Assessment in Education-Principles Policy & Practice
ISSN:0969-594X

Assessment in Education-Principles Policy & Practice

评估教育Principles政策与实践
ASSESS EDUC
学科领域:教育学
是否预警:不在预警名单内
是否OA:
录用周期:-
新锐分区:教育学2区
年发文量:15
影响因子:2.2
JCR分区:Q1

基本信息

评估教育Principles政策与实践《教育评估-原则政策与实践》是评估领域的权威学术期刊,致力于发表高质量的研究论文,为评估领域的学术产出提供了重要的平台。该杂志以国际视野为导向,鼓励来自不同评估体系和文化背景的学者提交论文,以促进评估领域的跨文化交流和合作。杂志的目的在于探索教育评估政策和实践的共性与差异,通过比较研究和案例分析,揭示不同评估体系和文化背景下的评估实践和挑战。该杂志不仅关注传统的考试和评价方法,还关注新兴的评估技术和方法,如计算机化适应性测试、表现性评价等,以反映评估领域的最新动态和趋势。它通过严格的同行评审流程,确保发表的论文具有高质量和学术价值。该杂志为评估领域的研究人员、政策制定者和实践者提供了宝贵的学术资源,促进了评估领域的学术发展和实践改进。
0969-594XSCIE/SSCI/Scopus收录
2.2
2.8
2026年3月发布
点击查看历史分区趋势    >
大类学科小类学科Top期刊综述期刊
教育学2区
EDUCATION & EDUCATIONAL RESEARCH 教育学和教育研究
2区
N/A
WOS期刊SCI分区  2024-2025最新升级版
按JIF指标学科分区收集子录JIF分区JIF排名百分位
学科:EDUCATION & EDUCATIONAL RESEARCH
SSCI
Q1
166/762
按JCR指标学科分区收集子录JCR分区JCR排名百分位
学科:EDUCATION & EDUCATIONAL RESEARCH
SSCI
Q1
116/762
暂无h-index数据
15
3%---EDUCATION & EDUCATIONAL RESEARCH-
0%
时间预警情况
2026年03月发布的新锐学术版不在预警名单中
2025年03月发布的2025版不在预警名单中
2024年02月发布的2024版不在预警名单中
2023年01月发布的2023版不在预警名单中
2021年12月发布的2021版不在预警名单中
2020年12月发布的2020版不在预警名单中
100.00%35.29%-
CiteScore:6.30
SJR:0.988
SNIP:1.656
学科类别分区排名百分位
大类:Social Sciences
小类:Education
Q1
191 / 1620

