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.
COVID-19 and impact on peer review
Articles
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Changing times, changing needs: enhancing the utility of international large-scale assessments
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Schools overcoming the digital divide: in depth analyses towards organizational resilience in the computer and information literacy domain
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The measure of socio-economic status in PISA: a review and some suggested improvements
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When didactics meet data science: process data analysis in large-scale mathematics assessment in France
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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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Effect size measures for multilevel models: definition, interpretation, and TIMSS example
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The relationship between students’ use of ICT for social communication and their computer and information literacy
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Introduction to instrumental variables and their application to large-scale assessment data
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Multiple imputation using chained equations for missing data in TIMSS: a case study
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
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.
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.
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
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
99 days to first decision for reviewed manuscripts only
61 days to first decision for all manuscripts
249 days from submission to acceptance
13 days from acceptance to publicationUsage
79,778 downloads
343 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)
