Educational Assessment

Educational Assessment 由 Taylor & Francis 出版，属中科院教育学大类（2025 升级版3区）。按 OpenAlex 近年发文统计，该刊主要发表 Student Assessment and Feedback、Psychometric Methodologies and Testing、Teacher Education and Leadership Studies 等主题的论文，这 3 个主题约占 33.3%，主导子领域为 Education、Developmental and Educational Psychology。（根据 OpenAlex 主题统计与中科院分区数据生成）

Educational Assessment publishes original research on the design, analysis and use of assessment to deepen understanding of the performance and quality of individuals, groups, and programs in educational settings. It welcomes rigorous theoretical pieces and empirical studies (quantitative or qualitative) that can inform important national and international discussions in educational policy and practice. The journal is formally affiliated with the National Council on Measurement in Education to promote classroom assessment research. The journal is particularly interested in research that contributes new knowledge and encourages innovation in the areas of: use and consequences of large-scale data, including national and international data, to support educational decision-making and improvement; classroom assessment, including formative assessment practices, summative uses of assessment and educators' assessment literacy; new constructs and forms for student assessment, including assessment of deeper learning outcomes; measures of classroom practices and of teacher or school quality; assessment of special populations; novel approaches to validation; psychometric developments and applications with a strong bridge to implications for educational practice. Educational Assessment does not publish instrument development or validation studies unless they demonstrate new methodology or otherwise contribute new knowledge to the fields of assessment and/or measurement. Educational Assessment does not generally accept unsolicited submissions for Special Issues and due to the high volume of submissions the editorial team will not respond to such proposals. Readership: Researchers; assessment developers; subject matter and curriculum specialists; federal, state, district and school administrators responsible for assessment, educational policymakers.

摘自期刊官网 Aims & Scope

研究方向（LetPub）：EDUCATION & EDUCATIONAL RESEARCH

中科院期刊分区表

期刊官网公布的 JCR / CiteScore 分区

• JCR Q1 · 最佳分区 · 2025 年度
• CiteScore Q1 · 2025 年度

出版商自述数据，JCR 以 Clarivate、CiteScore 以 Scopus 公布为准；与中科院分区是不同体系。出版商官网

数据库收录

ESCIScopusLetPub

国际期刊预警名单：各版本均未列入LetPub

期刊官网自述收录

PsycINFOERIC出版商官网

其他：ProQuest、OCLC、EBSCOhost、Elsevier BV、E-psyche、ERIC (Education Resources Information Center)、Ovid、Taylor & Francis、Thomson Reuters

期刊官网列出的收录清单，未与各数据库逐一核对；Web of Science 各子库以上方记录为准。

不同版本、大类与小类分别展示，不将不同评价口径合并为一个分区值；投稿与考核前请确认所在机构采用的版本。

影响力指标

影响因子（出版商公布） 2025

2.8出版商官网 · 2026-09-30

五年影响因子（出版商公布） 2025

2.2出版商官网 · 2026-09-30

CiteScore 2026-06

5.4LetPub · 2026-09-13

CiteScore（出版商公布） 2025

5.4出版商官网 · 2026-09-30

SJR 2026-06

0.88LetPub · 2026-09-13

SJR（出版商公布） 2025

0.88出版商官网 · 2026-09-30

SNIP 2026-06

1.38LetPub · 2026-09-13

SNIP（出版商公布） 2025

1.38出版商官网 · 2026-09-30

h-index

59OpenAlex · 2026-10-01

i10-index

311OpenAlex · 2026-10-01

两年平均被引

1.68OpenAlex · 2026-10-01

自引率

14.3%LetPub · 2026-09-13

Gold OA 文章占比

12.5%LetPub · 2026-09-13

发文规模

年文章数

20LetPub · 2026-09-13

年下载量（出版商公布）

60,000出版商官网 · 2026-09-30

不同来源的统计口径与观测时间不同，页面保留各来源原值；“出版商公布”为期刊官网自述数据。

各来源数据

录用率（出版商公布）

10%出版商官网 · 2026-09-30

投稿到首次决定

45 天出版商官网 · 2026-09-30

外审后首次决定

100 天出版商官网 · 2026-09-30

接收到发表

17 天出版商官网 · 2026-09-30

社区反馈来自投稿者样本，置信度 0.5，不代表期刊承诺；“出版商公布”的时间节点定义以官网为准。

混合期刊的文章处理费仅在作者选择开放获取发表时收取；按订阅方式发表通常不收费。

费用以期刊官网为准；不同来源的观测时间可能不同，页面保留各来源原值，不做平均。

摘录来自期刊官网页面，仅保留原文片段；“模型摘要”由 Workers AI 生成并经原文校验，以官网为准。

出版商

Taylor & Francis

ISSN

1062-7197

电子版 ISSN

1532-6977

官网最新一期

Volume 31, Issue 3（2026 年）

官方链接

• 期刊主页 ↗LetPub
• 投稿系统 ↗出版商官网
• 专刊 / 特刊征稿 ↗出版商官网