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
- Sentiment analysis of primary school teachers’ attitudes towards formative assessment policies: linking teachers’ attitudes to school support and assessment practices August 10, 2026
- Report cards and student learning: beyond a record of achievement July 15, 2026
- Social media as a mirror to the sentiment and discourse around Malta’s 2018 assessment changes July 8, 2026
- Making evaluative legal judgements: law students’ experiences of criteria-based scoring and comparative judgement June 25, 2026
- Re-interpreting aberrant responses in educational and psychological assessments June 25, 2026
- Exploring teachers’ views on student assessment literacy June 19, 2026
- Development and psychometric validity evidence of a curriculum-based and adaptive mathematics assessment tool June 16, 2026
- Educational assessment in Canada revisited June 12, 2026
- A meta-analytical review of the effects of self-assessment and peer-assessment interventions on self-regulated learning strategies and affective outcomes June 7, 2026
- The reliability and construct validity of student perceptions of teaching quality June 2, 2026
Current contents from other journals
Educational Assessment
- Traditional Versus Innovative Assessment: Engaging Learners with E-Portfolios and Interactive Oral Assessments June 3, 2026
- Exploring the Use of Performance Tasks as Formative Assessments of Pre-Service Teacher Instructional Skills within Teacher Preparation Programs May 7, 2026
- Optimizing Measurement Precision and Diagnosticity for a Two-Dimensional Assessment of Reading Comprehension April 25, 2026
- Identifying Patterns of Disengagement in a Low-Stakes Assessment April 18, 2026
- Demographic Variations in Test-Taking Behaviors and Performance: Insights from a High-Stakes Admissions Test April 16, 2026
Applied Measurement in Education
- Covariate Selection and School Effectiveness Measures in Value-Added Models: A Systematic Review August 10, 2026
- Strategies for Analyzing Statewide Assessment Data to Evaluate Test Accommodations August 5, 2026
- Expert Judgments as an Approach to Evaluating Items’ Instructional Sensitivity July 19, 2026
- Reconceptualizing Educational Assessment Integrity for Sustainable Development: A Multilevel Validity Modeling Approach July 15, 2026
- Comparison of Rasch Preequating and Postequating When Item Parameters Drift July 14, 2026
Assessment & Evaluation in Higher Education
- From traditional feedback literacy to AI feedback literacy: the mediating role of AI acceptance August 11, 2026
- Can GenAI be trained to mimic human markers of extended written assignments in higher education? August 11, 2026
- Unravelling undergraduates’ development of evaluative judgments through AI-supported internal feedback August 10, 2026
- Written post observation feedback: observers’ practice and observer literacy August 6, 2026
- Mapping the landscape of AI governance in higher education August 5, 2026
Educational Assessment, Evaluation and Accountability
- Exploring the use of mathematics observation tools across the contexts of the United States, Norway, and Finland: how can observation instruments shape our understanding of instructional quality when applied across contexts? August 15, 2026
- When technical standards fail. Questionnaire wording and the comparability of PISA truancy data July 31, 2026
- ChatGPT, Doubao, and human teachers in evaluating secondary school students’ handwritten EFL essays: evidence from the Chinese high-stakes exam context July 27, 2026
- Leveraging generative AI to enhance teacher feedback for EFL writing: an action research study July 23, 2026
- Research on Grading July 22, 2026
Educational Measurement: Issues and Practice
- Metaphors, Mantras, and Mnemonics: Communication Competencies in Educational Measurement July 8, 2026
- Automated Alignment of Math Items to Content Standards in Large‐Scale Assessments Using Language Models July 6, 2026
- An Urgent Request for the Development of Classroom Assessment Literacy July 6, 2026
- The 2026 EM:IP Cover Graphic/Data Visualization Competition June 5, 2026
- Comparing Clustering Algorithms for Collusion Detection Using Mixed‐Type Data June 3, 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
- Adaptive Digital Portfolio Assessment yields sustained equitable arts gains: a longitudinal randomized controlled trial with mixed-methods integration
- How consistent is the algorithm? Examining the intra- and inter-rater reliability of LLM-based writing assessment
- Student engagement and performance in online assessments: evidence of ceiling effects and implications for adaptive assessment design
- Impact of using an educational robotics model on students’ innovation: the case of a final year class at a technical high school in Morocco
- A context-sensitive scale for assessing GenAI-contextualized acceptance in conservation-related architectural education: development and initial validation