| no |
title |
author |
magazine |
year |
volume |
issue |
page(s) |
type |
| 1 |
A comparison between value-added school estimates and currently used metrics of school accountability in California
|
Fagioli, Loris P.
|
|
2014
|
|
2 |
p. 203-222
|
article
|
| 2 |
Adopting and adapting: school leaders in the age of data-informed decision making
|
Young, Cornelius
|
|
2018
|
|
2 |
p. 133-158
|
article
|
| 3 |
A multidimensional adapted process model of teaching
|
Metsäpelto, Riitta-Leena
|
|
|
|
2 |
p. 143-172
|
article
|
| 4 |
Analyzing the degree of technology use occurring in pre-service teacher education
|
Stobaugh, Rebecca Ruth
|
|
2011
|
|
2 |
p. 143-157
|
article
|
| 5 |
An integral perspective on teacher evaluation: a review of empirical studies
|
Tuytens, Melissa
|
|
|
|
2 |
p. 153-183
|
article
|
| 6 |
Assessment and evaluation with clarifying purposes for policy and practice
|
Skedsmo, Guri
|
|
|
|
2 |
p. 103-106
|
article
|
| 7 |
Assessment policies and practices in contexts of diversity: unravelling the tensions
|
Ysenbaert, Joke
|
|
|
|
2 |
p. 107-126
|
article
|
| 8 |
Assistant principals in high-stakes accountability environments: The effects of job attributes and school characteristics
|
Muñoz, Marco A.
|
|
2011
|
|
2 |
p. 131-142
|
article
|
| 9 |
Association questions on knowledge retention
|
Lai, Chien-Hung
|
|
|
|
2 |
p. 375-390
|
article
|
| 10 |
A test-retest analysis of the Vanderbilt Assessment for Leadership in Education in the USA
|
Minor, Elizabeth Covay
|
|
2016
|
|
2 |
p. 211-224
|
article
|
| 11 |
Building affective commitment to organization among Chinese university teachers: the roles of organizational justice and job burnout
|
Li, Yongzhan
|
|
2014
|
|
2 |
p. 135-152
|
article
|
| 12 |
Chinese middle school teachers’ preferences regarding performance evaluation measures
|
Liu, Shujie
|
|
2016
|
|
2 |
p. 161-177
|
article
|
| 13 |
Consistency of report card grades and external assessments in a Canadian province
|
Ross, John A.
|
|
2011
|
|
2 |
p. 159-180
|
article
|
| 14 |
Correction to: An integral perspective on teacher evaluation: a review of empirical studies
|
Tuytens, Melissa
|
|
|
|
2 |
p. 185-186
|
article
|
| 15 |
Correction to: Understanding the academic achievement of the first- and second-generation immigrant students: a multi-level analysis of PISA 2018 data
|
Karakus, Mehmet
|
|
|
|
2 |
p. 279-280
|
article
|
| 16 |
COVID-19 and schooling: evaluation, assessment and accountability in times of crises—reacting quickly to explore key issues for policy, practice and research with the school barometer
|
Huber, Stephan Gerhard
|
|
|
|
2 |
p. 237-270
|
article
|
| 17 |
Creating confusion or creative evaluation? The use of student evaluation of teaching surveys in Japanese tertiary education
|
Burden, Peter
|
|
2010
|
|
2 |
p. 97-117
|
article
|
| 18 |
Creating thinking schools through authentic assessment: the case in Singapore
|
Koh, Kim H.
|
|
2011
|
|
2 |
p. 135-149
|
article
|
| 19 |
Danish and Finnish PISA results in a comparative, qualitative perspective: How can the stable and distinct differences between the Danish and Finnish PISA results be explained?
