Aims and scope
Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself.

Assessment in Education is a leading site for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. Following APA standards, the journal publishes both theoretical and empirical scholarship that directly advances assessment theory, policy, and/or practice across formal education contexts.

The journal also publishes research on international testing programs and school accountability systems as well as educator professional learning in assessment (pre-service and in-service). Only on an exceptional basis the journal publishes articles in the areas of language testing, medical assessment, or the validation of psychological scales. The journal does not publish reviews of assessment products.

Peer Review Policy:All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.