Example of Educational Measurement: Issues and Practice format
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Example of Educational Measurement: Issues and Practice format Example of Educational Measurement: Issues and Practice format Example of Educational Measurement: Issues and Practice format Example of Educational Measurement: Issues and Practice format Example of Educational Measurement: Issues and Practice format Example of Educational Measurement: Issues and Practice format Example of Educational Measurement: Issues and Practice format Example of Educational Measurement: Issues and Practice format Example of Educational Measurement: Issues and Practice format Example of Educational Measurement: Issues and Practice format Example of Educational Measurement: Issues and Practice format Example of Educational Measurement: Issues and Practice format Example of Educational Measurement: Issues and Practice format Example of Educational Measurement: Issues and Practice format Example of Educational Measurement: Issues and Practice format Example of Educational Measurement: Issues and Practice format Example of Educational Measurement: Issues and Practice format Example of Educational Measurement: Issues and Practice format Example of Educational Measurement: Issues and Practice format
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Example of Educational Measurement: Issues and Practice format Example of Educational Measurement: Issues and Practice format Example of Educational Measurement: Issues and Practice format Example of Educational Measurement: Issues and Practice format Example of Educational Measurement: Issues and Practice format Example of Educational Measurement: Issues and Practice format Example of Educational Measurement: Issues and Practice format Example of Educational Measurement: Issues and Practice format Example of Educational Measurement: Issues and Practice format Example of Educational Measurement: Issues and Practice format Example of Educational Measurement: Issues and Practice format Example of Educational Measurement: Issues and Practice format Example of Educational Measurement: Issues and Practice format Example of Educational Measurement: Issues and Practice format Example of Educational Measurement: Issues and Practice format Example of Educational Measurement: Issues and Practice format Example of Educational Measurement: Issues and Practice format Example of Educational Measurement: Issues and Practice format Example of Educational Measurement: Issues and Practice format
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open access Open Access

Educational Measurement: Issues and Practice — Template for authors

Publisher: Wiley
Categories Rank Trend in last 3 yrs
Education #569 of 1319 down down by 333 ranks
journal-quality-icon Journal quality:
Good
calendar-icon Last 4 years overview: 160 Published Papers | 268 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 23/06/2020
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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.

1.7

19% from 2019

CiteRatio for Educational Measurement: Issues and Practice from 2016 - 2020
Year Value
2020 1.7
2019 2.1
2018 2.6
2017 2.3
2016 2.1
graph view Graph view
table view Table view

1.158

10% from 2019

SJR for Educational Measurement: Issues and Practice from 2016 - 2020
Year Value
2020 1.158
2019 1.049
2018 1.442
2017 1.394
2016 1.065
graph view Graph view
table view Table view

1.656

16% from 2019

SNIP for Educational Measurement: Issues and Practice from 2016 - 2020
Year Value
2020 1.656
2019 1.981
2018 2.184
2017 1.411
2016 1.129
graph view Graph view
table view Table view

insights Insights

  • CiteRatio of this journal has decreased by 19% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

insights Insights

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

insights Insights

  • SNIP of this journal has decreased by 16% in last years.
  • This journal’s SNIP is in the top 10 percentile category.

Educational Measurement: Issues and Practice

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Wiley

Educational Measurement: Issues and Practice

Educational Measurement: Issues and Practice (EM:IP) publishes articles that illuminate issues in educational measurement and inform the practice of educational measurement. EM:IP is aimed at practitioners and users of tests and includes information about proven practices in t...... Read More

Education

Social Sciences

i
Last updated on
22 Jun 2020
i
ISSN
0731-1745
i
Impact Factor
High - 1.682
i
Open Access
Yes
i
Sherpa RoMEO Archiving Policy
Yellow faq
i
Plagiarism Check
Available via Turnitin
i
Endnote Style
Download Available
i
Bibliography Name
apa
i
Citation Type
Numbered
[25]
i
Bibliography Example
Beenakker, C.W.J. (2006) Specular andreev reflection in graphene.Phys. Rev. Lett., 97 (6), 067 007. URL 10.1103/PhysRevLett.97.067007.

