Educational Assessment

Aims & Scope

Educational Assessment publishes original research on the design, analysis and use of assessment to deepen understanding of the performance and quality of individuals, groups, and programs in educational settings.

It welcomes rigorous theoretical pieces and empirical studies (quantitative or qualitative) that can inform important national and international discussions in educational policy and practice.

The journal is particularly interested in research that contributes new knowledge and encourages innovation in the areas of: use and consequences of large-scale data, including national and international data, to support educational decision-making and improvement; classroom assessment, including formative assessment practices, summative uses of assessment and educators' assessment literacy; new constructs and forms for student assessment, including assessment of deeper learning outcomes; measures of classroom practices and of teacher or school quality; assessment of special populations; novel approaches to validation; psychometric developments and applications with a strong bridge to implications for educational practice.

Educational Assessment does not publish instrument development or validation studies unless they demonstrate new methodology or otherwise contribute new knowledge to the fields of assessment and/or measurement.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	2.3
2024	2.10

SJR (SCImago Journal Rank)

Year	Value
2024	1.039

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	38

Journal Rank

Year	Value
2024	4524

Journal Citation Indicator

Year	Value
2024	163

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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.

• Low Examinee Effort in Low-Stakes Assessment: Problems and Potential Solutions

  Citation: 357

  Authors: Steven L., Christine E.

• The Impact of Self- and Peer-Grading on Student Learning

  Citation: 303

  Authors: Philip, Eddie

• Diagnostic Assessment With Ordered Multiple-Choice Items

  Citation: 189

  Authors: Derek, Alicia, Cheryl, Mark

• An Argument Approach to Observation Protocol Validity

  Citation: 169

  Authors: Courtney A., Drew H., Daniel F., Bridget K., Robert C., Yi

• Standardized Achievement Tests and English Language Learners: Psychometrics Issues

  Citation: 153

  Authors: Jamal

• Cognitive Abilities and Motivational Processes in High School Students' Situational Engagement and Achievement in Science

  Citation: 142

  Authors: Shun, Robert W.

• College Performance and Retention: A Meta-Analysis of the Predictive Validities of ACT^®Scores, High School Grades, and SES

  Citation: 141

  Authors: Paul A., Huy, Steven B., Justine M. R., Frank L.

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

  Citation: 118

  Authors: Ou Lydia, Hee-Sun, Carolyn, Marcia

• Examinee Noneffort and the Validity of Program Assessment Results

  Citation: 118

  Authors: Steven L., Christine E.

• Linguistic Complexity, Schematic Representations, and Differential Item Functioning for English Language Learners in Math Tests

  Citation: 117

  Authors: Maria

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