JournalTOCs

Assessment in Education: Principles, Policy & Practice
Journal Prestige (SJR): 0.925

Citation Impact (citeScore): 1
Number of Followers: 50

Hybrid journal * Containing 3 Open Access article(s) in this issue *
ISSN (Print) 0969-594X - ISSN (Online) 1465-329X
Published by Taylor and Francis

[2636 journals]

Who is feedback for'
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  Authors: Therese N. Hopfenbeck
  Pages: 209 - 211
  Abstract: Volume 28, Issue 3, June 2021, Page 209-211
  .
  
  Citation: Assessment in Education: Principles, Policy & Practice
  PubDate: 2021-10-11T09:35:10Z
  DOI: 10.1080/0969594X.2021.1975996
  Issue No: Vol. 28, No. 3 (2021)
Assessing interactional competence in the computer-based CET-SET: An
investigation of the use of communication strategies
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  Authors: Lin Zhang, Yan Jin
  Pages: 1 - 22
  Abstract: .
  
  Citation: Assessment in Education: Principles, Policy & Practice
  PubDate: 2021-10-04T03:31:20Z
  DOI: 10.1080/0969594X.2021.1976107
Assessing L2 English speaking using automated scoring technology:
examining automarker reliability
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  Authors: Jing Xu, Edmund Jones, Victoria Laxton, Evelina Galaczi
  Pages: 1 - 26
  Abstract: .
  
  Citation: Assessment in Education: Principles, Policy & Practice
  PubDate: 2021-09-29T06:47:00Z
  DOI: 10.1080/0969594X.2021.1979467
National tests and the wellbeing of primary school pupils: new evidence
from the UK
Open Access Article
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  Authors: John Jerrim
  Pages: 1 - 38
  Abstract: .
  
  Citation: Assessment in Education: Principles, Policy & Practice
  PubDate: 2021-09-23T11:01:01Z
  DOI: 10.1080/0969594X.2021.1929829
Complementary strengths' Evaluation of a hybrid human-machine scoring
approach for a test of oral academic English
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  Authors: Larry Davis, Spiros Papageorgiou
  Pages: 1 - 19
  Abstract: .
  
  Citation: Assessment in Education: Principles, Policy & Practice
  PubDate: 2021-09-21T07:54:24Z
  DOI: 10.1080/0969594X.2021.1979466
Towards student-centred feedback practices: evaluating the impact of a
professional learning intervention in primary schools
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  Authors: Cameron Brooks, Rochelle Burton, Fabienne van der Kleij, Annemaree Carroll, John Hattie
  Pages: 1 - 24
  Abstract: .
  
  Citation: Assessment in Education: Principles, Policy & Practice
  PubDate: 2021-09-20T07:25:45Z
  DOI: 10.1080/0969594X.2021.1976108
Research on construction method of learning paths and learning
progressions based on cognitive diagnosis assessment
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  Authors: Xiaopeng Wu, Rongxiu Wu, Yi Zhang, David Arthur, Hua-Hua Chang
  Pages: 1 - 19
  Abstract: .
  
  Citation: Assessment in Education: Principles, Policy & Practice
  PubDate: 2021-09-17T02:50:18Z
  DOI: 10.1080/0969594X.2021.1978387
Evaluating technology-mediated second language oral communication
assessment delivery models
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  Authors: Gary J. Ockey, Reza Neiriz
  Pages: 1 - 19
  Abstract: .
  
  Citation: Assessment in Education: Principles, Policy & Practice
  PubDate: 2021-09-10T04:29:38Z
  DOI: 10.1080/0969594X.2021.1976106
Computer-based diagnostic assessment of high school students’ grammar
skills with automated feedback – an international trial
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  Authors: Tony Clark, Heidi Endres
  Pages: 1 - 31
  Abstract: .
  
  Citation: Assessment in Education: Principles, Policy & Practice
  PubDate: 2021-09-01T05:39:34Z
  DOI: 10.1080/0969594X.2021.1970513
Video-conferencing speaking tests: do they measure the same construct as
face-to-face tests'
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  Authors: Fumiyo Nakatsuhara, Chihiro Inoue, Vivien Berry, Evelina Galaczi
  Pages: 1 - 20
  Abstract: .
  
  Citation: Assessment in Education: Principles, Policy & Practice
  PubDate: 2021-08-23T01:05:20Z
  DOI: 10.1080/0969594X.2021.1951163
Involving primary school students in the co-construction of formative
assessment in support of writing
Open Access Article
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  Authors: Linda Allal
  Pages: 1 - 18
  Abstract: .
  
  Citation: Assessment in Education: Principles, Policy & Practice
  PubDate: 2021-08-17T10:12:56Z
  DOI: 10.1080/0969594X.2021.1951164
PRAAT scripts to measure speed fluency and breakdown fluency in speech
automatically
Open Access Article
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  Authors: Nivja H. de Jong, Jos Pacilly, Willemijn Heeren
  Pages: 1 - 21
  Abstract: .
  
  Citation: Assessment in Education: Principles, Policy & Practice
  PubDate: 2021-07-25T06:19:31Z
  DOI: 10.1080/0969594X.2021.1951162
Assessing young children’s self-regulation in school contexts
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  Authors: Lynda R. Hutchinson, Nancy E. Perry, Jenna D. Shapka
  Pages: 1 - 39
  Abstract: .
  
  Citation: Assessment in Education: Principles, Policy & Practice
  PubDate: 2021-07-25T06:15:29Z
  DOI: 10.1080/0969594X.2021.1951161
Conceptualising a Fairness Framework for Assessment Adjusted Practices for
Students with Disability: An Empirical Study
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  Authors: Amirhossein Rasooli, Maryam Razmjoee, Joy Cumming, Elizabeth Dickson, Amanda Webster
  Pages: 1 - 21
  Abstract: .
  
  Citation: Assessment in Education: Principles, Policy & Practice
  PubDate: 2021-06-08T04:34:36Z
  DOI: 10.1080/0969594X.2021.1932736
Teacher use of digital technologies for school-based assessment: a scoping
review
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  Authors: Christopher N. Blundell
  Pages: 1 - 22
  Abstract: .
  
  Citation: Assessment in Education: Principles, Policy & Practice
  PubDate: 2021-05-27T08:24:07Z
  DOI: 10.1080/0969594X.2021.1929828
Who is feedback for' The influence of accountability and quality
assurance agendas on the enactment of feedback processes
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  Authors: Naomi E. Winstone, David Carless
  Pages: 1 - 18
  Abstract: .
  
  Citation: Assessment in Education: Principles, Policy & Practice
  PubDate: 2021-05-17T06:09:35Z
  DOI: 10.1080/0969594X.2021.1926221
The uses and misuses of centralised high stakes examinations-Assessment
Policy and Practice in Georgia
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  Authors: Sophia Gorgodze, Lela Chakhaia
  Pages: 1 - 21
  Abstract: .
  
  Citation: Assessment in Education: Principles, Policy & Practice
  PubDate: 2021-04-05T06:37:58Z
  DOI: 10.1080/0969594X.2021.1900775
A systematic review on factors influencing teachers’ intentions and
implementations regarding formative assessment
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  Assessment in Education: Principles, Policy & Practice2021-02-16T07:28:18Z
  DOI: 10.1080/0969594X.2021.1884042
Analytic or holistic' A study about how to increase the agreement in
teachers’ grading
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  Assessment in Education: Principles, Policy & Practice2021-02-12T10:04:24Z
  DOI: 10.1080/0969594X.2021.1884041