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Assessment in Education-Principles Policy & Practice

IF2.2
Papers35
Citations
Journal Papers 35
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Students’ emotional regulation in response to feedback from teachers, peers, and technology/AI tools
deleteAssessment in Education-Principles Policy & Practice
IF2.2
delete2026-10-10
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PREAI
deleteAmirhossein Rasooli; Anastasiya Lipnevich; Tay Hui Yong; Basak Calik; Tan Heng Kiat Kelvin
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Reflecting on classroom assessment: exploring the implications of a sociocultural view for the unit of analysis
deleteAssessment in Education-Principles Policy & Practice
IF2.2
delete2026-10-06
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deleteOAAI
deleteBronwen Cowie
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Towards responsible AI in workplace-based assessment: a scoping review using Downing’s framework
deleteAssessment in Education-Principles Policy & Practice
IF2.2
delete2026-10-05
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deleteOAAI
deleteTakeshi Kondo; Seiko Miura; Yuki Kataoka; Hiromu Yakura; Hiroshi Nishigori; Jeroen Donkers
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Assessment for human beings
deleteAssessment in Education-Principles Policy & Practice
IF2.2
delete2026-10-01
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deleteOAAI
deleteChristopher DeLuca
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Principles without provisions? Unpacking assessment in higher education AI policies
deleteAssessment in Education-Principles Policy & Practice
IF2.2
delete2026-09-29
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deleteMarc Egloffstein; Joana Heil
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Bridging policy, practice, and pedagogy: a multi-level framework for Responsible AI adoption in higher education assessment (ML-RAAF)
deleteAssessment in Education-Principles Policy & Practice
IF2.2
delete2026-09-27
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PREAI
deleteSpriha Sharma; Ankita Choudhary
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Who, what, is a framework for effective and equitable classroom assessment for? A review essay on “principles for effective, equitable classroom assessment” by Dustin Van Orman, Erin Riley-Lepo, and James McMillan
deleteAssessment in Education-Principles Policy & Practice
IF2.2
delete2026-09-26
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PREAI
deleteTan Heng Kiat Kelvin
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Teacher assessment literacy and equitable assessment: the phronesis perspective
deleteAssessment in Education-Principles Policy & Practice
IF2.2
delete2026-09-24
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deleteOAAI
deleteSerafina Pastore
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Promoting deeper thinking through artificial intelligence supported argumentation in Saudi English classrooms
deleteAssessment in Education-Principles Policy & Practice
IF2.2
delete2026-09-23
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deleteSyed Naeem Ahmed; Shafiq ur Rehman; Shazia Hamid
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Protecting assessment validity in AI-augmented higher education: a governance framework for responsible integration
deleteAssessment in Education-Principles Policy & Practice
IF2.2
delete2026-09-23
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deleteBert M. Sadowski; Manuel Oliveira
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From guidance to practice: reflecting on the principles for effective, equitable classroom assessment
deleteAssessment in Education-Principles Policy & Practice
IF2.2
delete2026-09-23
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PREAI
deleteE. Caroline Wylie
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Formative and summative use of automatic conversational assessment- in higher education
deleteAssessment in Education-Principles Policy & Practice
IF2.2
delete2026-09-23
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deleteOAAI
deleteKrist Shingjergji; Julie Bauer; Aki Härmä; Daniëlle Verstegen; Jorik Arts; Desirée Joosten-ten Brinke
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A higher-education ‘AI integrity risk ecology’ model grounded in assessment ethics
deleteAssessment in Education-Principles Policy & Practice
IF2.2
delete2026-09-23
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PREAI
deleteShahazwan Mat Yusoff; Anwar Farhan Mohamad Marzaini; Hao Lijie; Evanna Devi Seyapalan; Mohamad Ridhuan Abdullah; Muhammad Ridha Ali Huddin
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Repositioning assessment as care work in the age of AI
deleteAssessment in Education-Principles Policy & Practice
IF2.2
delete2026-09-23
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PREAI
deleteMary Rice
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What does it mean for classroom assessment to be effective and equitable? A response to Van Orman, Riley-Lepo, and McMillan
deleteAssessment in Education-Principles Policy & Practice
IF2.2
delete2026-09-22
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PREAI
deleteDylan Wiliam
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Towards justice-oriented classroom assessment: extending a framework for equity commentary on Van Orman, Riley-Lepo, & McMillan’s (2026) principles for effective, equitable classroom assessment
deleteAssessment in Education-Principles Policy & Practice
IF2.2
delete2026-09-21
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deleteJennifer Randall
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Scaffolds or crutches? Examining the relationships between artificial intelligence dependency and academic resilience in higher education
deleteAssessment in Education-Principles Policy & Practice
IF2.2
delete2026-09-21
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PREAI
deleteYanyi Wu; Xinyu Lu
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Effects of an interview-preparation resource on the selection outcomes of diverse applicants to initial teacher education
deleteAssessment in Education-Principles Policy & Practice
IF2.2
delete2026-09-15
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deleteRobert A. Nash; Brontë Mckeown; Yamini Almal; Sophie Marshall; Emily Beach; Emma Rennison; Dominic Wilson; Calum Davey
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Teacher grades for university entrance qualification: comparing classroom grades with standardised examination scores before and after a grading reform
deleteAssessment in Education-Principles Policy & Practice
IF2.2
delete2026-09-12
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deleteVincent Schatz-Laliberté; Roman Zviagintsev; Nele Kampa; Gavin TL Brown
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Conceptualising student assessment literacy: an integrative framework of its elements and dimensions
deleteAssessment in Education-Principles Policy & Practice
IF2.2
delete2026-09-10
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PREAI
deleteHongrui Guo; Haifei Miao
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