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Handbook of International Large-Scale Assessment
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  • 2014Students' self-concept and self-efficacy in the sciences: Differential relations to antecedents and educational outcomes255 cited
  • 2016The effect of productive classroom talk and metacommunication on young children’s oral communicative competence and subject matter knowledge: An intervention study in early childhood education105 cited
  • 2018Multistage Adaptive Testing Design in International Large‐Scale Assessments79 cited
  • 2020Sustainable Competitive Advantage Driven by Big Data Analytics and Innovation77 cited
  • 2018Validity and reliability of student perceptions of teaching quality in primary education76 cited
  • 2021Modern international large-scale assessment in education: an integrative review and mapping of the literature68 cited
  • 2019Evaluating item response theory linking and model fit for data from PISA 2000–201266 cited
  • 2016International large-scale assessments: what uses, what consequences?64 cited
  • 2019Multi-informant universal screening: Evaluation of rater, item, and construct variance using a trifactor model63 cited
  • 2018The role of motivational factors in predicting STEM career aspirations57 cited
  • 2021Formative assessment, growth mindset, and achievement: examining their relations in the East and the West57 cited
  • 2017Professional learning as a predictor for instructional quality: a secondary analysis of TALIS57 cited

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2020
Changes in Literacy of Students in Turkey by Years and School Types: Performance of Students in PISA Applications
55 cited
  • 2018Linking errors in international large-scale assessments: calculation of standard errors for trend estimation46 cited
  • 2015The relations among openness, perseverance, and performance in creative problem solving: A substantive-methodological approach43 cited
  • 2024Considerations for the use of plausible values in large-scale assessments41 cited