• Link: https://www.tandfonline.com/toc/caie20/current 
• Publication Type: Peer-reviewed. International journal with focus on scholarly output in the field of assessment. Encourages contributions from a wide range of assessment systems and cultures. Aim is to explore both commonalities and differences in policy and practice. 
• Audience: Faculty, researchers, assessment practitioners
• Access: Subscription required though with some open access articles
• Manuscript length: 4,000-6,000
• Sample recent article titles:
  • The Future of Educational Assessment: Self-assessment, Grit and ChatGPT? (2023)
  • Assessment is contagious: the social contagion of formative assessment practices and self-efficacy among teachers (2023)
  • The early automated writing evaluation (eAWE) framework (2022)
  • Writing motivation questionnaire: validation and application as a formative assessment (2022)
  • Using student-instructor co-constructed rubrics in signature assessment for business students: benefits and challenges (2021)

Back to Top

Assessing Writing

• Link: https://www.journals.elsevier.com/assessing-writing 
• Publication type: Peer-reviewed international journal, forum for ideas, research and practice on assessment of written language. Publishes book reviews, articles, conference reports, academic exchanges concerning all writing assessment types on any stage of assessment (e.g., needs assessment, assessment creation, implementation, validation).
• Audience: Teachers, researchers, assessment practitioners
• Access: Subscription required though with some open access articles
• Manuscript length: up to 8500 words.
• Sample recent article titles:
  • Using Perceptiv to support AI-based online writing assessment across the disciplines (2023)
  • Integrated writing and its correlates: A meta-analysis (2022)
  • The three-fold benefit of reflective writing: Improving program assessment, student learning, and faculty professional development (2014)

• Link: https://www.springer.com/education+&+language/journal/11092 
• Publication Type: Peer reviewed. Some articles have open-access. Research articles on assessment, evaluation, and accountability of all kinds and on various levels as well as in all fields of education. Publications focus on the European context. Provides readers with a rich contextual nature of evaluation, assessment and accountability in education. Theory-oriented and methodology-based; focus on connecting policy making and practice. 
• Audience: Faculty, practitioners, researchers
• Access: Subscription required though with some open access articles
• Manuscript length: not to exceed 15,000 words
• Sample recent article titles:
  • Understanding academic resilience, equity, and research engagement to improve education (2023)
  • Understanding the academic achievement of the first- and second-generation immigrant students: a multi-level analysis of PISA 2018 data (2023)
  • Mapping the constellation of assessment discourses: a scoping review study on assessment competence, literacy, capability, and identity (2022)
  • Possible biases in observation systems when applied across contexts: conceptualizing, operationalizing, and sequencing instructional quality (2022)
  • What’s on the syllabus? An analysis of assessment criteria in first year courses across US and Spanish universities (2021)
  • Assessment and evaluation with clarifying purposes for policy and practice (2020)

• Link: https://www.aalhe.org/emerging-dialogues
• Publication Type: Not peer-reviewed, submissions do undergo committee review. A publication of the Association for the Assessment of Learning in Higher Education (AALHE). Publishes op-eds, reflections, and personal narratives on assessment in higher education. Intended to be a platform for discussing challenges faced by modern higher education professionals through publishing original or responsive articles focused on student learning assessment that are relevant, thought-provoking, well-reasoned, and supported by diverse experience or research.
• Audience: Faculty, practitioners, researchers
• Access: Open access to online articles.
• Article length: Not to exceed 1,200 words
• Sample recent article titles:
  • Using ChatGPT to Develop Survey Questions: A Survey Researcher’s Experience Using Artificial Intelligence (AI) for Item Development (2023)
  • Benefits of Aligning Low and High-Stakes Assessment and the use of Feedback in Rubrics to Improve Student Learning Outcomes (2023)
  • Using Student Assessment Teams and Student Focus Groups to Improve Course Evaluation (2022)
  • Reflections on a Model of Student-Inclusive Assessment Research (2022)
  • Ask Eight Key Ethical Questions: A Strategy for Incorporating Diversity, Equity, and Inclusion Values into Assessment Planning (2021)
  • An Assessment Director’s Dilemma: How to Get Assessment Work from People Who Do Not Report to Us (2020)

Back to Top

• Link: https://www.aalhe.org/intersection
• Publication Type:  Has recently become a peer-reviewed journal. Acceptance rate: 80%. The Intersection of Assessment and Learning is the AALHE’s quarterly publication. All articles are education-related and serve a broad higher-education community. Features practice of assessment in higher education.
• Audience: practitioners and interested faculty
• Access: Open Access
• Manuscript length: 2000-8000 words
• Sample recent article titles:
  • Assessment Literacy in the Higher Education Context: A Critical Review (2022)
  • Defining Co-Curricular Assessment and Charting a Path Forward (2022)
  • Students as Researchers and Participants: A Model of Iterative Member-Checking for Inclusive, Equity-Centered Assessment Research (2022)
  • Connecting High Impact Practices and Student Self-Efficacy: Social Cognitive Theory as a Window into Student Growth (2021)
  • Addressing Equity through Assessment Practice (2020)
  • Collective Strength: A Culturally Responsive Assessment Project on First-Generation Students (2020)

