| Discipline name | Position | Best Scientists | Publications | D-Index |
|---|---|---|---|---|
| Social Sciences and Humanities | 1042 | 7 | 7 | 5 |
| Psychology | 1092 | 7 | 8 | 5 |
The aim of Educational Assessment, Evaluation and Accountability is to expand the discussion of research in Mathematics education, Pedagogy, Public relations, Academic achievement and Quality (business). The journal facilitates discussions on Mathematics education that incorporate concepts from other fields like Test (assessment) and Higher education. The work on Test (assessment) addressed in it expands to the thematically related Applied psychology.
The work on Higher education presented in Educational Assessment, Evaluation and Accountability focuses on Course evaluation in particular. It focuses on Pedagogy but the discussions also offer insight into other areas such as Data collection, Context (language use), Perception and Process (engineering). Studies on Perception discussed in the journal link to the field of Social psychology.
The research on Academic achievement tackled can also make contributions to studies in the areas of Multilevel model and Achievement test. The journal is focused mainly on Formative assessment, particularly Summative assessment. The work tackled in the journal goes beyond the discipline of Educational assessment as it also encompasses Policy analysis.
The main points discussed in the most cited papers deal with Mathematics education, Pedagogy, Academic achievement, Educational assessment and Management science. The journal publications are focused mainly on Mathematics education, particularly Formative assessment. The most cited publications explore issues in Educational assessment which can be linked to other research areas like Subjectification, Educational quality and Focus (linguistics).
The topics of Test (assessment), Public relations, Mathematics education, Achievement test and Item response theory are the focal point of discussions in Educational Assessment, Evaluation and Accountability. The Test (assessment) works featured in it incorporate elements from Public administration and Reading (process). The studies in Public relations featured incorporate elements of Interpretation (philosophy), Process (engineering) and Standardized test.
The research on Mathematics education discussed in it draws on the closely related field of Phenomenon. Comparative education, Academic achievement, Contrast (statistics) and Trends in International Mathematics and Science Study are some topics wherein Achievement test research discussed in the journal have an impact. The journal explores research in Perception alongside concepts in Professional development and other areas of study in Focus group and Formative 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 Educational Assessment, Evaluation and Accountability (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 Educational Assessment, Evaluation and Accountability (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, 8.33% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 42.42% were posted by at least one author from the top 10 institutions publishing in the journal. Another 3.03% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 9.09% of all publications and 45.45% 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.
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Wangqiong Ye;Rolf Strietholt;Sigrid Blömeke
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(2021)Erika Majoros;Monica Rosén;Stefan Johansson;Jan-Eric Gustafsson
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