| Discipline name | Position | Best Scientists | Publications | D-Index |
|---|---|---|---|---|
| Social Sciences and Humanities | 42 | 27 | 66 | 26 |
Assessment & Evaluation in Higher Education investigates studies in Higher education, Mathematics education, Pedagogy, Formative assessment and Quality (business). Aside from Higher education, the journal also covered works in the field of Evaluation methods. The Mathematics education works featured in the journal incorporate elements from Test (assessment) and Grading (education).
It explores research in Pedagogy and the adjacent study of Engineering ethics. Summative assessment is part of Formative assessment studies tackled in the journal. Most of the works presented in it deals with Peer assessment but it intersects with the subject of Peer evaluation.
The work tackled in it goes beyond the discipline of Experiential learning as it also encompasses Active learning. Many of the studies tackled connect Active learning with a similar field of study like Cooperative learning.
The published articles focus largely on the fields of Higher education, Mathematics education, Pedagogy, Peer feedback and Formative assessment. While the published papers focused on Higher education, they were also able to explore topics like Quality (business), Peer assessment, Grading (education) and Perception. The most cited publications facilitate discussions on Mathematics education that incorporate concepts from other fields like Context (language use) and Self-assessment.
Assessment & Evaluation in Higher Education is mainly concerned with subjects like Higher education, Mathematics education, Literacy, Peer feedback and Peer assessment. In addition to Higher education research, Assessment & Evaluation in Higher Education aims to explore topics under Quality (business), Context (language use), Pedagogy, Student engagement and Public relations. The concepts on Mathematics education presented in Assessment & Evaluation in Higher Education can also apply to other research fields, including Perception and Process (engineering).
Peer feedback research presented in Assessment & Evaluation in Higher Education encompasses a variety of subjects, including Multimedia and Dialogic. The Peer assessment study featured in it draws parallels with the field of Self-assessment.
A key indicator for each journal is its effectiveness in reaching other researchers with the papers published at that venue.
The chart below presents the interquartile range (first quartile 25%, median 50% and third quartile 75%) of the number of citations of articles over time.
The top authors publishing in Assessment & Evaluation in Higher Education (based on the number of publications) are:
The overall trend for top authors publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top authors.
Only papers with recognized affiliations are considered
The top affiliations publishing in Assessment & Evaluation in Higher Education (based on the number of publications) are:
The overall trend for top affiliations publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top affiliations.
The publication chance index shows the ratio of articles published by the best research institutions in the journal edition to all articles published within that journal. The best research institutions were selected based on the largest number of articles published during all editions of the journal.
The chart below presents the percentage ratio of articles from top institutions (based on their ranking of total papers).Top affiliations were grouped by their rank into the following tiers: top 1-10, top 11-20, top 21-50, and top 51+. Only articles with a recognized affiliation are considered.
During the most recent 2021 edition, 6.34% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 23.31% were posted by at least one author from the top 10 institutions publishing in the journal. Another 21.80% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 9.02% of all publications and 45.86% were from other institutions.
A very common phenomenon observed among researchers publishing scientific articles is the intentional selection of journals they have already attended in the past. In particular, it is worth analyzing the case when the authors participate in the same journal from year to year.
The Returning Authors Index presented below illustrates the ratio of authors who participated in both a given as well as the previous edition of the journal in relation to all participants in a given year.
The graph below shows the Returning Institution Index, illustrating the ratio of institutions that participated in both a given and the previous edition of the conference in relation to all affiliations present in a given year.
Our experience to innovation index was created to show a cross-section of the experience level of authors publishing in a journal. The index includes the authors publishing at the last edition of a journal, grouped by total number of publications throughout their academic career (P) and the total number of citations of these publications ever received (C).
The group intervals were selected empirically to best show the diversity of the authors' experiences, their labels were selected as a convenience, not as judgment. The authors were divided into the following groups:
The chart below illustrates experience levels of first authors in cases of publications with multiple authors.
As the field of Assessment & Evaluation in Higher Education gains more importance, it also creates various career opportunities for prospective professionals. A pertinent profession in this field is that of a marriage and family therapist, particularly for those who focus on higher education and issues affecting familial relations due to education-related challenges. While there is a specific skill set required to excel in this profession, it is crucial to understand the educational requirements needed to kickstart this career. If you are interested in this career path, you can learn about the education and the necessary qualifications for this profession in our article onhow to become a marriage and family therapist in Georgia. This detailed guide provides insights into the marriage counseling education requirements in Georgia, helping you explore this interesting career opportunity further.
From relevant coursework and practicum hours to state licensing requirements, it provides a comprehensive look at preparing for this specialized career. A strong foundation in subjects explored in our Assessment & Evaluation in Higher Education journal, such as Pedagogy, Formative and Peer Assessment, and Mathematics education, among others, could also provide the necessary backdrop for counseling students and families in an education context. Begin your journey towards becoming a marriage and family therapist in Georgia today.
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