Educational Assessment Evaluation and Accountability Journal Impact Factor & Information

Publisher: Springer (Firm), Springer Verlag

Current impact factor: 0.69

Impact Factor Rankings

Additional details

5-year impact 0.69
Cited half-life -
Immediacy index 0.06
Eigenfactor 0.00
Article influence 0.18
Other titles Educational assessment, evaluation and accountability
ISSN 1874-8597
OCLC 316864809
Material type Periodical
Document type Journal / Magazine / Newspaper

Publisher details

Springer Verlag

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Publications in this journal

  • Educational Assessment Evaluation and Accountability 11/2015; DOI:10.1007/s11092-015-9231-8

  • Educational Assessment Evaluation and Accountability 10/2015; DOI:10.1007/s11092-015-9230-9

  • Educational Assessment Evaluation and Accountability 09/2015; DOI:10.1007/s11092-015-9229-2

  • Educational Assessment Evaluation and Accountability 08/2015; DOI:10.1007/s11092-015-9227-4

  • Educational Assessment Evaluation and Accountability 08/2015; DOI:10.1007/s11092-015-9226-5

  • Educational Assessment Evaluation and Accountability 07/2015; DOI:10.1007/s11092-015-9224-7
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    ABSTRACT: Numerous educational reforms have been initiated in Serbia since 2000. The aim of this study was to examine education policymaking in Serbia in order to provide policymakers and stakeholders with recommendations on how to minimize pitfalls and increase success of future educational endeavors. In the study, we utilized the education policy cycle heuristic to analyze formation, implementation, and evaluation of three major education policies in Serbia: in-service training of teachers (INSET), school development planning (SDP), and inclusive education (IE). Examining three reforms simultaneously enabled us to identify major characteristics of Serbian policymaking, regardless of the reform content. We also relied on educational change literature, so that we could assess complex contexts of reforms. Finally, considering the importance of school staff during implementation, we examined education policymaking in Serbia through the eyes of over 1,800 teachers, counselors, and principals. The results point out to dissatisfaction of school staff with all aspects of the policymaking in Serbia and with the social and education context. Reforms appear to be undertaken in a similar pattern across different reforms. The findings imply that a thorough examination of both the policymaking in Serbia and communication, organization, and administration within the education system itself is in order.
    Educational Assessment Evaluation and Accountability 06/2015; DOI:10.1007/s11092-015-9221-x
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    ABSTRACT: International development organizations increasingly use “participatory development” approaches to improve the effectiveness of their programs. Participatory frameworks are commonly limited in scope and funder-driven; these top-down approaches to participation have proven to be both ineffective, and at times, contradictory in their impacts. This article describes Malawi’s Participatory Action for School Improvement (PASI) project, which was an effort to transform participatory development approaches in international development education by engaging communities as full partners in the school improvement process. By acknowledging our own ideological intentions and attempting to work with community leaders to shift power dynamics within communities and between communities and funding bodies, PASI fueled significant positive changes in school functioning at a very small cost. The article concludes that PASI might represent a generative community-level cash transfer approach to participatory development.
    Educational Assessment Evaluation and Accountability 02/2015; 27(1). DOI:10.1007/s11092-015-9210-0
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    ABSTRACT: This commentary builds upon a very simple premise: Meeting the challenge of education quality around the globe depends first and foremost on the teacher in the classroom. It captures perspectives that are informed by over 25 years of work supporting and researching education quality and innovation in over 30 countries while working for international nongovernmental organizations, multilateral agencies, and academic institutions.Over this span, education reforms have come and gone while instructional styles have run the gamut from tyrannically teacher-centered to anarchically child-centered, and virtually every system has yielded brilliant graduates, poor ones, and most in-between. Along with such shifts have been transformations in countries’ learning goals, curricula, governance, texts, assessment methods, and many other factors. In all of this, however, the teacher has remained the one constant and critical element, whether embracing or withstanding the ever-shifting tides in the str ...
    Educational Assessment Evaluation and Accountability 02/2015; 27(1):93-102. DOI:10.1007/s11092-015-9216-7
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    ABSTRACT: In response to US accountability policies and yearly performance targets, school districts are implementing periodic or benchmark assessments to provide teachers with data to improve instruction and student achievement. The tests are typically given quarterly to track student progress toward yearly accountability goals, as well as to inform teaching and identify individualized instructional enhancements to foster student achievement. Fifteen focus group sessions were conducted with 67 elementary and middle school teachers from several school districts surrounding an urban metropolitan area in Virginia to explore and better understand the ways in which benchmark testing can be used effectively as formative assessment. Participants had a range of experience from 1 to 3 to over 20 years in the classroom. The perceived quality of test items, timeliness in receiving results, accessibility of the data, and opportunities to review and discuss the results with others clearly influenced how teachers’ used the assessment results. Teachers described using benchmark test results formatively to make a variety of instructional adjustments, including modifications to whole class instruction, working with students in small groups, and providing individualized support, though important factors influenced the extent of use. The findings of this study suggest that under appropriate conditions, including having valid and transparent test items, support, immediacy of results, and time to discuss with others, benchmark testing programs have the potential of providing meaningful formative assessment.
