Educational Assessment publishes original research on the design, analysis and use of assessment to deepen understanding of the performance and quality of individuals, groups, and programs in educational settings. It welcomes rigorous theoretical pieces and empirical studies (quantitative or qualitative) that can inform important national and international discussions in educational policy and practice. The journal is particularly interested in research that contributes new knowledge and encourages innovation in the areas of:
- use and consequences of large-scale data, including national and international data, to support educational decision-making and improvement;
- classroom assessment, including formative assessment practices, summative uses of assessment and educators' assessment literacy;
- new constructs and forms for student assessment, including assessment of deeper learning outcomes;
- measures of classroom practices and of teacher or school quality;
- assessment of special populations;
- novel approaches to validation;
- psychometric developments and applications with a strong bridge to implications for educational practice.
Educational Assessment does not publish instrument development or validation studies unless they demonstrate new methodology or otherwise contribute new knowledge to the fields of assessment and/or measurement.
Readership:
Researchers; assessment developers; subject matter and curriculum specialists; federal, state, district and school administrators responsible for assessment, educational policymakers.
Authors can choose to publish gold open access in this journal.
Read the Instructions for Authors for information on how to submit your article.
![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/110831/Subject-Sample-2021-Education.jpg"})