期刊名称：EDUCATIONAL MEASUREMENT-ISSUES AND PRACTICE
 期刊简介(About the journal)
投稿须知(Instructions to Authors)
编辑部信息(Editorial Board)
About the journal
Overview
Aims and Scope
Objectives of EM:IP
The primary purpose of Educational Measurement: Issues and Practice (EM:IP) is to promote a better understanding of and reasoned debate on assessment, evaluation, testing, and related issues of practical importance to educators and the public. To this end, EM:IP publishes articles that are both timely and have the potential to advance the policies and practices of educational measurement.
Note: The term "educational measurement" is used herein in a very broad sense, and can refer to both inferences made and actions taken on the basis of test scores or other modes of assessment.
Target Audience of EM:IP
Sponsored by the National Council on Measurement in Education (NCME), EM:IP has a broad target audience that includes
- psychometricians and test developers working in the testing industry,
- psychometricians working in academic settings,
- staff in schools, districts and state departments of education,
- researchers and analysts at universities and think-tanks,
- legislators and their staff, and
- interested citizens.
Because of this broad target audience, manuscripts published in EM:IP are generally less technical then the companion journal also published by NCME, the Journal of Educational Measurement, and should be written with the goal of invoking minimal jargon.
Examples of Appropriate EM:IP Manuscript Topics
Manuscripts published in EM:IP should be motivated by a problem in educational measurement that the author(s) are attempting to address.A study most appropriate for EM:IP is one that has been motivated by a big picture problem that would be regarded as interesting or relevant to a significant proportion of EM:IP’s readership.
Examples of big picture problems that have motivated past EMIP publications:
- To what extent do formative assessment practices have an impact on student achievement?
- What principles should be invoked to develop test score reports that are readily understood by students and their parents? What evidence is there that different sorts of score reports are more or less understandable to parents and students?
- How do different sources of error compare in large-scale assessment contexts? How do these sources of error relate to the unit of analysis? How can these errors be reduced? What exactly do we mean by “error”?
Manuscripts well-suited to EM:IP are those that bring together the “lessons learned” from a large multi-year project, several shorter projects, or a comprehensive literature review or proposed framework related to an important issue in educational measurement. Carefully designed small scale studies or program evaluations are also appropriate so long as a strong case can be made that the results are of theoretical or practical importance to the field more generally. Manuscripts that promote conversation and debate about preferred methods and practices in educational measurement are strongly encouraged.On occasion, a manuscript that repesents primarily a commentary could be publishable so long as the author is successful in identifying a problem with psychometric theory or assessment practice and can suggest a constructive course of action that could plausibly remedy the problem. However, submitted manuscripts along these lines that do not present the results from any novel empirical research should be considerably shorter than the 30 page limit for original manuscript submissions. In other words, if you’re writing what amounts to an editorial, keep it short and sweet.
Examples of Inappropriate EM:IP Manuscript Topics
There are, of course, potentially exceptions to the examples below, but in general, the following represent the sorts of manuscripts that are unlikely to be appropriate for EM:IP.
- A single validation study associated with a local survey instrument, classroom assessment or large-scale assessment unless (1) a case can be made that the interpretation and use of this specific assessment has clear importance to EM:IP’s readership or (2) the methodology being used for the validation study represents a novel or innovative design or analysis.
- Any empirical study that is not motivated by a clearly explicated research question and some sense for what the author is expecting to discover based upon previous findings in the research literature. The latter is especially important for any submission that involves a simulation.
- A manuscript that comes across as an advocacy piece for a commercial product or service.
Keywords
education, educational, measurement, assessment, testing, evaluation, measurement instruments, measurement applications
Abstracting and Indexing Information
- Academic Search (EBSCO Publishing)
- Academic Search Alumni Edition (EBSCO Publishing)
- Academic Search Elite (EBSCO Publishing)
- Academic Search Premier (EBSCO Publishing)
- Current Contents: Social & Behavioral Sciences (Thomson Reuters)
- Education Index/Abstracts (EBSCO Publishing)
- ERA: Educational Research Abstracts Online (T&F)
- ERIC: Educational Resources Information Center (CSC)
- OmniFile Full Text Mega Edition (HW Wilson)
- ProQuest Central (ProQuest)
- ProQuest Education Journals (ProQuest)
- ProQuest Psychology Journals (ProQuest)
- PsycINFO/Psychological Abstracts (APA)
- Social Sciences Citation Index (Thomson Reuters)
- Web of Science (Thomson Reuters)
Instructions to Authors
Author Guidelines
Author Guidelines for Submitting a Manuscript
1.Before submitting a manuscript to EMIP, make sure the content of your manuscript is a good fit for the journal. To get a better sense for manuscripts that would and would not be a good fit, please read the overview of the journal available at http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1745-3992/homepage/ProductInformation.html .
2.All submissions to Educational Measurement: Issues and Practice need to follow APA Style as described in the Sixth Edition of the Publication Manual of the American Psychological Association. For details, see www.apastyle.org.
3.Submissions must be double-spaced, with Times New Roman 12 point font and 1 inch margins.