• Link: http://www.theijep.com/ 
• Publication Type: Open-access, peer-reviewed journal. Instruction and principles of learning using practical, effective ePortfolio methodologies; evaluation and assessment methods and practices supported by ePortfolio; case studies, best practices, theoretical papers, relating ePortfolio to larger social and cultural phenomena, innovation and application of technology in ePortfolio.
• Audience: Faculty, practitioners
• Access: Open Access
• Manuscript length: 4000-7000 words
• Sample recent article titles:
  • A Report from the Field: How ePortfolios Can Improve Student Transition from Secondary to Post-Secondary Education in Alaska (2022)
  • A Reflection Upon Capstone ePortfolio Projects and Their Alignment With Learning Theories (2022)
  • Collecting a Revolution: Antiracist ePortfolio Pedagogy and Student Agency that Assesses the University (2021)
  • The Journey of Designing and Implementing an Institution-Wide e-Leadership Portfolio (2021)
  • Reflecting, Integrating, and Communicating Knowledge Through ePortfolios to Increase Civic and Scientific Literacy (2020)

• Link: https://www.psupress.org/Journals/jnls_jaie.html 
• Publication Type: Peer-reviewed. The official publication of the New England Educational Assessment Network. 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.
• Audience: Practitioners, Researchers
• Access: Subscription required
• Manuscript length: 20-30 double spaced pages
• Sample recent article titles:
  • The Clearinghouse Model of Support for Undergraduate Research: Measuring Student Research Engagement and Interventions at a Large Research University (2021)
  • Challenges Assessing the Impact of Project-Based Learning on Critical Thinking Skills (2020)
  • Course Grade Reliability (2020)
  • Student Achievement Factors in a College Introductory Computer Course (2020)

Back to Top

• Link: https://journals.flvc.org/assessment
• Publication Type:  open-access, semi-annual publication that presents articles on current philosophy, research, teaching, learning and scholarship in higher education assessment. The Editors encourage submissions that represent multiple institutional contexts, perspectives, and issues that enable a dynamic and iterative exchange about the practice, successes and concerns that assessment in higher education reveal.
• Audience: practitioners and interested faculty
• Access: Open Access
• Manuscript length: 2,500-6,000 words
• Sample recent article titles:
  • Fundamental Components of Personalized Coaching Models for Faculty: Addressing Inequities in Learning Outcomes Data (2022)
  • Beyond Student Ratings of Teacher: Continuous Improvement Cycles Using Student Feedback (2022)
  • Canvas (LMS) as a means for effective student learning assessment across an institution of higher education (2021)
  • Linking program assessment to institutional goals (2020)

Research & Practice in Assessment (practitioner friendly,* open access)

• Link: http://www.rpajournal.com/ 
• Publication Type: Originated from Board of Virginia Assessment Group; this peer-reviewed journal focuses on higher education assessment; dedicated to advancement of scholarly discussion amongst researchers and practitioners in this evolving field. *Practitioner friendly because of the inclusion of a “learning improvement corner” which typically has articles that are structured as research projects or based on theoretical frameworks.
• Audience: Researchers, practitioners
• Access: Open Access
• Manuscript length: 2,000-6,000 words
• Sample recent article titles:
  • Students’ Understanding of Assessment for Institutional Accountability and Improvement: Relation with Test-Taking Effort and Remote Test Administration (2023)
  • Investigation Of The Alignment Of General Education And Academic Degree Program Learning Outcomes (2023)
  • Fields, Professions, And Disciplines: Exploring Professional Identity In Assessment (2022)
  • Distributed Leadership For Assessment: Considerations For Individuals, Institutions, And The Profession (2022)
  • Culturally Responsive Assessment 2.0: Revisiting the Quest for Equity and Quality in Student Learning (2021)
  • The Assessment Skills Framework: A Taxonomy of Assessment Knowledge, Skills and Attitudes (2020)

Back to Top

• Link: https://www.tandfonline.com/loi/heda20 
• Publication Type: 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. Welcomes rigorous theoretical pieces and empirical studies (quantitative and qualitative) that inform national and international discussions in education policy and practice. 
• Audience: Researchers, administrators, assessment practitioners, faculty
• Access: Subscription required though with some open access articles
• Manuscript length: Did not specify.
• Sample recent article titles:
  • Examining the Question-Behavior Effect in Low-Stakes Testing Contexts: A Cheap Strategy to Increase Examinee Effort (2023)
  • Toward a Theory of Socioculturally Responsive Assessment (2023)
  • The Five Faces of an Assessor: Conceptualizing the Enactment of Teacher Assessment Identity in Vocational Education and Training (2022)
  • Preferences, Substitutes, and Complements: Mapping the Relationship between Data Sources within Teachers’ Instructional Practice (2022)
  • Improving Measurement of Teacher Performance: Alternative Scoring for Classroom-Based Observational Systems (2022)