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Large-scale Assessments in Education

An IERI – International Educational Research Institute Journal

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2022-2024

The National Educational Panel Study (NEPS) and Methodological Innovations in Longitudinal Large-Scale Assessments

This special issue brings together contributions from different disciplines that can help improve methodological practices in longitudinal large-scale assessments in education using NEPS data. Papers discuss neglected problems and innovative solutions for the analysis of psychological constructs across heterogeneous contexts and life stages as evaluated in longitudinal studies.

Edited by: Christian Aßmann - Leibniz Institute for Educational Trajectories, Timo Gnambs - Leibniz Institute for Educational Trajectories, Marie-Ann Sengewald - Leibniz Institute for Educational Trajectories, Tanja Kutscher - Leibniz Institute for Educational Trajectories, Claus H. Carstensen - University of Bamberg
Collection published: 11 July 2022

Special Issue on investigating the effect of COVID-19 disruption in education using REDS data

This is a Special Issue on the educational disruption due to the COVID-19 crisis in different areas of the world, as well as on the responses of national governments, schools, teachers, students and their families.

Edited by: Alice Bertoletti, Zbigniew Karpiński,  European Commission Joint Research Centre
Collection published:  26 December 2022


2022

Leveraging large-scale assessments for effective and equitable school practices: The case of the Nordic countries

This issue showcases innovative research and development in the area of log-file and process data with a focus in international large-scale assessments, including the latest methodological and theoretical approaches, and critical ethical considerations.

Edited by: Nani Teig, Univeristy of Olso & Isa Steinmann, University of Olso 
Collection published: 5 April 2022

2020

Exploring Usage of Log-File and Process Data in International Large-Scale Assessments

This issue showcases innovative research and development in the area of log-file and process data with a focus in international large-scale assessments, including the latest methodological and theoretical approaches, and critical ethical considerations.

Edited by: Qiwei (Britt) He, ETS, Irwin Kisch, ETS, Caroline McKeown, ERC, Jude Cosgrove, ERC
Collection published: 29 May 2020

2017

Results, methodological aspects and advancements of the Programme for the International Assessment of Adult Competencies (PIAAC)

This special issue presents results of the PIAAC study regarding socio-economic differences such as education and gender. Results imply recommendations for policy actions to approach problems associated with skill inequality.

Edited by Anja Perry, Débora B. Maehler, Beatrice Rammstedt
Collection published:  31 January 2017

2016

Causal inferences with cross-sectional large scale assessment data

Researchers and policy makers in education want to know if anything can be done to improve achievement overall and for particular groups of test takers. This, in turn, has motivated interest in making connections between a host of potential causes and achievement.

Edited by: Prof. Leslie Rutkowski
Collection published: 3 February 2016

New Content Item

Special Issue: The National Educational Panel Study (NEPS) and Methodological Innovations in Longitudinal Large-Scale Assessments

LSAE is launching a special issue bringing together contributions from different disciplines that can help improve methodological practices in longitudinal large-scale assessments in education. 

New Content Item

Special issue on leveraging large-scale assessments for effective and equitable school practices: The case of the Nordic countries

What makes a school practice effective and equitable for all students? The answer to this question is the Holy Grail of educational research. Researchers seek  to find out how different aspects of school systems—including teacher competence, school characteristics, and educational policies—can be optimized to provide excellent learning opportunities across different groups of students.

New Content Item (1)

Special Issue on investigating the effect of COVID-19 disruption in education using REDS data

LSAE is publishing a Special Issue on the educational disruption due to the COVID-19 crisis in different areas of the world, as well as on the responses of national governments, schools, teachers, students and their families.

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

Aims and scope

Large-scale Assessments in Education is a publication from the IERI – International Education Research Institute. Articles considered for publication in this journal are those that make use of the databases published by national and international large-scale assessment programs, present results of interest to a broad national or international audience, or contribute to enhance and improve the methods and procedures, implementation, or use of large-scale assessments in education and their data.

Large-scale assessments are those designed with the purpose of reporting results at the group level and, as such, generally rely on sampling techniques, make use of sampling weights and replication methods, and resort to item response theory for the calculation of scale scores. Examples of large-scale assessments include but are not limited to IEA’s TIMSS, PIRLS, ICCS, and ICILS; U.S.-NAEP; OECD’s PISA, PIAAC, IELS, TALIS, and TALIS Starting Strong Survey; SACMEC, PASEC, and ERCE. Papers reporting on very small subsets of respondents, or very specific local issues outside the general goals of the assessment, will be considered out of scope.

 

Indexed by ESCI and SCOPUS

Large-Scale Assessments in Education is indexed by the Emerging Sources Citation Index (ESCI) and SCOPUS.

It is also ranked in the top quartile of the Scimago Journal Rank (SJR).

New Content Item

Blogs

New Content ItemImmigrant optimism or immigrant pragmatism?

by Joanna Sikora
 

New Content ItemGender gaps in maths and science are not a given!

by Sabine Meinck


Against the OddsAgainst the odds: Organizationally resilient schools in the digital age

by Kerstin Drossel

New Content Item

Celebrating LSAE’s 10th Anniversary

It has already been 10 years since Large-Scale-Assessments in Education is publishing with Springer. Today, we would like to celebrate this wonderful occasion together with all of you.

Software articles

Software articlesLarge Scale Assessments in Education now accepts Software Articles showcasing tools for educational assessment and research. Learn more about submission guidelines!

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Annual Journal Metrics

  • Citation Impact 2023
    Journal Impact Factor: 2.6
    5-year Journal Impact Factor: 4.2
    Source Normalized Impact per Paper (SNIP): 1.943
    SCImago Journal Rank (SJR): 1.256

    Speed 2024
    Submission to first editorial decision (median days): 25
    Submission to acceptance (median days): 344

    Usage 2024
    Downloads: 345,865
    Altmetric mentions: 115

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This journal is indexed by

    • Emerging Sources Citation Index
    • SCOPUS
    • Google Scholar
    • DOAJ
    • EBSCO Discovery Service
    • ERIC
    • OCLC WorldCat Discovery Service
    • ProQuest Central
    • ProQuest Education Database
    • ProQuest Professional Education
    • ProQuest Social Science Collection
    • ProQuest-ExLibris Summon
    • ProQuest-ExLibris Primo
    • UGC-CARE List (India)
    • TD Net Discovery Service
    • SCImago
    • Navar
    • Gale
    • ERIC
    • Dimensions
    • Chinese Academy of Sciences (CAS) - GoOA
    • CNKI
    • BFI List

Society affiliation

  New Content Item        

Large-scale Assessments in Education is fully sponsored by IERI – International Educational Research Institute, and the International Association for the Evaluation of Educational Achievement (IEA) that focuses on improving the science of large-scale assessments. Authors do not need to pay an article-processing charge.

  • ISSN: 2196-0739 (electronic)