期刊高被引文献

Evaluating item response theory linking and model fit for data from PISA 2000–2012
来源期刊:Assessment in Education: Principles, Policy & PracticeDOI:10.1080/0969594X.2019.1586642
Linking errors in international large-scale assessments: calculation of standard errors for trend estimation
来源期刊:Assessment in Education: Principles, Policy & PracticeDOI:10.1080/0969594X.2018.1433633
Exploring the factors teachers consider in determining students’ grades
来源期刊:Assessment in Education: Principles, Policy & PracticeDOI:10.1080/0969594X.2018.1555515
Who makes it into PISA? Understanding the impact of PISA sample eligibility using Turkey as a case study (PISA 2003–PISA 2012)
来源期刊:Assessment in Education: Principles, Policy & PracticeDOI:10.1080/0969594X.2018.1504742
Students’ formative assessment perceptions, feedback use and mathematics performance in secondary schools in Tanzania
来源期刊:Assessment in Education: Principles, Policy & PracticeDOI:10.1080/0969594X.2019.1593103
Students with special educational needs within PISA
来源期刊:Assessment in Education: Principles, Policy & PracticeDOI:10.1080/0969594X.2017.1421523
A meta-analysis on the reliability of comparative judgement
来源期刊:Assessment in Education: Principles, Policy & PracticeDOI:10.1080/0969594X.2019.1602027
Conceptualising fairness in classroom assessment: exploring the value of organisational justice theory
来源期刊:Assessment in Education: Principles, Policy & PracticeDOI:10.1080/0969594X.2019.1593105
The impact of standards-based assessment on knowledge for history education in New Zealand
来源期刊:Assessment in Education: Principles, Policy & PracticeDOI:10.1080/0969594X.2018.1432564
Cross-cultural comparability of noncognitive constructs in TIMSS and PISA
来源期刊:Assessment in Education: Principles, Policy & PracticeDOI:10.1080/0969594X.2018.1469467
The fairness of internal assessment in the GCSE: the value of students’ accounts
来源期刊:Assessment in Education: Principles, Policy & PracticeDOI:10.1080/0969594X.2019.1619514
The potential of anchoring vignettes to increase intercultural comparability of non-cognitive factors
来源期刊:Assessment in Education: Principles, Policy & PracticeDOI:10.1080/0969594X.2018.1514367
The existence and impact of floor effects for low-performing PISA participants
来源期刊:Assessment in Education: Principles, Policy & PracticeDOI:10.1080/0969594X.2019.1577219
PISA and the globalisation of education: a critical commentary on papers published in AIE special issue 4/2019
来源期刊:Assessment in Education: Principles, Policy & PracticeDOI:10.1080/0969594X.2019.1674244
An investigation into the Sawtooth Effect in secondary school assessments in England
来源期刊:Assessment in Education: Principles, Policy & PracticeDOI:10.1080/0969594X.2018.1513907
Fair assessment viewed through the lenses of measurement theory
来源期刊:Assessment in Education: Principles, Policy & PracticeDOI:10.1080/0969594X.2019.1586643
Pupils’ perceptions of grades: a narrative analysis of stories about getting graded for the first time
来源期刊:Assessment in Education: Principles, Policy & PracticeDOI:10.1080/0969594X.2019.1593104
Assessing learning: How can classroom-based teachers assess students’ competencies in numeracy?
来源期刊:Assessment in Education: Principles, Policy & PracticeDOI:10.1080/0969594X.2018.1503156
Assessment design and quality of inferences in PISA: limitations and recommendations for improvement
来源期刊:Assessment in Education: Principles, Policy & PracticeDOI:10.1080/0969594X.2019.1645990
Acts of responding. Teachers’ written comments and students’ text revisions
来源期刊:Assessment in Education: Principles, Policy & PracticeDOI:10.1080/0969594X.2019.1595524
Comparing the influence of various measurement error presentations in test score reports on educational decision-making
来源期刊:Assessment in Education: Principles, Policy & PracticeDOI:10.1080/0969594X.2018.1447908
Formative and summative assessment in Hong Kong primary schools: students’ attitudes matter
来源期刊:Assessment in Education: Principles, Policy & PracticeDOI:10.1080/0969594X.2019.1571993
Does a test have to be fair to be valid
来源期刊:Assessment in Education: Principles, Policy & PracticeDOI:10.1080/0969594x.2019.1666229
The use and abuse of assessment
来源期刊:Assessment in Education: Principles, Policy & PracticeDOI:10.1080/0969594X.2019.1689323
Writing assessment, comparative judgement and students’ evaluative expertise
来源期刊:Assessment in Education: Principles, Policy & PracticeDOI:10.1080/0969594X.2019.1577959
Assessment reforms and grading
来源期刊:Assessment in Education: Principles, Policy & PracticeDOI:10.1080/0969594X.2019.1625510
Corrigendum
来源期刊:Assessment in Education: Principles, Policy & PracticeDOI:10.1080/0969594x.2017.1371370
Assessment literacy across contexts and competencies
来源期刊:Assessment in Education: Principles, Policy & PracticeDOI:10.1080/0969594X.2019.1601357
Revising the BioMedical Admissions Test (BMAT) to improve impact and washback for candidates and support fair access to test preparation
来源期刊:Assessment in Education: Principles, Policy & PracticeDOI:10.1080/0969594X.2019.1639133
Complexity of test preparation across three contexts: case studies from Australia, Iran and China
来源期刊:Assessment in Education: Principles, Policy & PracticeDOI:10.1080/0969594x.2019.1700211

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