4.Submissions must not exceed 30 pages, including references, tables and figures. Occasional exceptions to this rule will be at the discretion of the editor.
5. Submitting authors should do their best to keep their identities anonymous by not citing their own work excessively or gratuitously. For example, references to unpublished reports or conference papers should be avoided if possible. Please do not blind a reference to a previous publication (i.e., “Author 2012”) if it is clearly relevant to the present study as this simply makes the identity of the submitting author(s) all the more obvious. This represents a change to author guidelines through November of 2013.
6.Acceptable formats for submitted manuscripts are Microsoft Word (.doc or .docx) or LaTeX.
7.All tables, charts, graphs and equations must be submitted in an editable format (i.e. Microsoft Excel, Equation Editor or LaTeX).
8.Any manuscript with significant deviations from the guidelines above will not be sent out for review.
Logistics of Manuscript Submission
Educational Measurement: Issues and Practice prefers to receive all manuscript submissions electronically using ScholarOne Manuscripts. To submit a manuscript, please follow the instructions below.
Getting Started
1.Launch your web browser and go to EMIP's ScholarOne Manuscripts homepage ( http://mc.manuscriptcentral.com/emip).
2.Log-in or click the "Create Account" option if you are a first-time user of ScholarOne Manuscripts.
3.If you are creating a new account.
After clicking on "Create Account", enter your name and e-mail information and click "Next". Your e-mail information is very important.
Enter your institution and address information as appropriate, and then click "Next."
Enter a user ID and password of your choice (we recommend using your e-mail address as your user ID), and then select your area of expertise. Click "Finish".
4.If you have an account but have forgotten your log in details, go to "Password Help" on the Educational Measurement: Issues and Practice ScholarOne Manuscripts homepage and enter your email address. The system will send you an automatic user ID and password reminder.
5.Log-in and select "Author Center." Submitting Your Manuscript
6.After you have logged in, click the "Submit a Manuscript" link in the menu bar.
7.Enter data and answer questions as appropriate.
8.Click the "Next" button on each screen to save your work and advance to the next screen.
9.You are required to upload your files.
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Click on the "Browse" button and locate the file on your computer.
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Select the designation of each file in the drop down next to the Browse button.
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When you have selected all files you wish to upload, click the "Upload Files" button.
Review your submission (in both PDF and HTML formats) before sending to the Journal. Click the "Submit" button when you are finished reviewing.
You may suspend a submission at any phase before clicking the "Submit" button and save it to submit later. After submission, you will receive a confirmatory e-mail. You can also access ScholarOne Manuscripts any time to check the status of your manuscript. The Journal will inform you by e-mail once a decision has been made.
Getting Help With Your Submission
Each page of the ScholarOne Manuscripts website has a 'Get Help Now' icon connecting directly to the online support system at http://mcv3support.custhelp.com.
Queries can also be e-mailed to support@scholarone.com and telephone support is available 24 hours a day, 5 days a week through the US ScholarOne support office on: +1 434 817 2040, ext 167. If you do not have Internet access or cannot submit online, the Editorial Office will help with online submissions.
For other questions, please contact
Howard T. Everson, Editor (howard.everson@sri.com).
SRI International
Education Division
Center for Technology in Learning
333 Ravenswood Avenue
Menlo Park, CA 94025-3493
USA
A statement assigning copyright to NCME will be required for manuscripts that are accepted for publication. The necessary form can be downloaded here.
Statement of Editorial Policy
NEW: Online production tracking is now available for your article through Wiley-Blackwell's Author Services.
Author Services enables authors to track their article - once it has been accepted - through the production process to publication online and in print. Authors can check the status of their articles online and choose to receive automated e-mails at key stages of production so they don't need to contact the production editor to check on progress. Visit http://authorservices.wiley.com/bauthor/ for more details on online production tracking and for a wealth of resources including FAQs and tips on article preparation, submission and more.
Editorial Board
Editor in Chief
Howard T. Everson
SRI International
Associate Editors
Sarah M. Bonner, Hunter College, City University of New York
Jay Verkuilen, Graduate Center, City University of New York
ITEMS Editor
Holmes Finch, Ball State University
Visual Editor
Katherine Furgol Castellano, Educational Testing Service
Editorial Board
Jamaal Abedi, University of California, Davis
Karen Barton, CTB-McGraw-Hill
Randy Bennett, Educational Testing Service
Susan Brookhart, Duquesne University
Wayne Camara, ACT
Neil Dorans, Educational Testing Service
Kadriye Ercikan, University of British Columbia
Matthew Gaertner, Pearson
Joana Gorin, Educational Testing Service
John Hattie, University of Auckland
Michael Kane, Educational Testing Service
Suzanne Lane, University of Pittsburgh
Roy Levy, Arizona State University
Scott Marion, National Center for the Improvement of Educational Assessment
Joseph Martineau, National Center for the Improvement of Educational Assessment
Marianne Perie, University of Kansas
Guillermo Solano-Flores, University of Colorado, Boulder
Jonathan Templin, University of Kansas
Bruno Zumbo, University of British Columbia
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