Academic Journal
Q1Assessment and Evaluation in Higher Education
About Assessment and Evaluation in Higher Education
Assessment and Evaluation in Higher Education is a scholarly journal published by Taylor and Francis Ltd.. SCImago 2025 lists it in Q1, with an SJR of 2.796 and H-index of 121.
Coverage: 1981-2026. Research categories: Education (Q1).
Verified field sources
- Journal Impact Factor: 6.9 — Official source; checked 2026-10-03. Publisher-reported Journal Impact Factor and year from Taylor & Francis About this journal information.
- Impact Factor year: 2025 — Official source; checked 2026-10-03. Publisher-reported Journal Impact Factor and year from Taylor & Francis About this journal information.
Source-backed journal facts
Topics in published research
Student Assessment and Feedback; Evaluation of Teaching Practices; Reflective Practices in Education; Higher Education Learning Practices; Online and Blended Learning; Higher Education Practises and Engagement.
OpenAlex classifies topics from published works. These topics are not the publisher’s official aims and scope.
Source: OpenAlex source record. Retrieved 2026-10-03. Source record updated 2026-10-02. OpenAlex metrics are different from SCImago metrics and the Clarivate Journal Impact Factor.
Journal Metrics
Quartile, SJR and the listed SCImago H-index use the 2025 imported SCImago dataset. A quartile may vary by subject category. Values without a source or reporting year are unverified historical entries. Verify the current Journal Impact Factor with Clarivate or the publisher before using it.
Aims & Scope
The publisher’s official aims and scope have not yet been verified for this profile. Use the journal website to check subject fit and accepted article types before submitting.
Recent Research Articles
Latest publications matched automatically by ISSN.
From rubric fairness to student engagement: the mediating role of feedback usefulness and metacognitive awareness
Sheena Choi, Chokdee Kanathanavanich, Rebecca Essig, Julia Smith et al.
2026-10-03 · DOI: 10.1080/02602938.2026.2740137Motivational authentic assessment: a conceptual framework for assessment design in higher education
Christopher Martin
2026-10-02 · DOI: 10.1080/02602938.2026.2740128How AI-vulnerable is Australian higher education assessment? A computational audit of Group of Eight Arts and Humanities units, 2022–2026
Gonzalo Villanueva
2026-10-01 · DOI: 10.1080/02602938.2026.2740764Navigating assessment literacy in higher education: a multi-institutional study of university teachers’ perceptions, practices and professional growth
Anna Steen-Utheim, Hanne Maria Bingen
2026-09-30 · DOI: 10.1080/02602938.2026.2739346Preserving epistemic authenticity: process-oriented assessment in the age of generative AI
Gayetri Chhetri Thapa, Steven Lewis
2026-09-25 · DOI: 10.1080/02602938.2026.2736679Trade-offs in assessment and feedback design: a trilemma-based model
Michelle Pedlow, Juan Fischer, Andrew Williams
2026-09-22 · DOI: 10.1080/02602938.2026.2734350From replacement to reform: why higher education should stop fighting exams and start making them formative
Ernesto Panadero
2026-09-22 · DOI: 10.1080/02602938.2026.2734347Can large language models reproduce higher education grade bands? Cross-model study of calibration and grading bias in authentic student writing
Logayna Kerwat, Daniel L. Donaldson, Aziza Mahomed
2026-09-21 · DOI: 10.1080/02602938.2026.2734796Which inference is at risk? Assessment validity reasoning and generative AI
Joshua Weidlich
2026-09-20 · DOI: 10.1080/02602938.2026.2734795How artificial intelligence transforms the feedback ecosystem in higher education
Margaret Bearman, Thomas Corbin, Jack Walton, Joanna Tai et al.
2026-09-20 · DOI: 10.1080/02602938.2026.2730625Recovering the foundational programme of student self-assessment: a response to Nieminen, Yan, and Boud (2025)
Ernesto Panadero, Gavin T. L. Brown
2026-09-12 · DOI: 10.1080/02602938.2026.2731625Epistemic dependence in AI-mediated learning within higher education: a framework for student judgement and responsibility
Yiran Du, Yijia Yuan
2026-09-12 · DOI: 10.1080/02602938.2026.2732250AI-interaction literacy: reflections on how generative AI might be used to support self-regulated learning in higher education
Linus Brunnström, Lisa Palmqvist
2026-09-10 · DOI: 10.1080/02602938.2026.2731261Student evaluation of teaching through the lens of activity theory: an exploration of academics’ perceptions and experiences
Joanne Fisher
2026-09-10 · DOI: 10.1080/02602938.2026.2725804Managing the shift to programme-level assessment: structural barriers, stakeholder experiences and mechanisms of sustained transition
Nigel Francis, Pam Birtill, Mark Davies, Lewis Fall et al.
2026-09-09 · DOI: 10.1080/02602938.2026.2724543Students’ agency in GenAI-mediated group assessment: an ecological-emergent perspective
Jodie X. J. Chen, Tracy X. P. Zou
2026-09-09 · DOI: 10.1080/02602938.2026.2730644Detecting the undetectable? Reassessing academic misconduct procedures in the era of generative AI
Fabian M. Teichmann
2026-09-09 · DOI: 10.1080/02602938.2026.2728036Assessment design under imperfect information: generative AI, disclosure, and student response in higher education
Ben Haj Rhouma Mohamed, Akram Temimi
2026-09-09 · DOI: 10.1080/02602938.2026.2729791Learning by comparing: internal feedback and evaluative judgement in peer assessment with comparative judgement
Marie Hoffelinck, Marie Housen, Florence Pirard, Dominique Verpoorten et al.
2026-09-08 · DOI: 10.1080/02602938.2026.2725799Calibrating GenAI and human feedback in higher education assessment design: a mixed-methods study of university teachers
Siliang Yu, Chao Wang, Qianxiao Zhang
2026-09-03 · DOI: 10.1080/02602938.2026.2726497Reviews
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October 4, 2026 at 8:45 pm
September 17, 2026