|
Andersen, Frans Ørsted
|
|
2010
|
|
2 |
p. 159-175
|
article
|
| 20 |
Data, indicators, and feedback in education
|
Skedsmo, Guri
|
|
|
|
2 |
p. 251-254
|
article
|
| 21 |
Editorial
|
MacBeath, John
|
|
2011
|
|
2 |
p. 107-111
|
article
|
| 22 |
Editorial
|
MacBeath, John
|
|
2010
|
|
2 |
p. 91-95
|
article
|
| 23 |
Editorial
|
MacBeath, John
|
|
2009
|
|
2 |
p. 101-104
|
article
|
| 24 |
Editorial
|
MacBeath, John
|
|
2012
|
|
2 |
p. 75-78
|
article
|
| 25 |
Editorial
|
Edge, Karen
|
|
2015
|
|
2 |
p. 103-104
|
article
|
| 26 |
Editorial
|
Edge, Karen
|
|
2013
|
|
2 |
p. 89-91
|
article
|
| 27 |
Editorial
|
Edge, Karen
|
|
2014
|
|
2 |
p. 105-106
|
article
|
| 28 |
Elementary teachers’ perceptions of data-driven decision-making
|
Schelling, Natalie
|
|
|
|
2 |
p. 317-344
|
article
|
| 29 |
Erratum to: Two teacher quality measures and the role of context: evidence from Chile
|
Santelices, Maria Veronica
|
|
2016
|
|
2 |
p. 147-153
|
article
|
| 30 |
Evaluation of educators’ performance—balancing various measures to improve practice
|
Skedsmo, Guri
|
|
2017
|
|
2 |
p. 107-110
|
article
|
| 31 |
Exploring formative assessment in primary school classrooms: Developing a framework of actions and strategies
|
Antoniou, Panayiotis
|
|
2014
|
|
2 |
p. 153-176
|
article
|
| 32 |
Exploring the impact of cumulative testing on academic performance of undergraduate students in Spain
|
Domenech, Josep
|
|
2015
|
|
2 |
p. 153-169
|
article
|
| 33 |
Extending participation in standard setting: an online judging proposal
|
MacCann, Robert G.
|
|
2010
|
|
2 |
p. 139-157
|
article
|
| 34 |
Factors influencing the accuracy of Canada’s large-scale assessment data: Policies and practices of exclusion, absenteeism, and social promotion
|
Miller, Tess
|
|
|
|
2 |
p. 201-231
|
article
|
| 35 |
Faculty perception of improvements to instructional practices in response to student ratings
|
Safavi, Seyedeh Azadeh
|
|
2013
|
|
2 |
p. 143-153
|
article
|
| 36 |
From looking at our schools (LAOS) to whole school evaluation -management, leadership and learning (WSE-MLL): the evolution of inspection in irish schools over the past decade
|
McNamara, Gerry
|
|
2012
|
|
2 |
p. 79-97
|
article
|
| 37 |
Getting in the flow: adolescent test-takers, motivation, and optimal performance
|
Marszalek, Jacob M.
|
|
|
|
2 |
p. 241-273
|
article
|
| 38 |
Introducing school-based assessment as part of junior cycle reform in Ireland: a bridge too far?
|
Murchan, Damian
|
|
2018
|
|
2 |
p. 97-131
|
article
|
| 39 |
Investigating the measurement of academic resilience in Aotearoa New Zealand using international large-scale assessment data
|
Rudd, Georgia
|
|
|
|
2 |
p. 169-200
|
article
|
| 40 |
Is more child-initiated always better? Exploring relations between child-initiated instruction and preschoolers’ school readiness
|
Vaisarova, Julie
|
|
|
|
2 |
p. 195-226
|
article
|
| 41 |
Just knowing how to read isn't enough! Assessing knowledge for teaching reading
|
Phelps, Geoffrey
|
|
2009
|
|
2 |
p. 137-154
|
article
|
| 42 |
Key actors’ involvement in implementing assessment reforms and using quality improvement measures
|
Skedsmo, Guri
|
|
2018
|
|
2 |
p. 93-95
|
article
|
| 43 |
Learning opportunities in teacher education and proficiency levels in general pedagogical knowledge: new insights into the accountability of teacher education programs
|
Klemenz, Stefan
|
|
2019
|
|
2 |
p. 221-249
|
article
|
| 44 |
Learning outcomes: What are they? Who defines them? When and where are they defined?
