ISSN: 0260-2938

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Assessment & Evaluation in Higher Education Q1 Unclaimed

Taylor and Francis Ltd. United Kingdom

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Assessment & Evaluation in Higher Education is a journal indexed in SJR in Education with an H index of 114. It has a price of 4700 €. It has an SJR impact factor of 2,422 and it has a best quartile of Q1. It has an SJR impact factor of 2,422.

Type: Journal

Type of Copyright:

Languages:

Open Access Policy:

Type of publications:

Publication frecuency: -

Categories: Education (Q1)

Price

4700 €

Inmediate OA

NPD

Embargoed OA

0 €

Non OA

Metrics

Assessment & Evaluation in Higher Education

2,422

SJR Impact factor

114

H Index

119

Total Docs (Last Year)

282

Total Docs (3 years)

5447

Total Refs

2221

Total Cites (3 years)

281

Citable Docs (3 years)

7.39

Cites/Doc (2 years)

45.77

Ref/Doc

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Aims and Scope

Best articles by citations

The Role of Study Habits in Foreign Language Courses

Assessing Using Grade-related Criteria: A single currency for universities?

The whole is greater than the sum of its parts: a large-scale study of students' learning in response to different programme assessment patterns

Professional education as co-inquiry: an evaluation of the learning approach to developing the role of connexions personal adviser

Assessing college student perceptions of instructor customer service via the Quality of Instructor Service to Students (QISS) Questionnaire

THE USE OF COMPUTERS IN ASSESSMENT IN HIGHER EDUCATION

Course evaluation matters: improving students' learning experiences with a peer-assisted teaching programme

Key Skills Computerised Assessments. Guiding Principles

Editorial

The Impact of Coursework on Degree Classifications and the Performance of Individual Students

Construction and Application of an Evaluative Tool to Assess Reflection in Teacher-Training Courses

Faculty Views of Student Evaluation of College Teaching

SHOW MORE ARTICLES

Enforced Cultural Change in Academe. A Practical Case Study: Implementing quality management systems in higher education

Of Boxes and Bridges. A quality experience in the interface of higher education and the workplace

Assessing context-based learning: not only rigorous but also relevant

Continuing Professional Development of Academic Teachers through Self-initiated Learning

Stability of repeated student evaluations of teaching in the second preclinical year of a medical curriculum

Coursework Marks High, Examination Marks Low: Discuss

Credit and Grade Transfer within the European Union's SOCRATES Programme: Unity in diversity or head in the sand?

University students' experience of 'scale-referenced' peer assessment for a consecutive interpreting examination

"The ""Digital Divide"": Hispanic college students' views of educational uses of the Internet"

Computer-based assessment: quality assurance issues, the hub of the wheel

Normative Implications of Assessment and Evaluation: A critical view

Conventional or sustainable? Chinese university students' thinking about feedback used in their English lessons