ISSN: 1062-7197

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Educational Assessment Q1 Unclaimed

Routledge United States

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Educational Assessment is a journal indexed in SJR in Education with an H index of 35. It has a price of 2395 €. It has an SJR impact factor of 0,78 and it has a best quartile of Q1. It is published in English. It has an SJR impact factor of 0,78.

Type: Journal

Type of Copyright:

Languages: English

Open Access Policy:

Type of publications:

Publication frecuency: -

Categories: Education (Q1)

Price

2395 €

Inmediate OA

NPD

Embargoed OA

0 €

Non OA

Metrics

0,78

SJR Impact factor

35

H Index

19

Total Docs (Last Year)

59

Total Docs (3 years)

997

Total Refs

129

Total Cites (3 years)

58

Citable Docs (3 years)

2.34

Cites/Doc (2 years)

52.47

Ref/Doc

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Aims and Scope

Best articles by citations

Differential Prediction of Study Success Across Academic Programs in the Swedish Context: The Validity of Grades and Tests as Selection Instruments for Higher Education

Test-Takers' Judgments of Essay Prompts: Perceptions and Performance

Standard Errors of Proportions Used in Reporting Changes in School Performance With Achievement Levels

Examinees' Perceptions of Feedback in Applied Performance Testing: The Case of the National Board for Professional Teaching Standards

A Preliminary Investigation of Pupil Proficiency Testing and State Education Reform Initiatives

Evaluating Teacher Effectiveness Using Classroom Observations: A Rasch Analysis of the Rater Effects of Principals

A Review of the Psychometric Properties of Retell Instruments

Examining a Grade-Level Math CBM Designed for Persistently Low-Performing Students

Reliability and Decision Consistency: An Analysis of Writing Mode at Two Times on a Statewide Test

Validating Arguments for Observational Instruments: Attending to Multiple Sources of Variation

Assessing Knowledge Integration in Science: Construct, Measures, and Evidence

A Framework for Analyzing Evidence-Based Reasoning in Science Classroom Discourse

SHOW MORE ARTICLES

Ethnicity, Effort, Self-Efficacy, Worry, and Statistics Achievement in Malaysia: A Construct Validation of the State-Trait Motivation Model

Relating Performance on a Standardized Writing Assessment to Performance on Selected Academic Writing Activities

Assessing Learning in a Technology-Supported Genetics Environment: Evidential and Systemic Validity Issues

Keeping the Focus on the Child: Supporting and Reporting on Teaching and Learning With a Classroom-Based Performance Assessment System

The Predictive Validity of Interim Assessment Scores Based on the Full-Information Bifactor Model for the Prediction of End-of-Grade Test Performance

Improving Assessment Validity for Students With Disabilities in Large-Scale Assessment Programs

Consistency of Angoff-Based Standard-Setting Judgments: Are Item Judgments and Passing Scores Replicable Across Different Panels of Experts?

Affective and Conative Factors as Aptitude Resources in High School Science Achievement

Making Sense of Common Test Items That Do Not Get Easier Over Time: Implications for Vertical Scale Designs

Richard E. Snow's Remaking of the Concept of Aptitude and Multidimensional Test Validity: Introduction to the Special Issue

Examining the Use and Construct Fidelity of Technology-Enhanced Items Employed by K-12 Testing Programs

Constructing and Evaluating a Validation Argument for a Next-Generation Alternate Assessment