Example of Assessment in Education: Principles, Policy and Practice format
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Example of Assessment in Education: Principles, Policy and Practice format Example of Assessment in Education: Principles, Policy and Practice format Example of Assessment in Education: Principles, Policy and Practice format Example of Assessment in Education: Principles, Policy and Practice format Example of Assessment in Education: Principles, Policy and Practice format Example of Assessment in Education: Principles, Policy and Practice format Example of Assessment in Education: Principles, Policy and Practice format Example of Assessment in Education: Principles, Policy and Practice format Example of Assessment in Education: Principles, Policy and Practice format Example of Assessment in Education: Principles, Policy and Practice format Example of Assessment in Education: Principles, Policy and Practice format Example of Assessment in Education: Principles, Policy and Practice format Example of Assessment in Education: Principles, Policy and Practice format Example of Assessment in Education: Principles, Policy and Practice format Example of Assessment in Education: Principles, Policy and Practice format Example of Assessment in Education: Principles, Policy and Practice format
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recommended Recommended

Assessment in Education: Principles, Policy and Practice — Template for authors

Publisher: Taylor and Francis
Categories Rank Trend in last 3 yrs
Education #110 of 1319 down down by 35 ranks
journal-quality-icon Journal quality:
High
calendar-icon Last 4 years overview: 109 Published Papers | 512 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 21/07/2020
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Related Journals

open access Open Access

Taylor and Francis

Quality:  
High
CiteRatio: 2.2
SJR: 1.098
SNIP: 1.835
open access Open Access

Taylor and Francis

Quality:  
High
CiteRatio: 3.5
SJR: 1.299
SNIP: 1.605
open access Open Access
recommended Recommended

Taylor and Francis

Quality:  
High
CiteRatio: 3.2
SJR: 1.218
SNIP: 1.195
open access Open Access
recommended Recommended

Taylor and Francis

Quality:  
High
CiteRatio: 5.9
SJR: 2.212
SNIP: 2.09

Journal Performance & Insights

CiteRatio

SCImago Journal Rank (SJR)

Source Normalized Impact per Paper (SNIP)

A measure of average citations received per peer-reviewed paper published in the journal.

Measures weighted citations received by the journal. Citation weighting depends on the categories and prestige of the citing journal.

Measures actual citations received relative to citations expected for the journal's category.

4.7

2% from 2019

CiteRatio for Assessment in Education: Principles, Policy and Practice from 2016 - 2020
Year Value
2020 4.7
2019 4.6
2018 5.3
2017 4.0
2016 2.8
graph view Graph view
table view Table view

1.259

52% from 2019

SJR for Assessment in Education: Principles, Policy and Practice from 2016 - 2020
Year Value
2020 1.259
2019 0.827
2018 1.555
2017 0.925
2016 0.576
graph view Graph view
table view Table view

2.472

71% from 2019

SNIP for Assessment in Education: Principles, Policy and Practice from 2016 - 2020
Year Value
2020 2.472
2019 1.449
2018 2.41
2017 1.98
2016 1.103
graph view Graph view
table view Table view

insights Insights

  • CiteRatio of this journal has increased by 2% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

insights Insights

  • SJR of this journal has increased by 52% in last years.
  • This journal’s SJR is in the top 10 percentile category.

insights Insights

  • SNIP of this journal has increased by 71% in last years.
  • This journal’s SNIP is in the top 10 percentile category.
Assessment in Education: Principles, Policy and Practice

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Taylor and Francis

Assessment in Education: Principles, Policy and Practice

Approved by publishing and review experts on SciSpace, this template is built as per for Assessment in Education: Principles, Policy and Practice formatting guidelines as mentioned in Taylor and Francis author instructions. The current version was created on 21 Jul 2020 and has been used by 987 authors to write and format their manuscripts to this journal.

Education

Social Sciences

i
Last updated on
21 Jul 2020
i
ISSN
0969-594X
i
Impact Factor
High - 1.9
i
Open Access
No
i
Sherpa RoMEO Archiving Policy
Green faq
i
Plagiarism Check
Available via Turnitin
i
Endnote Style
Download Available
i
Bibliography Name
Taylor and Francis Custom Citation
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Citation Type
Numbered
[25]
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Bibliography Example
Blonder GE, Tinkham M, Klapwijk TM. Transition from metallic to tunneling regimes in superconducting microconstrictions: Excess current, charge imbalance, and supercurrent conversion. Phys Rev B. 1982; 25(7):4515–4532. Available from: 10.1103/PhysRevB.25.4515.

Top papers written in this journal

Journal Article DOI: 10.1080/0969595980050102
Assessment and Classroom Learning
Paul Black1, Dylan Wiliam1

Abstract:

This article is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains. The perceptions of students and their role in self‐assessment are considere... This article is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains. The perceptions of students and their role in self‐assessment are considered alongside analysis of the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning. There follows a more detailed and theoretical analysis of the nature of feedback, which provides a basis for a discussion of the development of theoretical models for formative assessment and of the prospects for the improvement of practice. read more read less

Topics:

Formative assessment (67%)67% related to the paper, Assessment for learning (64%)64% related to the paper, Knowledge survey (58%)58% related to the paper, Mastery learning (58%)58% related to the paper
6,483 Citations
Journal Article DOI: 10.1080/0969595980050104
Formative Assessment: revisiting the territory
D. Royce Sadler1

Abstract:

(1998). Formative Assessment: revisiting the territory. Assessment in Education: Principles, Policy & Practice: Vol. 5, No. 1, pp. 77-84.

