The goal of Research & Practice in Assessment is to serve the assessment community as an online journal focusing on higher education assessment. It is dedicated to the advancement of scholarly discussion amongst researchers and practitioners in this evolving field. The journal originated from the Board of the Virginia Assessment Group, one of the oldest continuing professional higher education assessment organizations in the United States. Research & Practice in Assessment is a peer-reviewed publication that uses a double-blind review process.
The International Journal of Process Education is a peer-reviewed international journal published annually by the Academy of Process Educators. It also serves as an archival media for a community of practice encompassing scholars and educators dedicated to transforming higher education.
NOTE: This journal is retired as of February 2015.
Publishes original, unpublished case studies related to accreditation and assessment issues in higher education. Studies reflecting issues and solutions to higher-education accreditation and assessment concerns like budgeting, outcomes/goals development, assessment implementation, rubric development and implementation, creating faculty ownership, and resistance to change are appropriate topics.
Studies in Educational Evaluation publishes original reports of evaluation studies.
Four types of articles are published by the journal:
(a) Empirical evaluation studies representing evaluation practice in educational systems around the world;
(b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment;
Quality in Higher Education is aimed at those interested in the theory, practice and policies relating to the control, management and improvement of quality in higher education.
The journal is receptive to critical, phenomenological as well as positivistic studies. The journal would like to publish more studies that use hermeneutic, semiotic, ethnographic or dialectical research as well as the more traditional studies based on quantitative surveys and in-depth interviews and focus groups.
The Journal of Assessment and Institutional Effectiveness is the official publication of the New England Educational Assessment Network. JAIE publishes scholarly work on the assessment of student learning at the course, program, institutional, and multi-institutional levels as well as more broadly focused scholarship on institutional effectiveness in relation to mission and emerging directions in higher education assessment.
The main objective of this international journal is to advance knowledge and dissemination of research on and about assessment, evaluation and accountability of all kinds and on various levels as well as in all fields of education.
The journal provides readers with an understanding of the rich contextual nature of evaluation, assessment and accountability in education. The journal is theory-oriented and methodology-based and seeks to connect research, policy making and practice.
Educational Assessment publishes original research on the design, analysis and use of assessment to deepen understanding of the performance and quality of individuals, groups, and programs in educational settings. It welcomes rigorous theoretical pieces and empirical studies (quantitative or qualitative) that can inform important national and international discussions in educational policy and practice.