- Dirk Hastedt, IEA, Amsterdam
- Matthias von Davier, Educational Testing Service, Princeton
- Kory Chisholm, IEA-Data Processing Center
Large-scale Assessments in Education is fully sponsored by the IEA-ETS Research Institute, a collaborative effort between the Research & Development Division at ETS and the IEA Data Processing and Research Center that focuses on improving the science of large-scale assessments.
Aims & scope
Large-scale Assessments in Education is a joint publication of the International Association for the Evaluation of Educational Achievement (IEA) and Educational Testing Service (ETS). The articles in this journal contribute to the science of large-scale assessments, help disseminate state-of-the-art information about empirical research using these databases and make the results available to policy makers and researchers around the world.
Articles suitable for publication in the journal focus on improving the science of large-scale assessments and make use of data collected by programs such as IEA’s TIMSS, PIRLS, ICCS, and SITES; U.S.-NAEP; OECD’s PISA, PIAAC and TALIS; IALS, ALL and others. If you have questions or concerns about whether your article adheres to the purpose of this journal, please contact the editors directly.
IERI Monograph Series Archive
Large-scale Assessments in Education was published from 2008 to 2012 as the "IERI Monograph Series". Archive content of the IERI Monograph Series is available online at ierinstitute.org/dissemination-area.html
SpringerOpen is Springer’s new suite of open access journals which will cover all disciplines. SpringerOpen journals are fully and immediately open access and will publish articles under the Creative Commons Attribution license. This makes it easy for authors to fully comply with open access mandates and retain copyright. SpringerOpen journals combine open access and our expertise in delivering high-quality and rapid publications, from online submission systems and in-depth peer review to an efficient, author-friendly production process.
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