Academic Journal
Q1Educational Assessment, Evaluation and Accountability
About Educational Assessment, Evaluation and Accountability
Educational Assessment, Evaluation and Accountability is a scholarly journal published by Springer Netherlands. SCImago 2025 lists it in Q1, with an SJR of 1.029 and H-index of 47.
Coverage: 2009-2026. Research categories: Education (Q1); Organizational Behavior and Human Resource Management (Q2).
Verified field sources
- Journal Impact Factor: 2.8 — Official source; checked 2026-10-03. Journal metric year and editorial leadership as listed on the Springer Nature journal homepage.
- Impact Factor year: 2025 — Official source; checked 2026-10-03. Journal metric year and editorial leadership as listed on the Springer Nature journal homepage.
- Editor(s): Prof. Stephan Gerhard Huber PhD; Prof. Guri Skedsmo PhD (Editors-in-Chief) — Official source; checked 2026-10-03. Journal metric year and editorial leadership as listed on the Springer Nature journal homepage.
Source-backed journal facts
Topics in published research
Educational Assessment and Improvement; Teacher Education and Leadership Studies; Student Assessment and Feedback; School Choice and Performance; Evaluation and Performance Assessment; Evaluation of Teaching Practices.
OpenAlex classifies topics from published works. These topics are not the publisher’s official aims and scope.
Reported open-access list prices
3,290.00 USD; 2,690.00 EUR; 2,390.00 GBP
APC list prices reported by OpenAlex, which obtains this information from DOAJ. Confirm current charges, taxes, waivers and eligibility with the publisher; this is not a fee quotation.
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.
Evaluating instruments for assessing teaching practices in teacher preparation programmes: insights from a systematic review
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2026-09-29 · DOI: 10.1007/s11092-026-09512-0Students’ online credibility evaluation skills across four grades representing three educational levels: factorial invariance and cross-sectional comparisons
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2026-09-17 · DOI: 10.1007/s11092-026-09513-zThe dynamic workings of accountability–illuminating collaboration on inclusive education for students with special educational needs
Astrid Tolo, Kari Hagatun
2026-09-15 · DOI: 10.1007/s11092-026-09511-1Beyond accuracy: differential scoring patterns in generative AI writing assessment across cultural and linguistic diversity
Seçkin Can
2026-09-14 · DOI: 10.1007/s11092-026-09510-2Managing external demands and building internal accountabilities within school networks in Nigeria
Anthony Great Ossai, Mary Bivwiere Asabor, Isabella Ezinwa Okokoyo
2026-08-20 · DOI: 10.1007/s11092-026-09507-xExploring the use of mathematics observation tools across the contexts of the United States, Norway, and Finland: how can observation instruments shape our understanding of instructional quality when applied across contexts?
Christie Martin, Jelena Radišić, Roar Bakken Stovner, Kirsti Klette et al.
2026-08-15 · DOI: 10.1007/s11092-026-09497-wWhen technical standards fail. Questionnaire wording and the comparability of PISA truancy data
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2026-07-31 · DOI: 10.1007/s11092-026-09508-wChatGPT, Doubao, and human teachers in evaluating secondary school students’ handwritten EFL essays: evidence from the Chinese high-stakes exam context
Rong Fu, Yintong Lu, Huilin Chen
2026-07-27 · DOI: 10.1007/s11092-026-09504-0Leveraging generative AI to enhance teacher feedback for EFL writing: an action research study
Yangyang Yu, Li Zhang
2026-07-23 · DOI: 10.1007/s11092-026-09498-9Research on Grading
Henning Fjørtoft, Lise Vikan Sandvik, Anders Jönsson, Annemette Kjaergaard et al.
2026-08 · DOI: 10.1007/s11092-026-09509-9Tracking calibration and confidence: continuous and group-based insights from two high-stakes exams
Samuel P. Leon, Anastasiya Lipnevich
2026-07-20 · DOI: 10.1007/s11092-026-09506-yExploring learner engagement with peer feedback from an interpersonal perspective: the role of peer familiarity
Rushi Gong, Jingjing Shao, Yanyan Li, Muhua Zhang et al.
2026-07-18 · DOI: 10.1007/s11092-026-09503-1Building shared responsibility for science education: where hierarchy cracks and networks back it up
Hui Dong, Siyi Huang
2026-07-16 · DOI: 10.1007/s11092-026-09505-zTeacher professional competence as a multidimensional construct: evaluating the effectiveness of university teacher education
Jonas Weyers, Kristina Thomas, Johannes König
2026-07-16 · DOI: 10.1007/s11092-026-09500-4Student engagement during a reading test: the role of text-to-speech and special education status
Maura Maxfield, Stephen G. Sireci, Scott L. Monroe
2026-07-15 · DOI: 10.1007/s11092-026-09501-3Teachers’ perception of fairness in assessment: how feasible is fair assessment?
Burcu Sel, Niymet Demirci
2026-07-10 · DOI: 10.1007/s11092-026-09499-8Facilitating student involvement in assessment in diverse classrooms: a comparative case study of five whole-school practices
Eline Wiese, Guri A. Nortvedt
2026-07-01 · DOI: 10.1007/s11092-026-09496-xGenAI for automated essay scoring: A turing test of rubrics, rater agreement, and authorship in L2 writing assessment
Sibel Söğüt, Serap Büyükkıdık
2026-07-01 · DOI: 10.1007/s11092-026-09495-yThe Effect of Performance Goals and Evaluation Standard on Cheating in an Academic Aptitude Test – An experimental series
Tanja M. Fritz, Hernán González Cruz, Anja S. Göritz, Stefan Janke et al.
2026-06-10 · DOI: 10.1007/s11092-026-09494-zReviews
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October 2, 2026 at 8:25 pm
October 2, 2026