Topics:

Formative assessment (63%)63% related to the paper
1,098 Citations
Journal Article DOI: 10.1080/0969594X.2010.513678
Formative assessment: a critical review
Randy Elliot Bennett1

Abstract:

This paper covers six interrelated issues in formative assessment (aka, ‘assessment for learning’). The issues concern the definition of formative assessment, the claims commonly made for its effectiveness, the limited attention given to domain considerations in its conceptualisation, the under-representation of measurement p... This paper covers six interrelated issues in formative assessment (aka, ‘assessment for learning’). The issues concern the definition of formative assessment, the claims commonly made for its effectiveness, the limited attention given to domain considerations in its conceptualisation, the under-representation of measurement principles in that conceptualisation, the teacher-support demands formative assessment entails, and the impact of the larger educational system. The paper concludes that the term, ‘formative assessment’, does not yet represent a well-defined set of artefacts or practices. Although research suggests that the general practices associated with formative assessment can facilitate learning, existing definitions admit such a wide variety of implementations that effects should be expected to vary widely from one implementation and student population to the next. In addition, the magnitude of commonly made quantitative claims for effectiveness is suspect, deriving from untraceable, flawed, dated, or unpublished sources. To realise maximum benefit from formative assessment, new development should focus on conceptualising well-specified approaches built around process and methodology rooted within specific content domains. Those conceptualisations should incorporate fundamental measurement principles that encourage teachers and students to recognise the inferential nature of assessment. The conceptualisations should also allow for the substantial time and professional support needed if the vast majority of teachers are to become proficient users of formative assessment. Finally, for greatest benefit, formative approaches should be conceptualised as part of a comprehensive system in which all components work together to facilitate learning. read more read less

Topics:

Formative assessment (67%)67% related to the paper, Assessment for learning (59%)59% related to the paper
View PDF
1,013 Citations
open accessOpen access Journal Article DOI: 10.1080/0969594042000208994
Teachers developing assessment for learning: impact on student achievement
Dylan Wiliam1, Clare Lee, Christine Harrison2, Paul Black2

Abstract:

While it is generally acknowledged that increased use of formative assessment (or assessment for learning) leads to higher quality learning, it is often claimed that the pressure in schools to improve the results achieved by students in externally-set tests and examinations precludes its use. This paper reports on the achieve... While it is generally acknowledged that increased use of formative assessment (or assessment for learning) leads to higher quality learning, it is often claimed that the pressure in schools to improve the results achieved by students in externally-set tests and examinations precludes its use. This paper reports on the achievement of secondary school students who worked in classrooms where teachers made time to develop formative assessment strategies. A total of 24 teachers (2 science and 2 mathematics teachers, in each of six schools in two LEAs) were supported over a six-month period in exploring and planning their approach to formative assessment, and then, beginning in September 1999, the teachers put these plans into action with selected classes. In order to compute effect sizes, a measure of prior attainment and at least one comparison group was established for each class (typically either an equivalent class taught in the previous year by the same teacher, or a parallel class taught by another teacher). The mean effect size was 0.32. read more read less

Topics:

Formative assessment (65%)65% related to the paper, Assessment for learning (64%)64% related to the paper, Academic achievement (56%)56% related to the paper, Teaching method (53%)53% related to the paper
View PDF
662 Citations
Journal Article DOI: 10.1080/0969594970040304
Assessment and Learning: differences and relationships between formative and summative assessment
Wynne Harlen, Mary James1

Abstract:

The central argument of this paper is that the formative and summative purposes of assessment have become confused in practice and that as a consequence assessment fails to have a truly formative role in learning. The importance of this role is argued particularly in relation to learning with understanding (deep learning). It... The central argument of this paper is that the formative and summative purposes of assessment have become confused in practice and that as a consequence assessment fails to have a truly formative role in learning. The importance of this role is argued particularly in relation to learning with understanding (deep learning). It is pointed out that the requirements of assessment for formative and summative purposes differ in several dimensions, including reliability, the reference base of judgements and the focus of the information used. This challenges the assumption that summative judgements can be formed by simple summation of formative ones. An alternative procedure for linking formative and summative assessment is proposed such that their separate functions are preserved. read more read less

Topics:

Summative assessment (82%)82% related to the paper, Formative assessment (76%)76% related to the paper, Knowledge survey (64%)64% related to the paper
581 Citations
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SHERPA/RoMEO Database

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RoMEO Colour Archiving policy
Green Can archive pre-print and post-print or publisher's version/PDF
Blue Can archive post-print (ie final draft post-refereeing) or publisher's version/PDF
Yellow Can archive pre-print (ie pre-refereeing)
White Archiving not formally supported
FYI:
  1. Pre-prints as being the version of the paper before peer review and
  2. Post-prints as being the version of the paper after peer-review, with revisions having been made.

14. What are the most common citation types In Assessment in Education: Principles, Policy and Practice?

The 5 most common citation types in order of usage for Assessment in Education: Principles, Policy and Practice are:.

S. No. Citation Style Type
1. Author Year
2. Numbered
3. Numbered (Superscripted)
4. Author Year (Cited Pages)
5. Footnote

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