Theoretical competence models, tests and designs Guri SkedsmoStephan Gerhard Huber EditorialNotes 04 June 2022 Pages: 139 - 141
Correction to: An application of importance-performance analysis to students’ evaluation of teaching Magdalena Cladera Correction 18 February 2022 Pages: 137 - 137
Representations of student performance data in local education policy Tine Sophie PrøitzJudit NovakSølvi Mausethagen OriginalPaper Open access 10 February 2022 Pages: 89 - 111
Data-driven approaches to education governance and their implications Guri SkedsmoStephan Gerhard Huber EditorialNotes 12 April 2022 Pages: 1 - 4
Factors influencing the accuracy of Canada’s large-scale assessment data: Policies and practices of exclusion, absenteeism, and social promotion Tess MillerYan (Lizzie) Yan OriginalPaper 27 January 2022 Pages: 201 - 231
Factors associated with Chinese undergraduates’ perceptions of the ethical issues in classroom assessment practices—a mixed methods study Ruiqin GaoXiumei LiuXumei Fan OriginalPaper 22 January 2022 Pages: 303 - 330
Is more child-initiated always better? Exploring relations between child-initiated instruction and preschoolers’ school readiness Julie VaisarovaArthur J. Reynolds OriginalPaper Open access 17 January 2022 Pages: 195 - 226
Grade retention and school entry age in Spain: a structural problem John JerrimLuis Alejandro Lopez-AgudoOscar David Marcenaro-Gutierrez OriginalPaper Open access 25 November 2021 Pages: 331 - 359
Getting in the flow: adolescent test-takers, motivation, and optimal performance Jacob M. Marszalek OriginalPaper 10 November 2021 Pages: 241 - 273
What does educational quality mean? Guri SkedsmoStephan Gerhard Huber EditorialNotes 10 November 2021 Pages: 587 - 589
Longitudinal evidence on the predictive validity of the International Development and Early Learning Assessment (IDELA) Lauren PisaniJonathan SeidenSharon Wolf OriginalPaper 08 November 2021 Pages: 173 - 194
A multidimensional adapted process model of teaching Riitta-Leena MetsäpeltoAnna-Maija PoikkeusPirjo Suvilehto ReviewPaper Open access 22 October 2021 Pages: 143 - 172
Enacting accountabilities in education: exploring new policy contexts and theoretical elaborations Antoni VergerGuri Skedsmo EditorialNotes 26 August 2021 Pages: 391 - 401
Numbers and their contexts: how quantified actors narrate numbers and decontextualization Nelli Piattoeva OriginalPaper Open access 24 August 2021 Pages: 511 - 533
An item response theory and Rasch analysis of the NUDKS: a data literacy scale Pamela S. TranthamJonathon SikorskiBeth Doll OriginalPaper 17 August 2021 Pages: 113 - 135
Problematising formative assessment in an undeveloped region of China: voices from practitioners Qiuxian ChenJiajin ZhangLiang Li OriginalPaper 10 August 2021 Pages: 649 - 673
Performance-based accountability systems cross-nationally: learning by comparing James P. Spillane Commentary 07 August 2021 Pages: 581 - 585
“I am here for the students”: principals’ perception of accountability amid work intensification Fei WangCameron HausemanKatina Pollock OriginalPaper Open access 02 August 2021 Pages: 33 - 56
To resist, or to align? The enactment of data-based school governance in Italy Paolo Landri OriginalPaper 23 July 2021 Pages: 563 - 580
Principals may inflate teacher evaluation scores to achieve important goals Eli JonesChristi BerginBridget Murphy OriginalPaper 13 July 2021 Pages: 57 - 88
Predictors of children’s achievement: analysis of the Australian National Numeracy Assessment Program Seyum GetenetKim Beswick OriginalPaper 30 June 2021 Pages: 591 - 620
Test-based accountability and perceived pressure in an autonomous education system: does school performance affect teacher experience? Natalie Browes OriginalPaper 21 June 2021 Pages: 483 - 509
Data, indicators, and feedback in education Guri SkedsmoStephan Gerhard Huber EditorialNotes 24 May 2021 Pages: 251 - 254
School accountability and teacher stress: international evidence from the OECD TALIS study John JerrimSam Sims OriginalPaper Open access 12 April 2021 Pages: 5 - 32
What’s on the syllabus? An analysis of assessment criteria in first year courses across US and Spanish universities Anastasiya A. LipnevichErnesto PanaderoJuan Fraile OriginalPaper 06 April 2021 Pages: 675 - 699
Side effects and the enactment of accountability: results of a comparative study in two German federal states Corrie Thiel OriginalPaper Open access 04 April 2021 Pages: 403 - 425
