Evaluating item response theory linking and model fit for data from PISA 2000–2012
来源期刊：Assessment in Education: Principles, Policy & PracticeDOI：10.1080/0969594X.2019.1586642
Linking errors in international large-scale assessments: calculation of standard errors for trend estimation
来源期刊：Assessment in Education: Principles, Policy & PracticeDOI：10.1080/0969594X.2018.1433633
Exploring the factors teachers consider in determining students’ grades
来源期刊：Assessment in Education: Principles, Policy & PracticeDOI：10.1080/0969594X.2018.1555515
Who makes it into PISA? Understanding the impact of PISA sample eligibility using Turkey as a case study (PISA 2003–PISA 2012)
来源期刊：Assessment in Education: Principles, Policy & PracticeDOI：10.1080/0969594X.2018.1504742
Students’ formative assessment perceptions, feedback use and mathematics performance in secondary schools in Tanzania
来源期刊：Assessment in Education: Principles, Policy & PracticeDOI：10.1080/0969594X.2019.1593103
Students with special educational needs within PISA
来源期刊：Assessment in Education: Principles, Policy & PracticeDOI：10.1080/0969594X.2017.1421523
A meta-analysis on the reliability of comparative judgement
来源期刊：Assessment in Education: Principles, Policy & PracticeDOI：10.1080/0969594X.2019.1602027
Conceptualising fairness in classroom assessment: exploring the value of organisational justice theory
来源期刊：Assessment in Education: Principles, Policy & PracticeDOI：10.1080/0969594X.2019.1593105
The impact of standards-based assessment on knowledge for history education in New Zealand
来源期刊：Assessment in Education: Principles, Policy & PracticeDOI：10.1080/0969594X.2018.1432564
Cross-cultural comparability of noncognitive constructs in TIMSS and PISA
来源期刊：Assessment in Education: Principles, Policy & PracticeDOI：10.1080/0969594X.2018.1469467
The fairness of internal assessment in the GCSE: the value of students’ accounts
来源期刊：Assessment in Education: Principles, Policy & PracticeDOI：10.1080/0969594X.2019.1619514
The potential of anchoring vignettes to increase intercultural comparability of non-cognitive factors
来源期刊：Assessment in Education: Principles, Policy & PracticeDOI：10.1080/0969594X.2018.1514367
The existence and impact of floor effects for low-performing PISA participants
来源期刊：Assessment in Education: Principles, Policy & PracticeDOI：10.1080/0969594X.2019.1577219
PISA and the globalisation of education: a critical commentary on papers published in AIE special issue 4/2019
来源期刊：Assessment in Education: Principles, Policy & PracticeDOI：10.1080/0969594X.2019.1674244
An investigation into the Sawtooth Effect in secondary school assessments in England
来源期刊：Assessment in Education: Principles, Policy & PracticeDOI：10.1080/0969594X.2018.1513907
Fair assessment viewed through the lenses of measurement theory
来源期刊：Assessment in Education: Principles, Policy & PracticeDOI：10.1080/0969594X.2019.1586643
Pupils’ perceptions of grades: a narrative analysis of stories about getting graded for the first time
来源期刊：Assessment in Education: Principles, Policy & PracticeDOI：10.1080/0969594X.2019.1593104
Assessing learning: How can classroom-based teachers assess students’ competencies in numeracy?
来源期刊：Assessment in Education: Principles, Policy & PracticeDOI：10.1080/0969594X.2018.1503156
Assessment design and quality of inferences in PISA: limitations and recommendations for improvement
来源期刊：Assessment in Education: Principles, Policy & PracticeDOI：10.1080/0969594X.2019.1645990
Acts of responding. Teachers’ written comments and students’ text revisions
来源期刊：Assessment in Education: Principles, Policy & PracticeDOI：10.1080/0969594X.2019.1595524
Comparing the influence of various measurement error presentations in test score reports on educational decision-making
来源期刊：Assessment in Education: Principles, Policy & PracticeDOI：10.1080/0969594X.2018.1447908
Formative and summative assessment in Hong Kong primary schools: students’ attitudes matter
来源期刊：Assessment in Education: Principles, Policy & PracticeDOI：10.1080/0969594X.2019.1571993
Does a test have to be fair to be valid
来源期刊：Assessment in Education: Principles, Policy & PracticeDOI：10.1080/0969594x.2019.1666229
The use and abuse of assessment
来源期刊：Assessment in Education: Principles, Policy & PracticeDOI：10.1080/0969594X.2019.1689323
Writing assessment, comparative judgement and students’ evaluative expertise
来源期刊：Assessment in Education: Principles, Policy & PracticeDOI：10.1080/0969594X.2019.1577959
Assessment reforms and grading
来源期刊：Assessment in Education: Principles, Policy & PracticeDOI：10.1080/0969594X.2019.1625510
Corrigendum
来源期刊：Assessment in Education: Principles, Policy & PracticeDOI：10.1080/0969594x.2017.1371370
Assessment literacy across contexts and competencies
来源期刊：Assessment in Education: Principles, Policy & PracticeDOI：10.1080/0969594X.2019.1601357
Revising the BioMedical Admissions Test (BMAT) to improve impact and washback for candidates and support fair access to test preparation
来源期刊：Assessment in Education: Principles, Policy & PracticeDOI：10.1080/0969594X.2019.1639133
Complexity of test preparation across three contexts: case studies from Australia, Iran and China
来源期刊：Assessment in Education: Principles, Policy & PracticeDOI：10.1080/0969594x.2019.1700211
