Learn about the contents of recent editions of journals on educational assessment at a glance
Current contents
Assessment in Education is the official journal of the International Association for Educational Assessment (IAEA). Through membership of the IAEA, members will automatically receive copies of the journal. Additionally, members of the Association for Educational Assessment – Europe (AEA-Europe) can receive an individual print subscription to Assessment in Education at a special discounted rate for members. Please see the journal’s pricing or subscribe page for details.
Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal’s intention is to explore both commonalities and differences in policy and practice.
Articles from the latest issue
- Teacher instructional practices and strategies for student self-assessment June 5, 2025
- Exploring the potential of exit tickets as formative assessments of student affect May 31, 2025
- Standardised Assessment in Irish Primary Schools: Teachers' Views on Purpose, Pressure and Practice May 30, 2025
- Student self-assessment: a meta-review of five decades of research May 27, 2025
- Assessment in education: looking back, looking forward April 9, 2025
- Using rubrics for formative purposes: identifying factors that may affect the success of rubric implementations April 1, 2025
- Assessing writing quality using crowdsourced non-expert comparative judgement ratings March 5, 2025
- Assessment of written assignments in first-year humanities and social sciences courses: textual features of academic writing February 25, 2025
- Design and implementation of an intelligent assessment technology for elementary school students’ scientific argumentation ability February 21, 2025
- Burgeoning teacher assessment identity and learning to ‘play the system’: the realities of assessment-led reform at lower secondary level in Ireland February 21, 2025
Current contents from other journals
Large Scale Assessments in Education (open access)
- Positive teacher feedback and adolescents’ reading self-efficacy: a quasi-experimental analysis using PISA 2018 May 31, 2025
- Stability in student well-being and educational disparities across the pandemic: a latent profile analysis of PISA 2018 and 2022 in Finland, Sweden, and Iceland May 26, 2025
- Impact of differential item functioning on item model fit using concurrent equating method May 10, 2025
- Correction: evaluating uncertainty: the impact of the sampling and assessment design April 26, 2025
- Working with missing data in large-scale assessments April 23, 2025
Educational Assessment
- How Can Features of Classroom Activity Systems Center Students’ Ideas and Experiences in Formative Assessment? A Study of Sensemaking and Answer-Making Frames May 21, 2025
- Visualizing and Reporting Content-Referenced Growth on a Learning Progression May 16, 2025
- Introduction to the Special Issue on Classroom Assessment May 12, 2025
- Response Anchoring and Student Disengagement on Self-Report Rating Scale Measures of Social-Emotional Learning May 6, 2025
- Actionable Assessment: Designing Meaningful Score Reports to Support Student Engagement May 5, 2025
Applied Measurement in Education
- The Impact of the GRE on Admissions Decisions: An Exploratory Study June 4, 2025
- Gender Differences and Types of Test-Taking Behaviors in PIRLS 2021 April 3, 2025
- Exploring Universal Text-to-Speech Use in Assessment Among Student Sub-Populations March 21, 2025
- Examining the Validity of Oral Mathematics Test Accommodation in Academic and Native Languages for Orang Asli Pupils in Malaysia March 19, 2025
- A Call to Action: Integrating Theories of Action as a Modern Component of Validity December 25, 2024
Assessment & Evaluation in Higher Education
- Predicting the changing relationship between students’ self-concepts and task perceptions in peer feedback June 6, 2025
- Faculty assessment choices in higher education: drivers, strategies, and decision‑making styles for fair and inclusive practice June 5, 2025
- Exploring the practical feasibility of adaptive comparative judgment as a summative assessment method June 4, 2025
- The reliability of student evaluations of teaching June 2, 2025
- On the comparability of SET scores: measurement invariance across programs, departments, and time June 2, 2025
Educational Assessment, Evaluation and Accountability
- Effects of the COVID-19 pandemic on academic success in higher education June 5, 2025
- Cultural sensitivity of early childhood assessments based on learning progressions: a Rasch person fit analysis April 14, 2025
- Extended test time for English learners: Does use correspond to score comparability? April 12, 2025
- England’s qualifications system: the politics of resilience March 13, 2025
- Exploring the complexities of assessment, evaluation, and accountability in education March 6, 2025
Educational Measurement: Issues and Practice
- 2024 NCME Presidential Address: Challenging Traditional Views of Measurement May 23, 2025
- Applications and Modeling of Keystroke Logs in Writing Assessments May 23, 2025
- Generalizability Theory Approach to Analyzing Automated‐Item Generated Test Forms May 23, 2025
- On the Cover: Sequential Progression and Item Review in Timed Tests: Patterns in Process Data May 23, 2025
- Issue Information May 23, 2025
Psychometrika
- Remarks from the Editor-in-Chief November 11, 2024
- Rejoinder to McNeish and Mislevy: What Does Psychological Measurement Require? October 30, 2024
- Are Sum Scores a Great Accomplishment of Psychometrics or Intuitive Test Theory? October 22, 2024
- Remarks from the Editor-in-Chief September 20, 2024
- Correction to: Generalized Structured Component Analysis Accommodating Convex Components: A Knowledge-Based Multivariate Method with Interpretable Composite Indexes September 14, 2024
Frontiers in Education
- Assessment mode and inconsistent responding on a mixed-worded scale: evidence from TIMSS 2019 across grades and countries
- Machine learning for post-diploma educational and career guidance: a scoping review in AI-driven decision support systems
- Unheard and unused: why students reject teacher and peer feedback
- Students' perceptions and outcome of teacher feedback: a systematic review
- Promoting participation and engagement: Ireland’s experiences across three decades of international large-scale assessments