|
Prøitz, Tine S.
|
|
2010
|
|
2 |
p. 119-137
|
article
|
| 45 |
Longitudinal evidence on the predictive validity of the International Development and Early Learning Assessment (IDELA)
|
Pisani, Lauren
|
|
|
|
2 |
p. 173-194
|
article
|
| 46 |
Measurement issues in designing and implementing longitudinal evaluation studies
|
Ding, Cody S.
|
|
2008
|
|
2 |
p. 155-171
|
article
|
| 47 |
Measuring teaching quality: some key issues
|
Skedsmo, Guri
|
|
2019
|
|
2 |
p. 151-153
|
article
|
| 48 |
Missing children: how Chilean schools evaded accountability by having low-performing students miss high-stakes tests
|
Hofflinger, Alvaro
|
|
|
|
2 |
p. 127-152
|
article
|
| 49 |
More than a conversation: using cogenerative dialogues in the professional development of high school chemistry teachers
|
Martin, Sonya N.
|
|
2008
|
|
2 |
p. 119-136
|
article
|
| 50 |
Once good teaching, always good teaching? The differential stability of student perceptions of teaching quality
|
Gaertner, Holger
|
|
2018
|
|
2 |
p. 159-182
|
article
|
| 51 |
Personality and student performance on evaluation methods used in business administration courses
|
Lakhal, Sawsen
|
|
2014
|
|
2 |
p. 171-199
|
article
|
| 52 |
Preparing for the worst: identifying predictors of school decline as an improvement initiative
|
Meyers, Coby V.
|
|
|
|
2 |
p. 255-290
|
article
|
| 53 |
Principal holistic judgments and high-stakes evaluations of teachers
|
Briggs, Derek C.
|
|
2016
|
|
2 |
p. 155-178
|
article
|
| 54 |
Psychometric properties and optimizing of the Bracken School Readiness Assessment
|
De Almeida Maia, Denise
|
|
|
|
2 |
p. 227-239
|
article
|
| 55 |
Readiness and expectations questionnaire: a cross-cultural measurement instrument for first-year university students
|
Jansen, Ellen
|
|
2013
|
|
2 |
p. 115-130
|
article
|
| 56 |
Roles of assessment in secondary education: Participant perspectives
|
Rasmussen, Annette
|
|
2010
|
|
2 |
p. 113-129
|
article
|
| 57 |
School educators’ engagement with research: an Australian Rasch validation study
|
Gleeson, Joanne
|
|
|
|
2 |
p. 281-307
|
article
|
| 58 |
Schools which are named, shamed and blamed by the media: school accountability in Norway
|
Elstad, Eyvind
|
|
2009
|
|
2 |
p. 173-189
|
article
|
| 59 |
Single comments or average ratings: which elements of RateMyProfessors.com™ shape university students’ judgments and course choice intentions?
|
Scherr, Sebastian
|
|
2013
|
|
2 |
p. 131-141
|
article
|
| 60 |
Student achievement and education system performance in a developing country
|
Marshall, Jeffery H.
|
|
2012
|
|
2 |
p. 113-134
|
article
|
| 61 |
Student learning experience as indicator of teaching quality
|
Zerihun, Zenawi
|
|
2012
|
|
2 |
p. 99-111
|
article
|
| 62 |
Student perceptions of assessment feedback: a critical scoping review and call for research
|
Van der Kleij, Fabienne M.
|
|
|
|
2 |
p. 345-373
|
article
|
| 63 |
Sustainable school self-evaluation: enactments and perceptions of balancing accountability and improvement goals
|
Aderet-German, Tali
|
|
|
|
2 |
p. 291-315
|
article
|
| 64 |
Teacher evaluation—accountability and improving teaching practices
|
Huber, Stephan Gerhard
|
|
2016
|
|
2 |
p. 105-109
|
article
|
| 65 |
Teacher evaluation in Illinois: school leaders’ perceptions and practices
|
Lavigne, Alyson Leah
|
|
2016
|
|
2 |
p. 179-209
|
article
|
| 66 |
Teacher specialization and student perceived instructional quality: what are the relationships to student reading achievement?
