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Assessment in Education-Principles Policy & Practice 期刊封面

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Assessment in Education-Principles Policy & Practice

Taylor & Francis SSCI 非OA

2026新锐 2区2025中科院 2区2025 JCR Q1

查看审稿周期计算与数据来源报告数据问题

507.7平均天数

523中位天数

185最短天数

883最长天数

322025发文量

Paper Review Records

全部论文审稿周期

10 篇有效样本 · 按发表日期由新到旧排列
审稿天数=录用日期-收稿日期；保留 PDF/DOI/网页源链接

575 天

Development and psychometric validity evidence of a curriculum-based and adaptive mathematics assessment tool

收稿 2024-11-12 录用 2026-06-10 发表 2026-06-15

作者Macarena Larrain; Marianela Navarro; José Pezoa

作者单位1. Universidad de los Andes, Chile, Facultad de Ciencias Sociales, Escuela de Educación, Santiago, Chile; 2. Pontificia Universidad Católica de Chile, Facultad de Ciencias Sociales, Escuela de Psicología, Santiago, Chile

PDF源文件 DOI 网页

771 天

Educational assessment in Canada revisited

收稿 2024-04-27 录用 2026-06-07 发表 2026-06-11

作者Louis Volante; Christopher DeLuca; Michael Holden

作者单位1. Brock University; 2. Queen’s University; 3. University of Winnipeg

PDF源文件 DOI 网页

446 天

A meta-analytical review of the effects of self-assessment and peer-assessment interventions on self-regulated learning strategies and affective outcomes

收稿 2025-03-05 录用 2026-05-25 发表 2026-06-07

作者Zi Yan; Hongling Lao; Ernesto Panadero; Belén Fernández-Castilla

作者单位1. The Education University of Hong Kong; 2. Shenzhen Institute of Education Sciences; 3. School of Policty and Practice, Institute of Education, Dublin City Univesrity; 4. Universidad de Deusto; 5. Universidad Nacional de Educación a Distancia

PDF源文件 DOI 网页

883 天

The reliability and construct validity of student perceptions of teaching quality

收稿 2023-12-12 录用 2026-05-13 发表 2026-06-01

作者Hannah J.E. Bijlsma; Cees A.W. Glas; Adrie J. Visscher

作者单位1. Radboud University Nijmegen; 2. University of Twente; Faculty of Behavioural

PDF源文件 DOI 网页

726 天

Assessment of students’ collaborative problem-solving competence with the use of computer-simulated, scenario-based tasks: a systematic literature review

收稿 2024-02-23 录用 2026-02-18 发表 2026-04-23

作者Sofia Eleftheriadou; Maria Pampaka; Julian Williams; Alexandru Cernat

作者单位1. The University of Manchester

PDF源文件 DOI 网页

186 天

Understanding students’ use of testing and rereading strategies for test preparation: evidence from China

收稿 2025-09-18 录用 2026-03-23 发表 2026-04-15

作者Zhanxin Hao; Jo-Anne Baird; Yasmine El Masri

作者单位1. Tsinghua University; 2. University of Oxford

PDF源文件 DOI 网页

259 天

Perceived fairness of exam accommodations for students with special educational needs

收稿 2025-07-20 录用 2026-04-05 发表 2026-04-15

作者Mickaël Jury; Arnaud Stanczak; Caroline Huron; Fabian Müller; Cristina Aelenei; Stephen G. Sireci

作者单位1. Université Clermont Auvergne; 2. Institut Universitaire de France; 3. Université de Strasbourg; 4. INSERM U 1338; 5. Learning Planet Institute; 6. IHU Institut du cerveau de l’enfant; 7. Université Paris Cité; 8. University of Massachusetts Amherst

PDF源文件 DOI 网页

560 天

Relationship between formative assessment practices and students’ academic achievement: the mediating role of student engagement

收稿 2024-08-11 录用 2026-02-22 发表 2026-03-16

作者Junsheng Wu; Zi Yan

作者单位1. Foshan University; 2. The Education University of Hong Kong

PDF源文件 DOI 网页

185 天

Estimating sub-domain scores within national assessments. A case study using the Key Stage 2 statutory mathematics test in England

收稿 2025-08-28 录用 2026-03-01 发表 2026-03-14

作者John Jerrim; Natasha Plaister; Dave Thomson

作者单位1. University College London; 2. FFT Education Datalab

PDF源文件 DOI 网页

486 天

Malaysian science teachers’ conceptions and practices of assessment: school-based assessments within a high-stakes examination system

收稿 2024-09-03 录用 2026-01-02 发表 2026-01-12

作者Dayana Sirri; Amanda Harper; Gavin T. L. Brown

作者单位1. The University of Auckland

PDF源文件 DOI 网页

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我是环境工程专业，需要一篇 SCI，希望 3 个月内见刊。没有基金，也没有大牛挂名，可以投哪些期刊？

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可以。先按 90 天时限做可行性筛选，同步查找无基金、无知名作者挂靠的典型论文案例，作为选刊依据。重点核对研究质量与期刊 scope。

拟题建议: 《融合机器学习与生命周期评价的城市污水处理碳排放预测与优化》
数据库初筛: Environmental Technology & Innovation

样本口径2026 年最近 5 篇有效论文样本

平均审稿96.4 天

中位数77 天

Assessment in Education-Principles Policy & Practice

全部论文审稿周期

Development and psychometric validity evidence of a curriculum-based and adaptive mathematics assessment tool

Educational assessment in Canada revisited

A meta-analytical review of the effects of self-assessment and peer-assessment interventions on self-regulated learning strategies and affective outcomes

The reliability and construct validity of student perceptions of teaching quality

Assessment of students’ collaborative problem-solving competence with the use of computer-simulated, scenario-based tasks: a systematic literature review

Understanding students’ use of testing and rereading strategies for test preparation: evidence from China

Perceived fairness of exam accommodations for students with special educational needs

Relationship between formative assessment practices and students’ academic achievement: the mediating role of student engagement

Estimating sub-domain scores within national assessments. A case study using the Key Stage 2 statutory mathematics test in England

Malaysian science teachers’ conceptions and practices of assessment: school-based assessments within a high-stakes examination system

把投稿要求，转成可验证的期刊方案

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Assessment in Education-Principles Policy & Practice

全部论文审稿周期

Development and psychometric validity evidence of a curriculum-based and adaptive mathematics assessment tool

Educational assessment in Canada revisited

A meta-analytical review of the effects of self-assessment and peer-assessment interventions on self-regulated learning strategies and affective outcomes

The reliability and construct validity of student perceptions of teaching quality

Assessment of students’ collaborative problem-solving competence with the use of computer-simulated, scenario-based tasks: a systematic literature review

Understanding students’ use of testing and rereading strategies for test preparation: evidence from China

Perceived fairness of exam accommodations for students with special educational needs

Relationship between formative assessment practices and students’ academic achievement: the mediating role of student engagement

Estimating sub-domain scores within national assessments. A case study using the Key Stage 2 statutory mathematics test in England

Malaysian science teachers’ conceptions and practices of assessment: school-based assessments within a high-stakes examination system

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