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
- The Future of Educational Assessment: Self-assessment, Grit and ChatGPT? May 18, 2023
- Teacher and headteacher assessment, feedback, and continuing professional development: the Mexican case May 17, 2023
- Pre-service and in-service assessment training: impacts on elementary teachers’ self-efficacy, attitudes, and data-driven decision making practice April 17, 2023
- Assessment is contagious: the social contagion of formative assessment practices and self-efficacy among teachers April 3, 2023
- Impact of self-construal on rater severity in peer assessments of oral presentations March 28, 2023
- Examining the process of developing evaluative judgement in Japanese elementary schools—utilising the co-regulation and evaluative judgement model March 27, 2023
- Exploring the roles of academic self-concept and perseverance of effort in self-assessment practices March 15, 2023
Current contents from other journals
Large Scale Assessments in Education (open access)
- Leveraging large-scale assessments for effective and equitable school practices: the case of the nordic countries June 5, 2023
- Measuring student well-being in adolescence: proposal of a five-factor integrative model based on PISA 2018 survey data June 3, 2023
- School socio-economic context and student achievement in Ireland: an unconditional quantile regression analysis using PISA 2018 data May 26, 2023
- Early numeracy and literacy skills and their influences on fourth-grade mathematics achievement: a moderated mediation model May 24, 2023
- The relationship among personal achievement motives, school relational goal structures and learning outcomes: a multilevel analysis with PISA 2018 data May 20, 2023
Educational Assessment
- Fairness in Educational Assessment and the Next Edition of the Standards: Concluding Commentary May 29, 2023
- Let’s Agree to (Mostly) Agree: A Response to Solano-Flores May 26, 2023
- Introduction to the Special Issue: Fairness in Educational Assessment and the Next Edition of the Standards May 22, 2023
- Public Opinion About National Large-Scale Student Assessment: A Case of NAPLAN May 22, 2023
- A Comparison of Methodologies for Scaling Longitudinal Social-Emotional Survey Responses May 19, 2023
Applied Measurement in Education
- The Standards Will Never Be Enough: A Racial Justice Extension May 31, 2023
- Shifting Educational Measurement from an Agent of Systemic Racism to an Anti-Racist Endeavor May 28, 2023
- Enacting a Process for Developing Culturally Relevant Classroom Assessments May 25, 2023
- Applying a Culturally Responsive Pedagogical Framework to Design and Evaluate Classroom Performance-Based Assessments in Hawai‘i May 21, 2023
- Validity and Racial Justice in Educational Assessment May 21, 2023
Assessment & Evaluation in Higher Education
- Unpacking the impact of teacher assessment approaches on student writing engagement: a survey of university learners across different languages June 8, 2023
- A systematic review – handwritten examinations are becoming outdated, is it time to change to typed examinations in our assessment policy? June 5, 2023
- Unravelling the relationship between student engagement and learning outcomes in emergency online learning: a synthesis of quantitative and qualitative results May 21, 2023
- Kickstarting creative collaboration: placing authentic feedback at the heart of online digital media education May 18, 2023
- Students’ evaluations of native and non-native teachers in higher education May 17, 2023
Educational Assessment, Evaluation and Accountability
- Understanding academic resilience, equity, and research engagement to improve education May 30, 2023
- Validation and invariance of the Conceptions of Assessment-III Abridged (COA-IIIA) among pre-service and in-service teachers in the United States April 17, 2023
- School educators’ engagement with research: an Australian Rasch validation study February 24, 2023
- One size does not fit all: a concurrent analysis of the framework for teaching and the Classroom Strategies Assessment System February 24, 2023
- Science teachers’ interactions with resources for formative assessment purposes February 1, 2023
Educational Measurement: Issues and Practice
- The Role of Response Style Adjustments in Cross‐Country Comparisons—A Case Study Using Data from the PISA 2015 Questionnaire May 1, 2023
- Diving into Students’ Transcripts: High School Course‐Taking Sequences and Postsecondary Enrollment April 24, 2023
- Validation as Evaluating Desired and Undesired Effects: Insights from Cross‐Classified Mixed Effects Model April 6, 2023
- Personalizing Large‐Scale Assessment in Practice March 27, 2023
- Call for Papers: Leveraging Measurement for Better Decisions March 26, 2023
Psychometrika
- Psychometrika June 2, 2023
- Multinomial Logistic Factor Regression for Multi-source Functional Block-wise Missing Data June 2, 2023
- A Tensor-EM Method for Large-Scale Latent Class Analysis with Binary Responses June 1, 2023
- Bayesian Inference for an Unknown Number of Attributes in Restricted Latent Class Models June 1, 2023
- Longitudinal Modeling of Age-Dependent Latent Traits with Generalized Additive Latent and Mixed Models June 1, 2023
Frontiers in Education
- The pass/fail grading system at Jordanian universities for online learning courses from students’ perspectives
- The development of the reading comprehension—Progress monitoring (RC-PM) tool for late elementary students
- Artificial neural network model to predict student performance using nonpersonal information
- Physical self-concept in Peruvian adolescent schoolchildren: Validity, reliability, and proposal of percentiles for its evaluation
- Effect of feedback through dynamic assessment on EFL field-dependent and field-independent learners’ speaking skill development