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
- Students’ emotional regulation in response to feedback from teachers, peers, and technology/AI tools October 10, 2026
- Reflecting on classroom assessment: exploring the implications of a sociocultural view for the unit of analysis October 6, 2026
- Towards responsible AI in workplace-based assessment: a scoping review using Downing’s framework October 5, 2026
- Assessment for human beings October 1, 2026
- Principles without provisions? Unpacking assessment in higher education AI policies September 30, 2026
- Bridging policy, practice, and pedagogy: a multi-level framework for Responsible AI adoption in higher education assessment (ML-RAAF) September 27, 2026
- Who, what, is a framework for effective and equitable classroom assessment for? A review essay on “principles for effective, equitable classroom assessment” by Dustin Van Orman, Erin Riley-Lepo, and James McMillan September 26, 2026
- Teacher assessment literacy and equitable assessment: the phronesis perspective September 25, 2026
- A higher-education ‘AI integrity risk ecology’ model grounded in assessment ethics September 24, 2026
- Repositioning assessment as care work in the age of AI September 24, 2026
Current contents from other journals
Educational Assessment
- Use of Text-To-Speech by Arabic-Speaking and Spanish-Speaking English Learners in Digital Math Assessments October 12, 2026
- Examining the Role of Major Interim Assessments in Predicting Student Performance Scores and Gains on a State Summative Assessment September 23, 2026
- College Students’ Responses to Automated Feedback on Self-Regulated Learning September 8, 2026
- Exploring Factors Shaping the Use and Effectiveness of Accessibility Tools in Large-Scale Digital Language and Mathematics Assessments September 7, 2026
- Traditional Versus Innovative Assessment: Engaging Learners with E-Portfolios and Interactive Oral Assessments June 3, 2026
Applied Measurement in Education
- Developing GenAI-Based Feedback Through Iterative Prompt Design: An Exploratory Study of Online Students’ Cognitive, Affective, and Behavioral Perceptions October 16, 2026
- A Cognitive Design System Approach to Enhancing Cognitive Alignment and Difficulty Control in Gen-AI Item Generation September 28, 2026
- Identifying Student Response Speed Patterns in TIMSS 2023 Using Growth Mixture Modelling: The Role of Mathematic Attitudes September 27, 2026
- The Engagement Dip: Examining Effort and Achievement in Low-Stakes Testing September 21, 2026
- Estimating School Value-Added from Publicly Available Data: A Preliminary Investigation August 19, 2026
Assessment & Evaluation in Higher Education
- Governing generative AI in final academic works: from disclosure to competence verification in European university policies October 21, 2026
- Beyond the bluebook: a calibrated framework for redesigning construct-valid assessment in higher education in the age of generative AI October 16, 2026
- Exploring AI-resistant assessments: insights from Large Language Models creating and completing their own research assessments October 15, 2026
- Do the numbers hold up? Grades, personality and the validity of student evaluations of teaching in an Omani foundation programme October 14, 2026
- From workload to verified learning: reframing ECTS for AI-rich assessment October 10, 2026
Educational Assessment, Evaluation and Accountability
- Securing validity in GenAI-mediated essay-writing assessment: an ecological study of Vietnamese EFL teachers’ agency October 10, 2026
- Evaluating instruments for assessing teaching practices in teacher preparation programmes: insights from a systematic review October 1, 2026
- Reliable yet different: Human-AI alignment and severity in assessing writing September 29, 2026
- Students’ online credibility evaluation skills across four grades representing three educational levels: factorial invariance and cross-sectional comparisons September 17, 2026
- The dynamic workings of accountability–illuminating collaboration on inclusive education for students with special educational needs September 15, 2026
Educational Measurement: Issues and Practice
- Digital Module 42: An Introduction to Analyzing Unstructured Data in Education October 15, 2026
- Bob Mislevy's Contributions to Bayesian Networks in Educational Assessment October 14, 2026
- Calibration and Design Considerations for Multidimensional Multistage Testing October 9, 2026
- Devising a Principled Rapid Guessing Workflow: Identification, Impact, and Treatment of Rapid Guessing in Cognitive Assessment October 9, 2026
- An Omitted Variables Approach to Disentangling Differential Prediction in College Admissions September 29, 2026
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
- Direct multimodal grading of image-based mathematics and computing responses: rubric-constrained decisions and cross-model selective review
- Beyond passive rights-holders: toward student moral agency in assessment fairness
- Design of a questionnaire to assess digital competence for employability training
- Assessing what counts: findings from a grade 1 mathematics national diagnostic assessment in Lebanese public schools
- A model of small group discussion as a teaching - learning reinforcement tool involving the medical students in the Department of Anatomy: a prospective analytical study