Assessment and Practice in Educational Sciences

اهداف و حوزهٔ انتشار

Assessment and Practice in Educational Sciences is a peer-reviewed, open access academic journal dedicated to advancing theoretical, empirical, and applied knowledge in the field of educational sciences. The journal serves as an interdisciplinary platform for scholars, practitioners, and policymakers engaged in the study and practice of education assessment, pedagogical strategies, curriculum development, educational psychology, teacher training, and educational technology. Our goal is to foster academic dialogue and contribute to evidence-based improvements in educational systems globally. The journal provides an inclusive space for both early-career and established researchers to disseminate high-quality scholarly work that critically engages with the challenges, reforms, and innovations shaping education in diverse contexts. Contributions that demonstrate rigorous methodological designs—both qualitative and quantitative—are encouraged, along with systematic reviews and conceptual papers that offer theoretical advancement in educational thought and practice. Published quarterly, the journal maintains a strong commitment to scientific integrity, accessibility, and the application of scholarly knowledge to real-world educational contexts. All submissions undergo a rigorous double-blind peer review process to ensure the highest standards of academic quality. Aims and Scope The core mission of Assessment and Practice in Educational Sciences is to advance understanding of how assessment, pedagogy, and policy intersect to impact learning outcomes and educational equity. The journal invites submissions that align with, but are not limited to, the following core themes: Educational Assessment and Evaluation : Studies on formative and summative assessment, performance-based assessment, large-scale testing, assessment literacy, psychometrics, and data-driven decision making. Curriculum and Instruction : Research on instructional design, curriculum reform, active learning, competency-based education, and inclusive pedagogy. Teacher Education and Professional Development : Explorations of teacher identity, instructional competencies, reflective practice, and teacher education program evaluation. Educational Psychology and Learner Support : Work focused on motivation, cognition, learning disabilities, socio-emotional learning, and educational interventions. Technology in Education : Contributions examining digital learning environments, e-assessment, artificial intelligence in education, and the integration of educational technology. Educational Policy and Practice : Critical policy analysis, comparative education, school leadership, equity, and innovation in educational governance. The journal welcomes empirical articles, conceptual frameworks, case studies, policy analyses, and review articles that contribute to the international discourse on educational theory and practice. Open Access Statement Assessment and Practice in Educational Sciences is committed to the principles of open access. All articles published in the journal are freely accessible online immediately upon publication. There are no subscription fees, and users are not required to register to access content. The journal supports the global dissemination of knowledge and believes that open access promotes greater visibility, citation, and impact of scholarly work. Readers are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles under the conditions of the journal’s Creative Commons license. Open access enhances academic collaboration, reduces barriers to scholarly communication, and supports the democratization of knowledge in education. Copyright and License Authors who publish in Assessment and Practice in Educational Sciences retain full copyright over their work. Upon acceptance, authors grant the journal a non-exclusive license to publish and distribute the article under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) license. This license permits users to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material, for non-commercial purposes only , provided appropriate credit is given to the original author(s) and the source. Users must indicate if changes were made and may not use the material for commercial purposes. Authors are encouraged to share their work widely in repositories, academic networks, and personal websites, thereby increasing its accessibility and impact. Plagiarism Policy The journal maintains a strict zero-tolerance policy toward plagiarism in any form. All submitted manuscripts are subjected to rigorous plagiarism screening using the iThenticate plagiarism detection software prior to the peer-review process. Plagiarism includes, but is not limited to, direct copying, insufficient paraphrasing, self-plagiarism, and the unauthorized use of ideas or data from other works without proper citation. Manuscripts with a similarity index above acceptable thresholds, or containing evidence of unethical academic behavior, will be immediately rejected or returned for revision. Authors are responsible for ensuring the originality and academic integrity of their submissions. Suspected cases of plagiarism will be handled in accordance with the guidelines of the Committee on Publication Ethics (COPE). Article Processing Charges (APCs) To support the costs associated with open access publication—including editorial processing, peer review coordination, archiving, website maintenance, and indexing— Assessment and Practice in Educational Sciences applies an Article Processing Charge (APC) of 1,500,000 Iranian Tomans for each accepted article. There are no submission fees or charges for rejected manuscripts. APCs are only payable after the article has been formally accepted for publication. Authors affiliated with institutions that provide financial support for publishing, or those covered by institutional agreements, may be eligible for funding support. Waivers or discounts may also be considered on a case-by-case basis for authors facing financial hardship or residing in low-income countries. Peer-Review Process All manuscripts submitted to Assessment and Practice in Educational Sciences undergo a double-blind anonymous peer-review process. Each manuscript is reviewed by two to three independent experts in the relevant field, who remain anonymous to the authors, and vice versa. The editorial process follows these steps: Initial Screening : The editorial team evaluates submissions for scope, formatting, and basic scientific quality. Plagiarism Check : All manuscripts are screened for originality using iThenticate. Reviewer Assignment : Suitable reviewers are invited to evaluate the submission based on expertise, availability, and absence of conflicts of interest. Review Period : Reviewers typically complete their evaluations within 3–4 weeks. Editorial Decision : Based on the reviewers’ reports, the editor will make a decision: accept, minor revision, major revision, or reject. Author Revision : Authors are expected to respond to reviewer comments and resubmit revised manuscripts within the given timeframe. Final Decision : After resubmission and final checks, the editorial board will make the final publication decision. This process ensures that all published articles meet the journal’s standards of academic rigor, originality, and contribution to the field. Archiving and Repository Policies Assessment and Practice in Educational Sciences ensures the long-term preservation and accessibility of all published content through comprehensive archiving policies: Self-Archiving : Authors are encouraged to deposit a copy of the published article in institutional repositories, research networks (e.g., ResearchGate, Academia.edu), or personal websites. The deposited version must include proper citation and link to the version of record on the journa