Top papers written in this journal

Journal Article DOI: 10.1111/J.1745-3992.2007.00099.X
Introduction to Structural Equation Modeling: Issues and Practical Considerations
Pui Wa Lei1, Qiong Wu1

Abstract:

Structural equation modeling (SEM) is a versatile statistical modeling tool. Its estimation techniques, modeling capacities, and breadth of applications are expanding rapidly. This module introduces some common terminologies. General steps of SEM are discussed along with important considerations in each step. Simple examples ... Structural equation modeling (SEM) is a versatile statistical modeling tool. Its estimation techniques, modeling capacities, and breadth of applications are expanding rapidly. This module introduces some common terminologies. General steps of SEM are discussed along with important considerations in each step. Simple examples are provided to illustrate some of the ideas for beginners. In addition, several popular specialized SEM software programs are briefly discussed with regard to their features and availability. The intent of this module is to focus on foundational issues to inform readers of the potentials as well as the limitations of SEM. Interested readers are encouraged to consult additional references for advanced model types and more application examples. read more read less
View PDF
842 Citations
Journal Article DOI: 10.1111/J.1745-3992.1993.TB00543.X
An NCME Instructional Module on Comparison of Classical Test Theory and Item Response Theory and Their Applications to Test Development.
Ronald K. Hambleton1, Russell W. Jones1

Topics:

Item response theory (69%)69% related to the paper, Classical test theory (65%)65% related to the paper, Educational measurement (57%)57% related to the paper, Test method (56%)56% related to the paper, Test (assessment) (56%)56% related to the paper
682 Citations
Journal Article DOI: 10.1111/J.1745-3992.1995.TB00881.X
Standards of validity and the validity of standards in performance assessment

Abstract:

What are six distinct aspects of construct validation? How do these aspects apply to performance assessment? Are the consequences of performance assessment on teaching and learning relevant to construct validation? What are six distinct aspects of construct validation? How do these aspects apply to performance assessment? Are the consequences of performance assessment on teaching and learning relevant to construct validation? read more read less

Topics:

Construct validity (62%)62% related to the paper, Validity (59%)59% related to the paper, Test validity (57%)57% related to the paper, Content validity (57%)57% related to the paper, External validity (57%)57% related to the paper
637 Citations
Journal Article DOI: 10.1111/J.1745-3992.2006.00075.X
Implications of Evidence‐Centered Design for Educational Testing
Robert J. Mislevy1, Geneva Haertel2

Abstract:

Evidence-centered assessment design (ECD) provides language, concepts, and knowledge representations for designing and delivering educational assessments, all organized around the evidentiary argument an assessment is meant to embody. This article describes ECD in terms of layers for analyzing domains, laying out arguments, c... Evidence-centered assessment design (ECD) provides language, concepts, and knowledge representations for designing and delivering educational assessments, all organized around the evidentiary argument an assessment is meant to embody. This article describes ECD in terms of layers for analyzing domains, laying out arguments, creating schemas for operational elements such as tasks and measurement models, implementing the assessment, and carrying out the operational processes. We argue that this framework helps designers take advantage of developments from measurement, technology, cognitive psychology, and learning in the domains. Examples of ECD tools and applications are drawn from the Principled Assessment Design for Inquiry (PADI) project. Attention is given to implications for large-scale tests such as state accountability measures, with a special eye for computer-based simulation tasks. read more read less

Topics:

Educational assessment (54%)54% related to the paper
425 Citations
Journal Article DOI: 10.1111/J.1745-3992.1998.TB00619.X
Using Statistical Procedures to Identify Differentially Functioning Test Items
Brian E. Clauser1, Kathleen M. Mazor2

Abstract:

This module is intended to prepare the reader to use statistical proce­ dures to detect differentially functioning test items. 7b provide back­ ground, differential item functioning (DIF) is distinguished from item and test bias, and the importance of DIF screening within the overall test development process is discussed. The... This module is intended to prepare the reader to use statistical proce­ dures to detect differentially functioning test items. 7b provide back­ ground, differential item functioning (DIF) is distinguished from item and test bias, and the importance of DIF screening within the overall test development process is discussed. The Mantel-Haenszel statistic, logistic regression, SIBTES'r, the Standardization procedure, and various IRT-based approaches are presented. For each of these proce­ dures, the theoretical framework is presented, the relative strengths and weaknesses of the method are highlighted, and guidance is pro­ vided for interpretation of the resulting statistical indices. Numerous technical decisions are required in order for the practitioner to appro­ priately implement these procedures. These decisions are discussed in some detail, as are the policy decisions necessary to implement an op­ erational DIF detection program. The module also includes an anno­ tated bibliography and a self-test. read more read less

Topics:

Differential item functioning (61%)61% related to the paper, Item bank (54%)54% related to the paper, Item response theory (54%)54% related to the paper
409 Citations
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13. What is Sherpa RoMEO Archiving Policy for Educational Measurement: Issues and Practice?

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 Educational Measurement: Issues and Practice. 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 Educational Measurement: Issues and Practice?

The 5 most common citation types in order of usage for Educational Measurement: Issues 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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