Studies in Educational Evaluation

Top Research Topics at Studies in Educational Evaluation?

Studies in Educational Evaluation mainly deals with areas of study such as Mathematics education, Pedagogy, Evaluation methods, Higher education and Program evaluation. The studies tackled, which mainly focus on Mathematics education, apply to Curriculum as well. The work on Pedagogy tackled in the journal brings together disciplines like Context (language use) and Medical education.

Studies in Educational Evaluation features studies on Medical education, including topics such as Professional development. Studies in Educational Evaluation explores research in Higher education and the adjacent study of Quality (business). The Program evaluation study tackled is a key component of adjacent topics in the area of Management science.

The main emphasis of Studies in Educational Evaluation is the subject of Curriculum development, focusing on Curriculum mapping. The Formative assessment study tackling the subject of Summative assessment is the focus of Studies in Educational Evaluation.

• Mathematics education (45.43%)
• Pedagogy (30.22%)
• Evaluation methods (13.31%)

What are the most cited papers published in the journal?

• What Is Assessment for Learning (563 citations)
• Assessment as a tool for learning (274 citations)
• How Effective Are Poor Schools? Poverty and Educational Outcomes in South Africa. (269 citations)

Research areas of the most cited articles at Studies in Educational Evaluation:

The most cited articles aim to foster the development of research in Mathematics education, Pedagogy, Higher education, Educational assessment and Evaluation methods. The journal papers dive deep in exploring the relationship between the study of Mathematics education and Test (assessment). The Pedagogy study tackled in the journal articles is a key component of adjacent topics in the area of Medical education.

What topics the last edition of the journal is best known for?

• Law
• Education
• Mathematics education

The previous edition focused in particular on these issues:

Studies in Educational Evaluation primarily focuses on research topics in Mathematics education, Medical education, Higher education, Context (language use) and Quality (business). Formative assessment is a focus of the presented Mathematics education works and it dives deep in Formative assessment. The journal explores topics in Medical education which can be helpful for research in disciplines like Sample (statistics), Perception and Grading (education).

Most of the works presented in it deals with Professional development but it intersects with the subject of Data based decision making.

The most cited articles from the last journal are:

• Misconceptions about data-based decision making in education: An exploration of the literature (11 citations)
• When artificial intelligence meets educational leaders’ data-informed decision-making: A cautionary tale (6 citations)
• A case study of a formative assessment practice and the effects on students’ self-regulated learning (5 citations)

Papers citation over time

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.

Top authors and change over time

The top authors publishing in Studies in Educational Evaluation (based on the number of publications) are:

• Pinchas Tamir (23 papers) absent at the last edition,
• Tjeerd Plomp (14 papers) absent at the last edition,
• Ruth Zuzovsky (14 papers) absent at the last edition,
• Marvin C. Alkin (13 papers) absent at the last edition,
• Nick L. Smith (12 papers) absent at the last edition.

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.

Top affiliations and change over time

Only papers with recognized affiliations are considered

The top affiliations publishing in Studies in Educational Evaluation (based on the number of publications) are:

• Tel Aviv University (62 papers) absent at the last edition,
• University of Twente (44 papers) published 4 papers at the last edition, 3 more than at the previous edition,
• Hebrew University of Jerusalem (38 papers) absent at the last edition,
• University of California, Los Angeles (27 papers) absent at the last edition,
• University of Cyprus (22 papers) published 2 papers at the last edition the same number as at the previous edition.

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.

Publication chance based on affiliation

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, 4.62% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 8.87% were posted by at least one author from the top 10 institutions publishing in the journal. Another 8.87% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 14.52% of all publications and 67.74% were from other institutions.

Returning Authors Index

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.

Returning Institution Index

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.

The experience to innovation index

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:

• Novice - P < 5 or C < 25 (the number of publications less than 5 or the number of citations less than 25),
• Competent - P < 10 or C < 100 (the number of publications less than 10 or the number of citations less than 100),
• Experienced - P < 25 or C < 625 (the number of publications less than 25 or the number of citations less than 625),
• Master - P < 50 or C < 2500 (the number of publications less than 50 or the number of citations less than 2500),
• Star - P ≥ 50 and C ≥ 2500 (both the number of publications greater than 50 and the number of citations greater than 2500).

The chart below illustrates experience levels of first authors in cases of publications with multiple authors.

Education and Training Requirements for Contributors

Another pertinent topic in the scope of Studies in Educational Evaluation is understanding the educational and training requirements for the authors and researchers who contribute to the discussions in the field. These individuals often come from various areas of academia and professions linked to education, pedagogy, and evaluation methods. Many authors contributing to educational research typically hold highly specialized degrees in their respective fields. For example, authors analyzing curriculum development and pedagogy might hold a Master's degree or Ph.D. in Education. Such education provides a broad overview of theories and methods of teaching and allows them to specialize in an area of interest, such as Mathematics education or Higher education. To become efficient contributors, professionals may also need specialized training for certain tasks, such as program evaluation or formative assessment. This could involve graduate studies, internships, or on-the-job experience to become proficient in specific evaluation method. Additionally, authors may come from varied career backgrounds, not strictly limited to academia. For instance, marriage and family therapists could contribute insights to studies on family dynamics on student performance. To become a marriage and family therapist in the North, certain specific educational and licensing requirements need to be met, as described in our article on how to become a marriage and family therapist in North Dakota. Therefore, understanding the myriad educational paths and experiences contributing authors come from adds depth to our understanding of the diverse perspectives reflected in the Studies in Educational Evaluation.