مقالات اخیر

آخرین به‌روزرسانی: ۲۱ شهریور ۱۴۰۵

• Investigating the Feasibility of Teachers’ Use of ChatGPT in Teaching Students in North Khorasan Province and Proposing a Model

  ۱۱ دی ۱۴۰۴10.61838/japes.296

• Modeling the Relationship Between Literary Representations of Violence and the Development of Critical Literacy in Education: A Study of Pakistani English Literature

  ۱۱ دی ۱۴۰۴10.61838/japes.274

• Development and Psychometric Validation of an Instrument for Assessing the Quality of Teachers’ In-Service Training

  ۱۱ دی ۱۴۰۴10.61838/japes.238

• Determining the Validity of the Professional Ethics Curriculum Model with a Mentoring Approach at Golestan University of Medical Sciences

  ۱۱ دی ۱۴۰۴10.61838/japes.241

• A Comparison of Learning the Speech Acts of Requesting and Apologizing among EFL Learners through Input Enhancement and Input Flooding Approaches: Computer-Mediated Method versus Traditional Method

  ۱۱ دی ۱۴۰۴10.61838/japes.192

• Identification and Analysis of Factors Influencing the Development of Research Competencies among Faculty Members in Iraqi Universities

  ۱۱ دی ۱۴۰۴10.61838/japes.179

• Examining the Strategies and Outcomes of the Technological Competencies of Arabic Language Teachers in Schools of Babylon Province

  ۱۱ دی ۱۴۰۴10.61838/japes.199

• Task Modality and Vocabulary Development in Content-Based EFL Tasks: A Mixed-Methods Study of Oral and Written Performance

  ۱۱ دی ۱۴۰۴10.61838/japes.198

• Investigating the Effect of Flipped Classroom on the Anxiety of Iranian English Language Learners

  ۱۱ دی ۱۴۰۴10.61838/japes.209

• Explicating the Educational Implications of Caring Thinking from the Perspective of Matthew Lipman

  ۱۱ دی ۱۴۰۴10.61838/japes.184