoStephan Gerhard Huber EditorialNotes 30 May 2023 Pages: 165 - 168
Validation and invariance of the Conceptions of Assessment-III Abridged (COA-IIIA) among pre-service and in-service teachers in the United States Todd D. ReevesYasemin OnderChris Kraner OriginalPaper 17 April 2023 Pages: 419 - 447
School educators’ engagement with research: an Australian Rasch validation study Joanne GleesonBlake CutlerMandy Salisbury OriginalPaper Open access 24 February 2023 Pages: 281 - 307
One size does not fit all: a concurrent analysis of the framework for teaching and the Classroom Strategies Assessment System Christopher M. DudekLinda A. ReddyRyan J. Kettler OriginalPaper 24 February 2023 Pages: 353 - 386
