Educational Assessment, Evaluation and Accountability

Aims & Scope

The main objective of this international journal is to advance knowledge and dissemination of research on and about assessment, evaluation and accountability of all kinds and on various levels as well as in all fields of education.

The journal provides readers with an understanding of the rich contextual nature of evaluation, assessment and accountability in education.

The journal is theory-oriented and methodology-based and seeks to connect research, policy making and practice.

The journal publishes outstanding empirical works, peer-reviewed by eminent scholars around the world.

Aims and Scope in more detail: The main objective of this international journal is to advance knowledge and dissemination of research on and about evaluation, assessment and accountability: - of all kinds (e.g. person, programme, organisation), - on various levels (state, regional, local), - in all fields of education (primary, secondary, higher education/tertiary, as well as non-school sector) and across all different life phases (e.g. adult education/andragogy/Human Resource Management/professional development).

View Aims & Scope

---

Metrics & Ranking

Impact Factor

Year	Value
2025	1.6
2024	2.80

SJR (SCImago Journal Rank)

Year	Value
2024	1.138

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	43

Journal Rank

Year	Value
2024	3905

Journal Citation Indicator

Year	Value
2024	259

---

---

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

---

Subjects & Keywords

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

---

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.

• Developing the theory of formative assessment

  Citation: 1767

  Authors: Paul, Dylan

• Good education in an age of measurement: on the need to reconnect with the question of purpose in education

  Citation: 868

  Authors: Gert

• COVID-19 and schooling: evaluation, assessment and accountability in times of crises—reacting quickly to explore key issues for policy, practice and research with the school barometer

  Citation: 294

  Authors: Stephan Gerhard, Christoph

• Challenges of remote assessment in higher education in the context of COVID-19: a case study of Middle East College

  Citation: 212

  Authors: Fiseha M., Adeel H., Muhammad I., Basim A.

• Assessing self-regulated learning in higher education: a systematic literature review of self-report instruments

  Citation: 193

  Authors: Anne, Sabine, Bernhard

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

  Citation: 189

  Authors: Ludmila

• Teacher assessment literacy: a review of international standards and measures

  Citation: 136

  Authors: Christopher, Danielle, Ulemu

• Impact of school inspections on improvement of schools—describing assumptions on causal mechanisms in six European countries

  Citation: 112

  Authors: M. C. M., H., G., J.

• Teacher evaluation and school improvement: An analysis of the evidence

  Citation: 106

  Authors: Philip, Ronald H., Joseph

• Student perceptions of assessment feedback: a critical scoping review and call for research

  Citation: 102

  Authors: Fabienne M., Anastasiya A.

---