Example of International Journal of Testing format
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Example of International Journal of Testing format Example of International Journal of Testing format Example of International Journal of Testing format Example of International Journal of Testing format Example of International Journal of Testing format Example of International Journal of Testing format
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Example of International Journal of Testing format Example of International Journal of Testing format Example of International Journal of Testing format Example of International Journal of Testing format Example of International Journal of Testing format Example of International Journal of Testing format
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This content is only for preview purposes. The original open access content can be found here.
open access Open Access

International Journal of Testing — Template for authors

Publisher: Taylor and Francis
Categories Rank Trend in last 3 yrs
Education #223 of 1319 up up by 211 ranks
Social Psychology #82 of 289 up up by 74 ranks
Modeling and Simulation #107 of 290 up up by 44 ranks
journal-quality-icon Journal quality:
High
calendar-icon Last 4 years overview: 62 Published Papers | 200 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 25/06/2020
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Related Journals

open access Open Access
recommended Recommended

Taylor and Francis

Quality:  
High
CiteRatio: 4.1
SJR: 0.83
SNIP: 1.437
open access Open Access

SAGE

Quality:  
High
CiteRatio: 3.1
SJR: 0.964
SNIP: 1.77
open access Open Access
recommended Recommended

SAGE

Quality:  
High
CiteRatio: 3.2
SJR: 0.696
SNIP: 1.336
open access Open Access

SAGE

Quality:  
High
CiteRatio: 2.6
SJR: 0.68
SNIP: 1.01

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.

3.2

45% from 2019

CiteRatio for International Journal of Testing from 2016 - 2020
Year Value
2020 3.2
2019 2.2
2018 1.6
2017 1.4
2016 1.7
graph view Graph view
table view Table view

0.845

29% from 2019

SJR for International Journal of Testing from 2016 - 2020
Year Value
2020 0.845
2019 0.653
2018 0.814
2017 0.454
2016 0.601
graph view Graph view
table view Table view

1.455

14% from 2019

SNIP for International Journal of Testing from 2016 - 2020
Year Value
2020 1.455
2019 1.278
2018 0.947
2017 0.982
2016 0.742
graph view Graph view
table view Table view

insights Insights

  • CiteRatio of this journal has increased by 45% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

insights Insights

  • SJR of this journal has increased by 29% in last years.
  • This journal’s SJR is in the top 10 percentile category.

insights Insights

  • SNIP of this journal has increased by 14% in last years.
  • This journal’s SNIP is in the top 10 percentile category.

International Journal of Testing

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Taylor and Francis

International Journal of Testing

Approved by publishing and review experts on SciSpace, this template is built as per for International Journal of Testing formatting guidelines as mentioned in Taylor and Francis author instructions. The current version was created on 25 Jun 2020 and has been used by 617 authors to write and format their manuscripts to this journal.

Education

Social Psychology

Modelling and Simulation

Social Sciences

i
Last updated on
25 Jun 2020
i
ISSN
1530-5058
i
Impact Factor
High - 1.224
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
i
Citation Type
Numbered
[25]
i
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: 10.1207/S15327574IJT0101_4
Structural Equation Modeling with AMOS, EQS, and LISREL: Comparative Approaches to Testing for the Factorial Validity of a Measuring Instrument
Barbara M. Byrne1

Abstract:

Using a confirmatory factor analytic (CFA) model as a paradigmatic basis for all comparisons, this article reviews and contrasts important features related to 3 of the most widely-used structural equation modeling (SEM) computer programs: AMOS 4.0 (Arbuckle, 1999), EQS 6 (Bentler, 2000), and LISREL 8 (Joreskog & Sorbom, 1996b... Using a confirmatory factor analytic (CFA) model as a paradigmatic basis for all comparisons, this article reviews and contrasts important features related to 3 of the most widely-used structural equation modeling (SEM) computer programs: AMOS 4.0 (Arbuckle, 1999), EQS 6 (Bentler, 2000), and LISREL 8 (Joreskog & Sorbom, 1996b). Comparisons focus on (a) key aspects of the programs that bear on the specification and testing of CFA models-preliminary analysis of data, and model specification, estimation, assessment, and misspecification; and (b) other important issues that include treatment of incomplete, nonnormally-distributed, or categorically-scaled data. It is expected that this comparative review will provide readers with at least a flavor of the approach taken by each program with respect to both the application of SEM within the framework of a CFA model, and the critically important issues, previously noted, related to data under study. read more read less

Topics:

LISREL (55%)55% related to the paper, Structural equation modeling (54%)54% related to the paper
1,162 Citations
Journal Article DOI: 10.1207/S15327574IJT0502_4
Minimum Sample Size Recommendations for Conducting Factor Analyses
Daniel J. Mundfrom1, Dale G. Shaw1, Tian Lu Ke2

Abstract:

There is no shortage of recommendations regarding the appropriate sample size to use when conducting a factor analysis. Suggested minimums for sample size include from 3 to 20 times the number of variables and absolute ranges from 100 to over 1,000. For the most part, there is little empirical evidence to support these recomm... There is no shortage of recommendations regarding the appropriate sample size to use when conducting a factor analysis. Suggested minimums for sample size include from 3 to 20 times the number of variables and absolute ranges from 100 to over 1,000. For the most part, there is little empirical evidence to support these recommendations. This simulation study addressed minimum sample size requirements for 180 different population conditions that varied in the number of factors, the number of variables per factor, and the level of communality. Congruence coefficients were calculated to assess the agreement between population solutions and sample solutions generated from the various population conditions. Although absolute minimums are not presented, it was found that, in general, minimum sample sizes appear to be smaller for higher levels of communality; minimum sample sizes appear to be smaller for higher ratios of the number of variables to the number of factors; and when the variables-to-factors ratio exc... read more read less

