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
Characteristics of effective feedback in teacher evaluation Jihyun KimXintong LiChristi Bergin OriginalPaper 24 April 2024
Examining pre-service teachers’ feedback on low- and high-quality written assignments Ignacio MáñezAnastasiya A. LipnevichRaquel Cerdán OriginalPaper Open access 16 April 2024
Legitimising capital: parent organisations and their resistance to testing in England Jessica HollowayDiego Santori OriginalPaper Open access 06 March 2024
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
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
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
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
Gender differences in item nonresponse in the PISA 2018 student questionnaire Kseniia MarcqJohan Braeken OriginalPaper Open access 24 August 2023
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
How are teachers positioned in evaluation procedures? Guri SkedsmoStephan Gerhard Huber EditorialNotes 09 March 2023 Pages: 1 - 3
Swedish students’ everyday school life and teachers’ assessment dilemmas: peer strategies for ameliorating schoolwork for assessment Charlotta RönnDaniel Pettersson OriginalPaper Open access 04 January 2023 Pages: 37 - 66
The representation of feedback literature in classroom observation frameworks: an exploratory study Merle RuelmannCharalambos Y. CharalambousAnna-Katharina Praetorius OriginalPaper Open access 10 December 2022 Pages: 67 - 104
Assessment as a policy instrument and/or tool for professional development Guri SkedsmoStephan Gerhard Huber EditorialNotes 22 November 2022 Pages: 423 - 425
Science teachers’ interactions with resources for formative assessment purposes Ragnhild Lyngved StabergMaria Immaculata Maya FebriBirgit Pepin OriginalPaper Open access 02 November 2022 Pages: 5 - 35
Correction to: Understanding the academic achievement of the first- and second-generation immigrant students: a multi-level analysis of PISA 2018 data Mehmet KarakusMatthew CourtneyHasan Aydin Correction Open access 07 September 2022 Pages: 279 - 280
Cognitive mechanisms for the formation of public perception about national testing: A case of NAPLAN in Australia Jihyun LeeJung-Sook LeeJodi Lawton OriginalPaper Open access 05 September 2022 Pages: 427 - 457
Teachers’ beliefs about assessment and accountability Edit TóthBenő Csapó OriginalPaper Open access 17 August 2022 Pages: 459 - 481
Learning to assess and evaluate complex realities Guri SkedsmoStephan Gerhard Huber EditorialNotes 04 August 2022 Pages: 275 - 277
Possible biases in observation systems when applied across contexts: conceptualizing, operationalizing, and sequencing instructional quality Jennifer LuotoKirsti KletteMarte Blikstad-Balas OriginalPaper Open access 02 July 2022 Pages: 105 - 128
Mapping the constellation of assessment discourses: a scoping review study on assessment competence, literacy, capability, and identity Andrew CoombsChristopher DeLuca ReviewPaper 29 June 2022 Pages: 279 - 301
Teachers’ professional knowledge for teaching early literacy: conceptualization, measurement, and validation Johannes KönigPetra HankeTina Waschewski OriginalPaper Open access 25 June 2022 Pages: 483 - 507
Understanding the academic achievement of the first- and second-generation immigrant students: a multi-level analysis of PISA 2018 data Mehmet KarakusMatthew CourtneyHasan Aydin OriginalPaper Open access 22 June 2022 Pages: 233 - 278
Aligning teacher assessments and teacher learning through a teacher learning progression Maria Veronica SantelicesMark Wilson OriginalPaper 31 May 2022 Pages: 509 - 532
The use of stakeholder voice through school self-evaluation in Turkish schools Gul KurumSakir Cinkir OriginalPaper 30 May 2022 Pages: 361 - 389
Investigating the measurement of academic resilience in Aotearoa New Zealand using international large-scale assessment data Georgia RuddKane MeisselFrauke Meyer OriginalPaper Open access 25 May 2022 Pages: 169 - 200
Theorising a contextual framework for moderation of internal assessment: development and opportunities Anna H. WilliamsMichael B. JohnstonRobin Averill OriginalPaper Open access 24 May 2022 Pages: 449 - 469
How sensitive are the evaluations of a school’s effectiveness to the selection of covariates in the applied value-added model? Jessica LevyMartin BrunnerAntoine Fischbach OriginalPaper Open access 23 May 2022 Pages: 129 - 164
Empathy as a selection criterion for medical students: is a valid assessment possible during personal interviews? A mixed-methods study Thomas KötterJohanna Christine SchulzNadine Janis Pohontsch OriginalPaper Open access 20 May 2022 Pages: 533 - 552
The challenges of school inspection practice in demonstrating and improving education quality: stakeholder perceptions in China Hong ZhengSally Thomas OriginalPaper 17 May 2022 Pages: 391 - 422