Enacting performance-based accountability in a Southern European school system: between administrative and market logics Marcel Pagès OriginalPaper 30 March 2021 Pages: 535 - 561
Sustainable school self-evaluation: enactments and perceptions of balancing accountability and improvement goals Tali Aderet-German OriginalPaper 27 March 2021 Pages: 291 - 315
Elementary teachers’ perceptions of data-driven decision-making Natalie SchellingLisa DaVia Rubenstein OriginalPaper 19 March 2021 Pages: 317 - 344
Making sense out of measurement non-invariance: how to explore differences among educational systems in international large-scale assessments Edwin CuellarIvailo PartchevTimo Bechger OriginalPaper 08 February 2021 Pages: 9 - 25
Measures of long-term trends in mathematics: linking large-scale assessments over 50 years Erika MajorosMonica RosénJan-Eric Gustafsson OriginalPaper Open access 03 February 2021 Pages: 71 - 103
Assessing the comparability of teacher-related constructs in TIMSS 2015 across 46 education systems: an alignment optimization approach Leah Natasha GlassowVictoria RolfeKajsa Yang Hansen OriginalPaper Open access 02 February 2021 Pages: 105 - 137
Early tracking and different types of inequalities in achievement: difference-in-differences evidence from 20 years of large-scale assessments Andrés StrelloRolf StrietholtCharlotte Siepmann OriginalPaper Open access 21 January 2021 Pages: 139 - 167
The integrity of educational outcome measures in international assessments Rolf StrietholtMonica RosénOlesya Gladushyna EditorialNotes Open access 21 January 2021 Pages: 1 - 7
Academic resilience: underlying norms and validity of definitions Wangqiong YeRolf StrietholtSigrid Blömeke OriginalPaper Open access 19 January 2021 Pages: 169 - 202
Re-reviewing item parameter equivalence in TIMSS 2015 from a sociocognitive perspective Hüseyin H. Yıldırım OriginalPaper 06 January 2021 Pages: 27 - 48
Preparing for the worst: identifying predictors of school decline as an improvement initiative Coby V. MeyersMeredith L. WronowskiBryan A. VanGronigen OriginalPaper 06 January 2021 Pages: 255 - 290
Assessing measurement invariance of Turkish “Central Examination for Secondary Education Institutions” for visually impaired students Selma Şenel OriginalPaper 02 January 2021 Pages: 621 - 648
Disentangling general achievement levels and subject-specific strengths and weaknesses in mathematics, reading, and science Olesya GladushynaRolf StrietholtIsa Steinmann OriginalPaper Open access 26 December 2020 Pages: 203 - 227
To align or not to align: the enactment of accountability and data-use in disadvantaged school contexts Lluís Parcerisa OriginalPaper 23 November 2020 Pages: 455 - 482
Coping with performance expectations: towards a deeper understanding of variation in school principals’ responses to accountability demands Marjolein K. Camphuijsen OriginalPaper 20 November 2020 Pages: 427 - 453
Online vs. offline course evaluation revisited: testing the invariance of a course evaluation questionnaire using a multigroup confirmatory factor analysis framework Ellen LaupperLars BalzerJean-Louis Berger OriginalPaper Open access 06 November 2020 Pages: 481 - 498
School testing culture and teacher satisfaction William C. SmithJessica Holloway OriginalPaper Open access 05 November 2020 Pages: 461 - 479
Exploring the dimensionality of self-perceived performance assessment literacy (PAL) Michael P. KellyRichard FeistmanJosh Littenberg-Tobias OriginalPaper 04 November 2020 Pages: 499 - 517
Item position effects in listening but not in reading in the European Survey of Language Competences Andrés ChristiansenRianne Janssen OriginalPaper 02 November 2020 Pages: 49 - 69
Unintended effects of accountability policies and the quality of assessment and evaluation formats Guri SkedsmoStephan Gerhard Huber EditorialNotes 06 January 2021 Pages: 427 - 429
Psychometric properties and optimizing of the Bracken School Readiness Assessment Denise De Almeida MaiaSteffi PohlHugo Cogo-Moreira OriginalPaper 24 October 2020 Pages: 227 - 239
Association questions on knowledge retention Chien-Hung LaiBin-Shyan JongTsong-Wuu Lin OriginalPaper 21 October 2020 Pages: 375 - 390
Challenges of remote assessment in higher education in the context of COVID-19: a case study of Middle East College Fiseha M. GuangulAdeel H. SuhailBasim A. Khidhir OriginalPaper 21 October 2020 Pages: 519 - 535
An application of importance-performance analysis to students’ evaluation of teaching Magdalena Cladera OriginalPaper 20 October 2020 Pages: 701 - 715