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Elsevier

Journals in Testing

  • Assessing Writing

    • ISSN: 1075-2935
    Assessing Writing is a refereed international journal providing a forum for ideas, research and practice on the assessment of written language. Assessing Writing publishes articles, book reviews, conference reports, and academic exchanges concerning writing assessments of all kinds, including traditional ('direct' and standardised forms of) testing of writing, alternative performance assessments (such as portfolios), workplace sampling and classroom assessment. The journal focuses on all stages of the writing assessment process, including needs evaluation, assessment creation, implementation, and validation, and test development; it aims to value all perspectives on writing assessment as process, product and politics (test takers and raters; test developers and agencies; educational administrations; and political motivations). The journal is interested in review essays of key issues in the theory and practice of writing assessment.Assessing Writing embraces internationalism and will attempt to reflect the concerns of teachers, researchers and writing assessment specialists around the world, whatever their linguistic background. Articles are published in English and normally relate to the assessment of English language writing, but articles in English about the assessment of writing in languages other than English will be considered. While Assessing Writing frequently publishes articles about the assessment of writing in the fields of composition, writing across the curriculum, and TESOL (the teaching of English to speakers of other languages), it welcomes articles about the assessment of writing in professional and academic areas outside these fields.The scope of the journal is wide, and embraces all work in the field at all age levels, in large-scale (international, national and state) as well as classroom, educational and non-educational institutional contexts, writing and programme evaluation, writing and critical literacy, and the role of technology in the assessment of writing. Through this scholarly exchange, Assessing Writing contributes to the development of excellence in the assessment of writing in all contexts, and, in so doing, to the teaching and appreciation of writing.For further information, please, consult Assessing Writing's Policies & Guidelines
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  • Studies in Educational Evaluation

    • ISSN: 0191-491X
    Studies in Educational Evaluation publishes high-quality scholarly work that improves knowledge, theory, policy, and practice in educational evaluation and assessment across diverse educational contexts worldwide. The journal provides an international forum for research in the field of educational evaluation. Papers are expected to draw implications for either the evaluation of educational personnel and educational institutions, or for the evaluation of programs and students. Papers presenting results of validation studies without drawing theoretical and/or methodological implications for the field of evaluation, are not under the scope of this journal. The journal welcomes studies addressing evaluation across all levels of education (from early childhood to higher education), lifelong learning, and professional development and demonstrating a strong contribution of the conducted research to theory, policy and practice of the field of evaluation. More specifically, the journal encourages submissions that:Advance conceptual, theoretical, or methodological developments in educational evaluation and assessment.Examine how evaluation informs educational improvement, accountability, and policy development.Investig... evaluation practices related to teacher development, leadership, curriculum innovation, school effectiveness, and system reform.Address issues of equity, inclusion, fairness, and cultural responsiveness in educational evaluation and assessment.Present cross-national, comparative, or contextually grounded studies whose implications extend beyond a single educational setting. Explore innovative approaches to evaluation, including the use of artificial intelligence, and technology-enhanced evaluation practices.Types of ArticlesThree types of articles are published by the journal:Empirical studies (including evaluation studies) related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment;Systemati... syntheses, meta-analyses or qualitative reviews of studies in the field of educational evaluation and assessment;Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries.The journal welcomes research employing quantitative, qualitative, and mixed-methods methodological approaches. Contributions may focus either on a single educational context or system, or on international and cross-national settings, provided that the findings engage with broader scholarly debates and offer insights of relevance to an international audience.While Studies in Educational Evaluation recognizes the importance of measurement in educational research, manuscripts that focus solely on instrument development, psychometric analysis, or validation studies without a clear and substantive connection to educational evaluation processes, practices, or implications, fall outside the scope of the journal. The journal prioritizes studies that use assessment or measurement as part of broader evaluation investigation related to educational programs, policies, systems, or outcomes.
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