Assessment in Education: Principles, Policy and Practice

Aims & Scope

Recent decades have witnessed significant developments in the field of educational assessment.

New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue.

In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality.

These have profound implications for individual learners, institutions and the educational system itself.

Assessment in Education provides a focus for scholarly output in the field of assessment.

The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures.

The journal's intention is to explore both commonalities and differences in policy and practice.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	2.2
2024	2.70

Journal Rank

Year	Value
2024	4916

Journal Citation Indicator

Year	Value
2024	350

SJR (SCImago Journal Rank)

Year	Value
2024	0.988

Quartile

Year	Value
2024	Q1

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Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar
• Web of Science

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Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Social Sciences, designed to support cutting-edge academic discovery.

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Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• Assessment and Classroom Learning

  Citation: 3546

  Authors: Paul, Dylan

• Formative assessment: a critical review

  Citation: 684

  Authors: Randy Elliot

• Formative Assessment: revisiting the territory

  Citation: 504

  Authors: D. Royce

• Classroom assessment and pedagogy

  Citation: 284

  Authors: Paul, Dylan

• Assessment and Learning: differences and relationships between formative and summative assessment

  Citation: 278

  Authors: Wynne, Mary

• Teachers developing assessment for learning: impact on student achievement

  Citation: 261

  Authors: Dylan, Clare, Christine, Paul

• Assessment<i>as</i>learning? How the use of explicit learning objectives, assessment criteria and feedback in post‐secondary education and training can come to dominate learning.¹

  Citation: 250

  Authors: Harry

• Teachers' conceptions of assessment: implications for policy and professional development

  Citation: 206

  Authors: Gavin T. L.

• Testing and Motivation for Learning

  Citation: 180

  Authors: Wynne, Ruth

• Assessment for Learning revisited: an Asia-Pacific perspective

  Citation: 153

  Authors: Val

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