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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Family related variables effect on later educational outcome: a further geospatial analysis on TIMSS 2015 Finland
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Are large surveys of adult literacy skills as comparable over time as we think?
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Everything in moderation: ICT and reading performance of Dutch 15-year-olds
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Gender, affect, and math: a cross-national meta-analysis of Trends in International Mathematics and Science Study 2015 outcomes
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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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Multiple imputation using chained equations for missing data in TIMSS: a case study
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The acquisition of problem solving competence: evidence from 41 countries that math and science education matters
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
LSAE is indexed by ESCI and SCOPUS
Large-Scale Assessments in Education has been accepted by the Emerging Sources Citation Index (ESCI) and SCOPUS.
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.
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). 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.
Open Access Books
Preparing for Life in a Digital Age - The IEA International Computer and Information Literacy Study International ReportRelated book series
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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
1.75 - 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)
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