Assessment in Higher Ed
In a recent analysis of data from Thomson Reuters Web of Science, the journal "Assessment & Evaluation in Higher Education" was identified as a Rising Star in the field of Social Sciences, based on an increase in its citation rate as tracked over successive bimonthly periods. The journal’s current record in this field includes 320 papers cited a total of 642 times between January 1, 2003 and June 30, 2013.
Assessment & Evaluation in Higher Education is published by Routledge, part of the Taylor & Francis Group. The journal’s editor is Malcolm Tight, who is currently a Professor in the Department of Educational Research at Lancaster University, UK.
Below, Dr. Tight shares a few remarks on the journal and its growing citation profile.
SW: Would you give us a brief history of the journal?
AEHE was set up by folk in the School of Education at the University of Bath in 1975. From 1975 to 1980 it was called Assessment in Higher Education, assuming its current name in 1981.
SW: Did you expect AEHE to become more highly cited, or is this surprising to you?
The aim of AEHE has always been to publish high-quality articles on aspects of assessment and evaluation in higher education, so it is not surprising—though gratifying—that they should be highly cited. As the number of issues published has increased over the years, and the proportion of submitted articles accepted for publication has gone down, it's to be expected that the citation rate would grow.
SW: What, in your view, is this journal’s main significance or contribution in Education and beyond?
AEHE is somewhat unusual in the field in being very tightly focused on one aspect of higher education, hence it is relatively easy to explain its coverage, and it is an obvious target for anyone seeking to publish on assessment and evaluation. The journal has a very international authorship and readership, which is by no means typical of higher-education journals.
I and my predecessors have always taken our role seriously, seeking to run an efficient service for our authors and readers.
Dr. Malcolm Tight
Department of Educational Research
Lancaster University, UK
Top-Cited Papers from
Assessment & Evaluation in Higher Education, 2003-20012
(Listed by citations)
|D.R. Sadler, “Indeterminacy in the use of preset criteria for assessment and grading,” Assess. Eval. High. Educ., 34(2): 159-79, 2009.||24|
|D.R. Sadler, “Beyond feedback: developing student capability in complex appraisal,” Assess. Eval. High. Educ., 35(5): 535-50, 2010.||23|
|M. Price, et al., “Feedback: All that effort, but what is the effect?” Assess. Eval. High. Educ., 35(3): 277-89, 2010.||22|
|K. Krause, H. Coates, “Students’ engagement in first-year university,” Assess. Eval. High. Educ., 33(5): 493-505, 2008.||22|
|A. Poulos, M. Mahoney, “Effectiveness of feedback: the students’ perspective,” Assess Eval. High. Educ., 33(2): 143-54, 2008.||20|
SOURCE: Thomson Reuters Web of Science
The data and citation records included in this report are from Thomson Reuters Web of KnowledgeSM. Web of KnowledgeSM is a registered trademark of Thomson Reuters. All rights reserved.