As a result of the significant disruption that is being caused by the COVID-19 pandemic we are very aware that many researchers will have difficulty in meeting the timelines associated with our peer review process during normal times. Please do let us know if you need additional time. Our systems will continue to remind you of the original timelines but we intend to be highly flexible at this time.
Call for Papers: 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. Papers should discuss neglected problems and innovative solutions for the analysis of psychological constructs across heterogeneous contexts and life stages as evaluated in longitudinal studies. Read more and submit your paper.
COVID-19 and impact on peer review
Articles
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Student test-taking effort in low-stakes assessments: evidence from the English version of the PISA 2015 science test
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School-level inequality measurement based categorical data: a novel approach applied to PISA
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Comparing different response time threshold setting methods to detect low effort on a large-scale assessment
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Immigrant optimism or immigrant pragmatism? Linguistic capital, orientation towards science and occupational expectations of adolescent immigrants
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Effect size measures for multilevel models: definition, interpretation, and TIMSS example
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Introduction to instrumental variables and their application to large-scale assessment data
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The relationship between students’ use of ICT for social communication and their computer and information literacy
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Data fusion with international large scale assessments: a case study using the OECD PISA and TALIS surveys
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Trends in gender gaps: using 20 years of evidence from TIMSS
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
Discover the latest article collections
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.
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.
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
Celebrating LSAE’s 5th Anniversary
It has already been 5 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.
LSAE is indexed by ESCI and SCOPUS
Large-Scale Assessments in Education has been accepted by the Emerging Sources Citation Index (ESCI) and SCOPUS.
Blogs
Gender gaps in maths and science are not a given!
by Sabine Meinck
Against the odds: Organizationally resilient schools in the digital age
by Kerstin Drossel
Software articles
Large Scale Assessments in Education now accepts Software Articles showcasing tools for educational assessment and research. Learn more about submission guidelines!
Aims and 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). 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.
Open Access Books
Preparing for Life in a Digital Age - The IEA International Computer and Information Literacy Study International ReportRelated book series
IEA Research for EducationFollow
Annual Journal Metrics
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Speed
97 days to first decision for reviewed manuscripts only
75 days to first decision for all manuscripts
199 days from submission to acceptance
16 days from acceptance to publicationUsage
144,160 downloads
199 Altmetric mentionsCitation Impact
1.228 - Source Normalized Impact per Paper (SNIP)
0.813 - SCImago Journal Rank (SJR)
2.8 - CiteScore
This journal is indexed by
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- Emerging Sources Citation Index (ESCI)
- SCOPUS
- Google Scholar
- DOAJ
- EBSCO Discovery Service
- EBSCO TOC Premier
- ERIC System Database
- OCLC
- ProQuest Central
- ProQuest Education Database
- ProQuest Professional Education
- ProQuest Social Science Collection
- Summon by ProQuest
Society affiliation
Large-scale Assessments in Education is fully sponsored by IERI, the IEA-ETS Research Institute, a collaborative effort between the Research & Development Division at ETS 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)