    Educational Assessment Evaluation and Accountability 01/2015; DOI:10.1007/s11092-015-9214-9
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    ABSTRACT: Frequent testing provides opportunities for students to receive regular feedback and to increase their motivation. It also provides the instructor with valuable information on how course progresses, thus making it possible to solve the problems encountered before it is too late. Frequent tests with noncumulative contents have been widely analysed in the literature with inconclusive results. However, cumulative testing methods have hardly been reported in higher education courses. This paper analyses the effect of applying an assessment method based on frequent and cumulative tests on student performance. Our results show that, when applied to a microeconomics course, students who were assessed by a frequent, cumulative testing approach largely outperformed those assessed with a single final exam.
    Educational Assessment Evaluation and Accountability 01/2015; 27(2):153-169. DOI:10.1007/s11092-014-9208-z
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    ABSTRACT: This paper presents the findings of a research project that examines how middle leaders in Singapore schools understand ‘quality education’ and how they think quality education can be achieved. From the perspective of these middle leaders, quality education emphasises holistic development, equips students with the knowledge and skills for the future, inculcates students with the right values and imbues students with a positive learning attitude. Quality education is delivered by good teachers, enabled by good teaching and learning processes and facilitated by a conducive learning environment. The challenge of achieving quality education is to find the balance between lofty ideals and ground realities. One critical implication of the research findings is that policymakers should appeal to the ideals of practitioners to drive change.
    Educational Assessment Evaluation and Accountability 01/2015; DOI:10.1007/s11092-015-9223-8
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    ABSTRACT: Information and communication technology (ICT) literacy education has become an important issue, and the necessity of computational literacy (CL) has been increasing in our growing information society. CL is becoming an important element for future talents, and many countries, including the USA, are developing programs for CL education. Accordingly, Korea’s Ministry of Education has modified the ICT education program created in 2000. The revised curriculum has emphasized computational thinking and informational ethics since 2007. However, in revising the ICT curriculum, we need to develop a new ICT test tool because the previous tool did not include CL. Thus, we developed a new ICT literacy test tool consisting of fundamental concepts, contemporary skills, and CL. We then carried out a test on 40,072 elementary students nationally. To determine the CL level of students, we used the standard level obtained from ten experts using the Angoff method (1971) and analyzed the difference between the standard level and students’ level in the test. The results showed that students’ CL scores were remarkably lower than their scores on fundamental concepts and contemporary skills. We consequently found that the revised ICT curriculum did not apply to the current ICT education domain, implying that we need to develop a strategy to expand CL to different educational fields, which would help researchers and administrators to measure CL in ICT education.
    Educational Assessment Evaluation and Accountability 11/2014; 26(4):319-332. DOI:10.1007/s11092-013-9185-7
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    ABSTRACT: The current study examined the goal orientations that could be inferred from how teachers from six municipal schools in Chile described their understandings, emotions, and behaviors during their participation in the assessment phase of the School Management Quality Assurance System. Content analysis of focus group interview transcripts evidenced three school-level patterns of participation, associated with distinct goal orientations. Projective participation to judge the quality of the school’s practices was associated with a learning orientation (one school). Consultant participation to demonstrate competence to external inspectors was associated with a performance-approach orientation (one school). Simple participation to complete tasks imposed by administrators was associated with a performance-avoidance orientation (four schools). School-level differences highlighted teachers’ perceptions of the characteristics of their school’s culture associated with the adoption of these goal orientations. These included existing internal accountability practices, the social capital the school could leverage to implement self-assessment and use external feedback, and the existing structures for teacher participation in decision making. These factors may prove to be a useful guide for the development of induction strategies to support the use of school assessment in ways that foster, rather than diminish, teachers’ motivation.
    Educational Assessment Evaluation and Accountability 08/2014; 26(3):241-261. DOI:10.1007/s11092-014-9190-5