>
>
APPLIED MEASUREMENT IN EDUCATION

APPLIED MEASUREMENT IN EDUCATION

APPL MEAS EDUC
影响因子：1.1
是否综述期刊：否
是否预警：不在预警名单内
是否OA：否
出版国家/地区：
出版社：Taylor & Francis
发刊时间：0
发刊频率：
收录数据库：Scopus收录
ISSN：0895-7347
年发文量 26
国人发稿量 3.55
国人发文占比 0.14%
自引率 -
平均录取率-
平均审稿周期 -
版面费 -
偏重研究方向 Multiple-
期刊官网 https://www.tandfonline.com/toc/hame20/current
投稿链接

期刊高被引文献

Challenges to the Cattell-Horn-Carroll Theory: Empirical, Clinical, and Policy Implications
来源期刊：Applied Measurement in EducationDOI：10.1080/08957347.2019.1619562
The Effects of Effort Monitoring With Proctor Notification on Test-Taking Engagement, Test Performance, and Validity
来源期刊：Applied Measurement in EducationDOI：10.1080/08957347.2019.1577248
Prediction of Essay Scores From Writing Process and Product Features Using Data Mining Methods
来源期刊：Applied Measurement in EducationDOI：10.1080/08957347.2019.1577245
The One and the Many: Enduring Legacies of Spearman and Thurstone on Intelligence Test Score Interpretation
来源期刊：Applied Measurement in EducationDOI：10.1080/08957347.2019.1619560
Critically Reflecting on the Origins, Evolution, and Impact of the Cattell-Horn-Carroll (CHC) Model
来源期刊：Applied Measurement in EducationDOI：10.1080/08957347.2019.1619561
An Information-Based Approach to Identifying Rapid-Guessing Thresholds
来源期刊：Applied Measurement in EducationDOI：10.1080/08957347.2019.1660350
Using Constrained Optimization to Increase the Representation of Students from Low-Income Neighborhoods
来源期刊：Applied Measurement in EducationDOI：10.1080/08957347.2019.1660346
A Comparison of Estimation Techniques for IRT Models With Small Samples
来源期刊：Applied Measurement in EducationDOI：10.1080/08957347.2019.1577243
A Validation Argument From Soup to Nuts: Assessing Progress on Learning Trajectories for Middle-School Mathematics
来源期刊：Applied Measurement in EducationDOI：10.1080/08957347.2018.1544135
Improving the Predictive Validity of Reading Comprehension Using Response Times of Correct Item Responses
来源期刊：Applied Measurement in EducationDOI：10.1080/08957347.2019.1577247
Measuring the Reliability of Diagnostic Mastery Classifications at Multiple Levels of Reporting
来源期刊：Applied Measurement in EducationDOI：10.1080/08957347.2019.1660345
Empirical Considerations on Intelligence Testing and Models of Intelligence: Updates for Educational Measurement Professionals
来源期刊：Applied Measurement in EducationDOI：10.1080/08957347.2019.1619564
Argument-Based Validation in Practice: Examples From Mathematics Education
来源期刊：Applied Measurement in EducationDOI：10.1080/08957347.2018.1544139
Application of IRT Fixed Parameter Calibration to Multiple-Group Test Data
来源期刊：Applied Measurement in EducationDOI：10.1080/08957347.2019.1660344
Negative Keying Effects in the Factor Structure of TIMSS 2011 Motivation Scales and Associations with Reading Achievement
来源期刊：Applied Measurement in EducationDOI：10.1080/08957347.2019.1660349
Are Multiple-choice Items Too Fat?
来源期刊：Applied Measurement in EducationDOI：10.1080/08957347.2019.1660348
Deconstructing CHC
来源期刊：Applied Measurement in EducationDOI：10.1080/08957347.2019.1619563
Partial Credit in Answer-Until-Correct Multiple-Choice Tests Deployed in a Classroom Setting
来源期刊：Applied Measurement in EducationDOI：10.1080/08957347.2019.1577249
Classification Consistency and Accuracy for Mixed-Format Tests
来源期刊：Applied Measurement in EducationDOI：10.1080/08957347.2019.1577246
Integrating Validation Arguments With the Assessment Triangle: A Framework for Operationalizing and Instantiating Validation
来源期刊：Applied Measurement in EducationDOI：10.1080/08957347.2018.1544136
Identifying Disengaged Survey Responses: New Evidence Using Response Time Metadata
来源期刊：Applied Measurement in EducationDOI：10.1080/08957347.2019.1577244
Prescribing Structure for Validation Arguments: Elemental, Structural, and Ecological Validity
来源期刊：Applied Measurement in EducationDOI：10.1080/08957347.2018.1544137
Comparison of Two Approaches to Interpretive Use Arguments
来源期刊：Applied Measurement in EducationDOI：10.1080/08957347.2018.1544138
Effects of Item Modifications on Test Accessibility for Persistently Low-Performing Students with Disabilities
来源期刊：Applied Measurement in EducationDOI：10.1080/08957347.2019.1660343

质量指标占比

研究类文章占比 OA被引用占比 撤稿占比 出版后修正文章占比
88.46%9.09%--

相关指数

影响因子
影响因子
年发文量
自引率
Cite Score

预警情况

查看说明
时间 预警情况
2025年03月发布的2025版不在预警名单中
2024年02月发布的2024版不在预警名单中
2023年01月发布的2023版不在预警名单中
2021年12月发布的2021版不在预警名单中
2020年12月发布的2020版不在预警名单中
*来源：中科院《 国际期刊预警名单》

JCR分区

WOS分区等级：Q3区
版本 按学科 分区
WOS期刊SCI分区
WOS期刊SCI分区
WOS期刊SCI分区是指SCI官方（Web of Science）为每个学科内的期刊按照IF数值排 序，将期刊按照四等分的方法划分的Q1-Q4等级，Q1代表质量最高，即常说的1区期刊。
（2024-2025年最新版）
EDUCATION & EDUCATIONAL RESEARCH
Q3

中科院分区

查看说明
版本 大类学科 小类学科 Top期刊 综述期刊
2025年3月最新升级版
教育学4区
EDUCATION & EDUCATIONAL RESEARCH 教育学和教育研究
4区
PSYCHOLOGY, EDUCATIONAL 心理学：教育
4区
PSYCHOLOGY, MATHEMATICAL 心理学：数学
4区
否
否
2023年12月升级版
教育学4区
EDUCATION & EDUCATIONAL RESEARCH 教育学和教育研究
4区
PSYCHOLOGY, EDUCATIONAL 心理学：教育
4区
PSYCHOLOGY, MATHEMATICAL 心理学：数学
4区
否
否
2022年12月旧的升级版
教育学4区
EDUCATION & EDUCATIONAL RESEARCH 教育学和教育研究
4区
PSYCHOLOGY, EDUCATIONAL 心理学：教育
4区
PSYCHOLOGY, MATHEMATICAL 心理学：数学
4区
否
否