JournalTOCs

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

Citation Impact (citeScore): 1
Number of Followers: 44

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

[2648 journals]

Assessment and learning in times of change and uncertainty
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  Authors: Therese N. Hopfenbeck
  Pages: 1 - 4
  Abstract: Volume 29, Issue 1, February 2022, Page 1-4
  .
  
  Citation: Assessment in Education: Principles, Policy & Practice
  PubDate: 2022-05-01T07:12:25Z
  DOI: 10.1080/0969594X.2022.2068480
  Issue No: Vol. 29, No. 1 (2022)
The power of positive emotions' The link between young people’s
positive and negative affect and performance in high-stakes examinations
Open Access Article
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  Authors: John Jerrim
  Pages: 1 - 22
  Abstract: .
  
  Citation: Assessment in Education: Principles, Policy & Practice
  PubDate: 2022-04-27T11:01:03Z
  DOI: 10.1080/0969594X.2022.2054941
Emergency assessment: rethinking classroom practices and priorities amid
remote teaching
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  Authors: Amanda Cooper, Christopher DeLuca, Michael Holden, Stephen MacGregor
  Pages: 1 - 21
  Abstract: .
  
  Citation: Assessment in Education: Principles, Policy & Practice
  PubDate: 2022-04-25T06:22:26Z
  DOI: 10.1080/0969594X.2022.2069084
Changes in classroom assessment practices during emergency remote teaching
due to COVID-19
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  Authors: Ernesto Panadero, Juan Fraile, Leire Pinedo, Carlos Rodríguez-Hernández, Fernando Díez
  Pages: 1 - 22
  Abstract: .
  
  Citation: Assessment in Education: Principles, Policy & Practice
  PubDate: 2022-04-25T05:23:28Z
  DOI: 10.1080/0969594X.2022.2067123
Fair high-stakes assessment in the long shadow of Covid-19
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  Authors: Isabel Nisbet, Stuart Shaw
  Pages: 1 - 16
  Abstract: .
  
  Citation: Assessment in Education: Principles, Policy & Practice
  PubDate: 2022-04-20T04:32:16Z
  DOI: 10.1080/0969594X.2022.2067834
Predicting first grade students’ writing proficiency
Open Access Article
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  Authors: Gustaf B. Skar, Alan Huebner
  Pages: 1 - 19
  Abstract: .
  
  Citation: Assessment in Education: Principles, Policy & Practice
  PubDate: 2022-04-05T05:47:58Z
  DOI: 10.1080/0969594X.2022.2057424
Thirty years of GCSE: A review of student views and experiences
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  Authors: Kerry Brown, Kevin Woods
  Pages: 1 - 26
  Abstract: .
  
  Citation: Assessment in Education: Principles, Policy & Practice
  PubDate: 2022-04-01T09:58:31Z
  DOI: 10.1080/0969594X.2022.2053946
Validity evidence for a formative writing engagement assessment in
elementary grades
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  Authors: Paul M. Rogers, Jonathan M. Marine, Samantha T. Ives, Seth A. Parsons, Ashlee Horton, Chase Young
  Pages: 1 - 23
  Abstract: .
  
  Citation: Assessment in Education: Principles, Policy & Practice
  PubDate: 2022-03-29T03:48:47Z
  DOI: 10.1080/0969594X.2022.2054942
Building useful, web-based educational assessment tools for students, with
students: a demonstration with the school climate walkthrough
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  Authors: Jessica D. Hoffmann, Rachel Baumsteiger, Jennifer Seibyl, Elinor Hills, Christina Bradley, Christina Cipriano, Marc A. Brackett
  Pages: 1 - 26
  Abstract: .
  
  Citation: Assessment in Education: Principles, Policy & Practice
  PubDate: 2022-03-28T11:10:05Z
  DOI: 10.1080/0969594X.2022.2056576
Should they change their answers or not' Modelling Achievement through
a Metacognitive Lens
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  Authors: Elena C. Papanastasiou, Agni Stylianou-Georgiou
  Pages: 1 - 18
  Abstract: .
  
  Citation: Assessment in Education: Principles, Policy & Practice
  PubDate: 2022-03-20T03:24:55Z
  DOI: 10.1080/0969594X.2022.2053945
Correction
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  Pages: 1 - 1
  Abstract: .
  
  Citation: Assessment in Education: Principles, Policy & Practice
  PubDate: 2022-03-20T03:20:36Z
  DOI: 10.1080/0969594X.2022.2046357
The early automated writing evaluation (eAWE) framework
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  Authors: Danielle S. McNamara, Panayiota Kendeou
  Pages: 1 - 33
  Abstract: .
  
  Citation: Assessment in Education: Principles, Policy & Practice
  PubDate: 2022-03-04T01:03:48Z
  DOI: 10.1080/0969594X.2022.2037509
Writing assessment for communities of writers: rubric validation to
support formative assessment of writing in Pre-K to grade 2
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  Authors: Eithne Kennedy, Gerry Shiel
  Pages: 1 - 23
  Abstract: .
  
  Citation: Assessment in Education: Principles, Policy & Practice
  PubDate: 2022-03-03T01:18:37Z
  DOI: 10.1080/0969594X.2022.2047608
Evaluating validity and bias for hand-calculated and automated written
expression curriculum-based measurement scores
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  Authors: Michael Matta, Sterett H. Mercer, Milena A. Keller-Margulis
  Pages: 1 - 19
  Abstract: .
  
  Citation: Assessment in Education: Principles, Policy & Practice
  PubDate: 2022-02-28T03:47:05Z
  DOI: 10.1080/0969594X.2022.2043240
Are high school students accurate in predicting their AP exam scores':
Examining inaccuracy and overconfidence of students’ predictions
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  Authors: Teresa M. Ober, Maxwell R. Hong, Matthew F. Carter, Alex S. Brodersen, Daniella Rebouças-Ju, Cheng Liu, Ying Cheng
  Pages: 1 - 24
  Abstract: .
  
  Citation: Assessment in Education: Principles, Policy & Practice
  PubDate: 2022-02-28T01:47:02Z
  DOI: 10.1080/0969594X.2022.2037508
Investigating the promise of automated writing evaluation for supporting
formative writing assessment at scale
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  Authors: Joshua Wilson, Matthew C. Myers, Andrew Potter
  Pages: 1 - 17
  Abstract: .
  
  Citation: Assessment in Education: Principles, Policy & Practice
  PubDate: 2022-01-24T06:10:30Z
  DOI: 10.1080/0969594X.2022.2025762
The impact of inconsistent responders to mixed-worded scales on inferences
in international large-scale assessments
Open Access Article
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  Authors: Isa Steinmann, Daniel Sánchez, Saskia van Laar, Johan Braeken
  Pages: 1 - 22
  Abstract: .
  
  Citation: Assessment in Education: Principles, Policy & Practice
  PubDate: 2021-11-22T10:11:52Z
  DOI: 10.1080/0969594X.2021.2005302