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Educational Assessment is a peer-reviewed journal published by Taylor & Francis, covering Student Assessment and Feedback, Psychometric Methodologies and Testing, Teacher Education and Leadership Studies.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." Educational Assessment 12 (3): 45–58.
Formats any DOI in Educational Assessment style. No sign-up. |
| Publishes research in | Student Assessment and Feedback Psychometric Methodologies and Testing Teacher Education and Leadership Studies School Choice and Performance Educational Assessment and Improvement |
| ISSN | 1062-7197 |
| Citation impact (2-yr) | 1.44 |
| h-index | 59 |
| i10-index | 311 |
| Total citations | 14,784 |
| Top institutions publishing here | Educational Testing Service |
| Journal website | www.tandfonline.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
Student test-taking motivation in low-stakes assessment testing is examined in terms of both its relationship to test performance and the implications of low student effort for test validity. A theoretical model of test-taking motivation is presented, with a synthesis of previous research indicating that low student motivation is associated with a substantial decrease in test…
The 2001 U.S. Supreme Court Case of Falvo v. Owasso School System (Owasso Independent School District No I-011 v. Falvo) has focused national attention on the common classroom practice of peer-grading. In a unanimous decision the court reaffirmed the popular view that students grading each others' tests is valuable, saving teachers' time and augmenting student…
Abstract The debate over "aptitude" versus "achievement" tests in college admissions is an old one. Aptitude-type tests, exemplified by the SAT I, are intended to assess students' capacity for future learning, whereas achievement-type tests, exemplified by the SAT II subject tests, are designed to assess students' current mastery of college-preparatory subjects. As one of the…
In this article we describe the development, analysis, and interpretation of a novel item format we call Ordered Multiple-Choice (OMC). A unique feature of OMC items is that they are linked to a model of student cognitive development for the construct being measured. Each of the possible answer choices in an OMC item is linked…
Using existing data from several locations across the U.S., this study examined the impact of students ’ language background on the outcome of achievement tests. The results of the analyses indicated that students ’ assessment results might be con-founded by their language background variables. English language learners (ELLs) generally perform lower than non-ELL students on…
