All manuscripts submitted to Research & Practice in Assessment should be related to various higher education assessment themes, and adopt either an assessment measurement or an assessment policy/foundations framework:
Assessment Measurement: a) instrument design, b) validity and reliability, c) advanced quantitative design, d) advanced qualitative design
Assessment Policy/Foundations: a) accreditation, b) best practices, c) social and cultural context, d) historical and philosophical context, e) political and economic context
Lori Breslow, David E. Pritchard, Jennifer DeBoer, Glenda S. Stump, Andrew D. Ho and Daniel T. Seaton
Jessica L. Jonson, Tim Guetterman, and Robert J. Thompson Jr.
Nicholas A. Bowman
Andrew F. Wall, David Hursh, and Joseph W. Rodgers III
The goal of Research & Practice in Assessment is to serve the assessment community as an online journal focusing on higher education assessment. It is dedicated to the advancement of scholarly discussion amongst researchers and practitioners in this evolving field. The journal originated from the Board of the Virginia Assessment Group, one of the oldest continuing professional higher education assessment organizations in the United States. Research & Practice in Assessment is a peer-reviewed publication that uses a double-blind review process. Approximately forty percent of submissions are accepted for issues that are published twice annually.