ISSN: 1874-8597

Journal Home

Journal Guideline

Educational Assessment, Evaluation and Accountability Q1 Unclaimed

Springer Netherlands Netherlands

Unfortunately this journal has not been claimed yet. For this reason, some information may be unavailable.

Educational Assessment, Evaluation and Accountability is a journal indexed in SJR in Organizational Behavior and Human Resource Management and Education with an H index of 41. It has a price of 2290 €. It has an SJR impact factor of 1,611 and it has a best quartile of Q1. It is published in English. It has an SJR impact factor of 1,611.

Type: Journal

Type of Copyright:

Languages: English

Open Access Policy: Open Choice

Type of publications:

Publication frecuency: -

Categories: Education (Q1) Organizational Behavior and Human Resource Management (Q1)

Price

2290 €

Inmediate OA

NPD

Embargoed OA

0 €

Non OA

Metrics

Educational Assessment, Evaluation and Accountability

1,611

SJR Impact factor

41

H Index

31

Total Docs (Last Year)

77

Total Docs (3 years)

1597

Total Refs

371

Total Cites (3 years)

64

Citable Docs (3 years)

3.04

Cites/Doc (2 years)

51.52

Ref/Doc

Comments

No comments ... Be the first to comment!

Publication speed *

Review quality *

Edition and editorial team *

Institutional email or ORCID *

* The email or ORCID field is only to validate the authenticity of the comment, the identity will not be public. .

Other journals with similar parameters

Annual Review of Organizational Psychology and Organizational Behavior Q1
Organization Science Q1
Organization Studies Q1
Journal of Service Research Q1
International Organization Q1

Compare this journals

Aims and Scope

Best articles by citations

Editorial

Exploring the impact of cumulative testing on academic performance of undergraduate students in Spain

Schools which are named, shamed and blamed by the media: school accountability in Norway

Principals' informal methods for appraising poor-performing teachers

How are we approaching data-informed practice? Development of the Survey of Data Use and Professional Learning

Teachers matter: Measures of teacher effectiveness in low-income minority schools

Faculty perception of improvements to instructional practices in response to student ratings

Approaching assessment from a learning perspective: Elevating assessment beyond technique

Top-down and bottom-up approaches to improve educational quality: their intended and unintended consequences

Reconciling top-down policy intent with internal accountability: the role of Chinese school principals

SHOW MORE ARTICLES

Editorial

Developing and assessing educator beliefs about the common core

Aiding culturally responsive assessment in schools in a globalising world

Instruments for school self-evaluation: lost in translation? A study on respondents' cognitive processing

Erratum to: A known group analysis validity study of the Vanderbilt Assessment of Leadership in Education in US elementary and secondary schools

Changes in student attributions due to the implementation of central exit exams

Change in test-taking motivation and its relationship to test performance in low-stakes assessments

Parents' and teachers' perceptions of standards-based and traditional report cards

Enhanced use of educational accountability data to monitor educational progress of Australian students with focus on Indigenous students

Juggling multiple accountability systems: how three principals manage these tensions in Ontario, Canada

Evaluating change in interagency collaboration of a state-level interagency education team: a social network approach within a utilization-focused framework

Adaptation of Kirkpatrick's four level model of training criteria to assessment of learning outcomes and program evaluation in Higher Education