Educational Measurement: Issues and Practice

Aims & Scope

The primary purpose of Educational Measurement: Issues and Practice (EM:IP) is to promote a better understanding of and reasoned debate on assessment, evaluation, testing, and related issues of practical importance to educators and the public.

To this end, EM:IP publishes articles that are both timely and have the potential to advance the policies and practices of educational measurement.

Note: The term "educational measurement" is used herein in a very broad sense, and can refer to both inferences made and actions taken on the basis of test scores or other modes of assessment.

Manuscripts published in EM:IP should be motivated by a problem in educational measurement that the author(s) are attempting to address.A study most appropriate for EM:IP is one that has been motivated by a big picture problem that would be regarded as interesting or relevant to a significant proportion of EM:IP’s readership.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	1.9
2024	2.70

Journal Rank

Year	Value
2024	6760

Journal Citation Indicator

Year	Value
2024	240

SJR (SCImago Journal Rank)

Year	Value
2024	0.802

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	68

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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.

• Introduction to Structural Equation Modeling: Issues and Practical Considerations

  Citation: 653

  Authors: Pui‐Wa, Qiong

• An NCME Instructional Module on

  Citation: 447

  Authors: Ronald K., Russell W.

• Standards of Validity and the Validity of Standards in Performance Asessment

  Citation: 437

  Authors: Samuel

• Implications of Evidence‐Centered Design for Educational Testing

  Citation: 348

  Authors: Robert J., Geneva D.

• Formative Assessment: A Meta-Analysis and a Call for Research

  Citation: 248

  Authors: Neal, Brooke

• Construct‐Irrelevant Variance in High‐Stakes Testing

  Citation: 242

  Authors: Thomas M., Steven M.

• Using Statistical Procedures to Identify Differentially Functioning Test Items

  Citation: 239

  Authors: Brian E., Kathleen M.

• Educational Assessment Knowledge and Skills for Teachers

  Citation: 223

  Authors: Susan M.

• Three Options Are Optimal for Multiple‐Choice Items: A Meta‐Analysis of 80 Years of Research

  Citation: 218

  Authors: Michael C.

• Standard Error of Measurement

  Citation: 207

  Authors: Leo M.

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