Topics:

Sample size determination (63%)63% related to the paper, Population (54%)54% related to the paper, Sample (statistics) (51%)51% related to the paper
917 Citations
Journal Article DOI: 10.1207/S15327574IJT0604_1
OECD's brief self-report measure of educational psychology's most useful affective constructs : cross-cultural, psychometric comparisons across 25 countries
Herbert W. Marsh1, Kit-Tai Hau2, Cordula Artelt3, Jürgen Baumert4, Jules L. Peschar5

Abstract:

Through a rigorous process of selecting educational psychology's most useful affective constructs, the Organisation for Economic Co-operation and Development (OECD) constructed the Students' Approaches to Learning (SAL) instrument, which requires only 10 min to measure 14 factors that assess self-regulated learning strategies... Through a rigorous process of selecting educational psychology's most useful affective constructs, the Organisation for Economic Co-operation and Development (OECD) constructed the Students' Approaches to Learning (SAL) instrument, which requires only 10 min to measure 14 factors that assess self-regulated learning strategies, self-beliefs, motivation, and learning preferences. This study evaluated SAL responses from nationally representative samples of approximately 4,000 15-year-olds from each of 25 countries (N = 107,899)—OECD's Program For International Student Assessment database. In one of the largest and most powerful cross-cultural comparisons of diverse educational psychology constructs, this study used multiple group confirmatory factor analyses to show that SAL's a priori 14-factor solution is well defined and reasonably invariant across the 25 countries, as are relations between SAL factors and 4 criterion variables (gender, socioeconomic status, math achievement, and verbal achievement). The ... read more read less

Topics:

Educational psychology (55%)55% related to the paper, Self-regulated learning (53%)53% related to the paper, Psychometrics (50%)50% related to the paper
391 Citations
open accessOpen access Journal Article DOI: 10.1080/15305051003637306
Testing for Measurement and Structural Equivalence in Large-Scale Cross-Cultural Studies: Addressing the Issue of Nonequivalence
Barbara M. Byrne1, Fons J. R. van de Vijver2

Abstract:

A critical assumption in cross-cultural comparative research is that the instrument measures the same construct(s) in exactly the same way across all groups (i.e., the instrument is measurement and structurally equivalent). Structural equation modeling (SEM) procedures are commonly used in testing these assumptions of multigr... A critical assumption in cross-cultural comparative research is that the instrument measures the same construct(s) in exactly the same way across all groups (i.e., the instrument is measurement and structurally equivalent). Structural equation modeling (SEM) procedures are commonly used in testing these assumptions of multigroup equivalence. However, when comparisons comprise large-scale cross-cultural studies, the standard SEM strategy can be extremely problematic both statistically and substantively. Based on responses to a 14-item version of the Family Values Scale (Georgas, 1999) by 5,482 university students from 27 nations around the globe, we describe and illustrate these difficulties. We propose and report on a dual modal two-pronged strategy that focuses on countries as well as scale items in determining the possible sources of bias. Suggestions for minimizing problems in tests for multigroup equivalence in large-scale cross-cultural studies are proffered. read more read less

Topics:

Equivalence (measure theory) (56%)56% related to the paper
View PDF
377 Citations
Journal Article DOI: 10.1207/S15327574IJT0302_5
Indexes of Item-Objective Congruence for Multidimensional Items

Abstract:

The index of item-objective congruence developed by Rovinelli and Hambleton (1977) is a procedure used in test development for evaluating content validity at the item development stage. This measure is limited to the assessment of unidimensional items or items that measure specified composites of skills. In modern test develo... The index of item-objective congruence developed by Rovinelli and Hambleton (1977) is a procedure used in test development for evaluating content validity at the item development stage. This measure is limited to the assessment of unidimensional items or items that measure specified composites of skills. In modern test development, items are sometimes developed to be multidimensional assessments or measures of multiple combinations of skills. The purpose of this research is to provide a mathematical extension to the Rovinelli and Hambleton index that is applicable for the multidimensional case. read more read less

Topics:

Item bank (64%)64% related to the paper
158 Citations
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Frequently asked questions

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2. Do you follow the International Journal of Testing guidelines?

Yes, the template is compliant with the International Journal of Testing guidelines. Our experts at SciSpace ensure that. If there are any changes to the journal's guidelines, we'll change our algorithm accordingly.

3. Can I cite my article in multiple styles in International Journal of Testing?

Of course! We support all the top citation styles, such as APA style, MLA style, Vancouver style, Harvard style, and Chicago style. For example, when you write your paper and hit autoformat, our system will automatically update your article as per the International Journal of Testing citation style.

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5. Can I use a manuscript in International Journal of Testing that I have written in MS Word?

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12. Is International Journal of Testing's impact factor high enough that I should try publishing my article there?

To be honest, the answer is no. The impact factor is one of the many elements that determine the quality of a journal. Few of these factors include review board, rejection rates, frequency of inclusion in indexes, and Eigenfactor. You need to assess all these factors before you make your final call.

13. What is Sherpa RoMEO Archiving Policy for International Journal of Testing?

SHERPA/RoMEO Database

We extracted this data from Sherpa Romeo to help researchers understand the access level of this journal in accordance with the Sherpa Romeo Archiving Policy for International Journal of Testing. The table below indicates the level of access a journal has as per Sherpa Romeo's archiving policy.

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 International Journal of Testing?

The 5 most common citation types in order of usage for International Journal of Testing are:.

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

15. How do I submit my article to the International Journal of Testing?

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16. Can I download International Journal of Testing in Endnote format?

Yes, SciSpace provides this functionality. After signing up, you would need to import your existing references from Word or Bib file to SciSpace. Then SciSpace would allow you to download your references in International Journal of Testing Endnote style according to Elsevier guidelines.

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