Journal Report

ASSESSMENT & EVALUATION IN HIGHER EDUCATION

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Journal Information
Journal Title
ASSESSMENT & EVALUATION IN HIGHER EDUCATION
Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
ISSN
0260-2938
E-ISSN
1469-297X
Database
Clarivate
Domain
Health Sciences, Physical Sciences, Social Sciences
Classification History
Year A+ A B C
2026 ✓ ✓
2025 ✓ ✓
2024 ✓ ✓
2023 ✓ ✓
2021/2022 ✓ ✓
2020 ✓ ✓
2019 ✓ ✓
2018 ✓
A journal may have more than one classification in the same year. All recorded classifications are displayed.
Recent Articles
Artificial intelligence (AI) proposals to counter AI cheating by students in non-invigilated assessment
Scott N. Lieske, David Wadley
2026-10-29 Pages 1-17
DOI: 10.1080/02602938.2026.2751526
Artificial learning: how sessional academics view contract cheating and digital academic misconduct in assessment
Lovasoa Andriamora, Lorna Andriamora
2026-10-21 Pages 1-17
DOI: 10.1080/02602938.2026.2750362
Governing generative AI in final academic works: from disclosure to competence verification in European university policies
Anna Peirats, Francisco Arteaga
2026-10-20 Pages 1-19
DOI: 10.1080/02602938.2026.2752112
Beyond the bluebook: a calibrated framework for redesigning construct-valid assessment in higher education in the age of generative AI
J. M. Shalani Dilinika
2026-10-15 Pages 1-18
DOI: 10.1080/02602938.2026.2747110
Exploring AI-resistant assessments: insights from Large Language Models creating and completing their own research assessments
Joalise Oosthuizen
2026-10-15 Pages 1-15
DOI: 10.1080/02602938.2026.2744231
Do the numbers hold up? Grades, personality and the validity of student evaluations of teaching in an Omani foundation programme
Ahmed Salim Abdullah Al-Abri
2026-10-14 Pages 1-18
DOI: 10.1080/02602938.2026.2746332
From workload to verified learning: reframing ECTS for AI-rich assessment
Federico Pablo-Martí, Carlos Mir Fernández, Juan de-Lucio
2026-10-10 Pages 1-15
DOI: 10.1080/02602938.2026.2744230
Dropped-score policies as flexible assessment design: counterfactual evidence on grade benefits and equity in undergraduate STEM courses
Robert M. Erdmann
2026-10-9 Pages 1-19
DOI: 10.1080/02602938.2026.2741682
Integrated Programme Assessment: quantitative evidence that curriculum transformation delivers
Mathieu Di Miceli, David Tree
2026-10-5 Pages 1-17
DOI: 10.1080/02602938.2026.2739378
From rubric fairness to student engagement: the mediating role of feedback usefulness and metacognitive awareness
Sheena Choi, Chokdee Kanathanavanich, Rebecca Essig et al.
2026-10-3 Pages 1-17
DOI: 10.1080/02602938.2026.2740137
Articles retrieved from Crossref.
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Printed: November 3, 2026 18:53