ISSN: 0895-7347

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Applied Measurement in Education Q1 Unclaimed

Routledge United States

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Applied Measurement in Education is a journal indexed in SJR in Education and Developmental and Educational Psychology with an H index of 52. It has an SJR impact factor of 0,705 and it has a best quartile of Q1. It is published in English. It has an SJR impact factor of 0,705.

Type: Journal

Type of Copyright:

Languages: English

Open Access Policy:

Type of publications:

Publication frecuency: -

Categories: Education (Q1) Developmental and Educational Psychology (Q2) Developmental and Educational Psychology (Q2)

Price

- €

Inmediate OA

NPD

Embargoed OA

- €

Non OA

Metrics

0,705

SJR Impact factor

52

H Index

22

Total Docs (Last Year)

74

Total Docs (3 years)

1108

Total Refs

130

Total Cites (3 years)

74

Citable Docs (3 years)

1.54

Cites/Doc (2 years)

50.36

Ref/Doc

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Aims and Scope

Best articles by citations

Are Multiple Measures Meaningful?: Lessons From a Statewide Performance Assessment

Subscore Equating and Profile Reporting

An Introduction to Multistage Testing

From Principles to Practice: An Embedded Assessment System

In Memoriam: Richard M. Jaeger, 1938-2000

An Examination of Conditioning Variables Used in Computer Adaptive Testing for DIF Analyses

Calculator Access, Use, and Type in Relation to Performance on the SAT I: Reasoning Test in Mathematics

Items by Design: The Impact of Systematic Feature Variation on Item Statistical Characteristics

Accountability Is Overdue: Testing the Academic Achievement of Limited English Proficient Students

A Monte Carlo Comparison of Parametric and Nonparametric Polytomous DIF Detection Methods

Estimating the Internal Consistency Reliability of Tests Composed of Testlets Varying in Length

Effects of Screen Size, Screen Resolution, and Display Rate on Computer-Based Test Performance

SHOW MORE ARTICLES

A Comparison of the Generalizability of Scores Produced by Expert Raters and Automated Scoring Systems

The Reliability and Validity of Weighted Composite Scores

Estimating Non-Normal Latent Trait Distributions within Item Response Theory Using True and Estimated Item Parameters

The Measurement of Writing Ability With a Many-Faceted Rasch Model

Variability of Estimated Variance Components and Related Statistics in a Performance Assessment

How Big Is Big Enough? Sample Size Requirements for CAST Item Parameter Estimation

Stability of School-Level Scores From Large-Scale Student Assessments

An Investigation of the Influence of Internal Test Bias on Regression Slope

Detection of Item Parameter Drift over Multiple Test Administrations

A Review of Strategies for Validating Computer-Automated Scoring

Making Sense of Data From Complex Assessments

Prediction Bias and Selection Bias: An Empirical Analysis