|
Johansson, Stefan
|
|
2019
|
|
2 |
p. 177-200
|
article
|
| 67 |
Teachers’ perceptions of effective teaching: a comparative study of elementary school teachers from China and the USA
|
Meng, Lingqi
|
|
2015
|
|
2 |
p. 179-199
|
article
|
| 68 |
The distinction of excellent students in the Portuguese state school as a strategy of educational marketing accountability
|
Torres, Leonor L.
|
|
2019
|
|
2 |
p. 155-175
|
article
|
| 69 |
The impact of linguistic similarity on cross-cultural comparability of students’ perceptions of teaching quality
|
Fischer, Jessica
|
|
2019
|
|
2 |
p. 201-220
|
article
|
| 70 |
The influence of teachers’ expectations on principals’ implementation of a new teacher evaluation policy in Flemish secondary education
|
Vekeman, Eva
|
|
2014
|
|
2 |
p. 129-151
|
article
|
| 71 |
Theoretical competence models, tests and designs
|
Skedsmo, Guri
|
|
|
|
2 |
p. 139-141
|
article
|
| 72 |
The power of role design: Balancing the principals financial responsibility with the implications of stress
|
Lindberg, Erik
|
|
2012
|
|
2 |
p. 151-171
|
article
|
| 73 |
The role of teacher characteristics in an educational standards reform
|
Zuber, Julia
|
|
2018
|
|
2 |
p. 183-205
|
article
|
| 74 |
Tomorrow’s teachers—selecting the best: An exploration of the quality rationale behind academic and experiential selection criteria for initial teacher education programmes
|
Heinz, Manuela
|
|
2013
|
|
2 |
p. 93-114
|
article
|
| 75 |
Two teacher quality measures and the role of context: evidence from Chile
|
Santelices, Maria Veronica
|
|
2016
|
|
2 |
p. 111-146
|
article
|
| 76 |
Undergraduate student engagement at a Chinese university: a case study
|
Zhang, Zhe
|
|
2015
|
|
2 |
p. 105-127
|
article
|
| 77 |
Understanding academic resilience, equity, and research engagement to improve education
|
Skedsmo, Guri
|
|
|
|
2 |
p. 165-168
|
article
|
| 78 |
Understanding classroom feedback practices: A study of New Zealand student experiences, perceptions, and emotional responses
|
Harris, Lois R.
|
|
2014
|
|
2 |
p. 107-133
|
article
|
| 79 |
Understanding the academic achievement of the first- and second-generation immigrant students: a multi-level analysis of PISA 2018 data
|
Karakus, Mehmet
|
|
|
|
2 |
p. 233-278
|
article
|
| 80 |
Unpacking the data: an analysis of the use of Danielson’s (2007) Framework for Professional Practice in a teaching residency program
|
Roegman, Rachel
|
|
2015
|
|
2 |
p. 111-137
|
article
|
| 81 |
Use of the probit model to estimate school performance in student attainment of achievement testing standards
|
Finch, W. Holmes
|
|
2014
|
|
2 |
p. 177-201
|
article
|
| 82 |
Using cognitive interviews to pilot an international survey of principal preparation: A Western Australian perspective
|
Wildy, Helen
|
|
2009
|
|
2 |
p. 105-117
|
article
|
| 83 |
Using test scores to evaluate and hold school teachers accountable in New Mexico
|
Geiger, Tray J.
|
|
|
|
2 |
p. 187-235
|
article
|
| 84 |
Validating “value added” in the primary grades: one district’s attempts to increase fairness and inclusivity in its teacher evaluation system
|
Amrein-Beardsley, Audrey
|
|
2015
|
|
2 |
p. 139-159
|
article
|
Journal description