About the Journal

Focus and Scope

Ceddi Journal of Measurement and Assessment for Education (Ceddi-MAE) is a peer-reviewed, open-access journal dedicated to advancing measurement theory, psychometric methods, and classroom assessment practices within educational contexts. The journal serves as an international forum for sharing rigorous research that improves how student learning is measured, evaluated, and analyzed.

A manuscript fits the journal’s focus only if its primary contribution concerns the development, validation, or statistical modeling of instruments used to measure learning outcomes, student attributes, and educational achievement.

Scope

The journal considers original research and methodological studies on:

  • Learning Assessment Innovations: Design, development, and validation of classroom tests, authentic assessments, performance rubrics, and educational questionnaires.
  • Measurement Quality in Education: Advanced evaluation of validity evidence, reliability estimation, measurement precision, and control of measurement errors in educational testing.
  • Psychometric Modeling: Applications of Classical Test Theory (CTT), Item Response Theory (IRT), Rasch models, and Confirmatory Factor Analysis (CFA) on student assessment data.
  • Fairness and Equating: Methodologies addressing test bias, measurement invariance, differential item functioning (DIF), and test equating or linking across diverse student groups.
  • Modern Testing Technologies: Research on computerized adaptive testing (CAT), standard-setting methods, automated scoring, and digital-based learning assessments.
  • Educational Psychology Measures: Psychometric evaluation of scales measuring student motivation, cognitive engagement, learning styles, and socio-emotional factors in school environments.
  • Data Diagnostics and Analytics: Simulation studies and computational algorithms that enhance diagnostic classification and statistical analysis of learner data.

Out of Scope

Manuscripts focusing on general teaching methods, broad curriculum development, or educational policies are strictly excluded if they do not make a direct, substantive contribution to measurement theory or learning assessment practices. The journal also excludes studies from medical sciences, clinical health, or physical metrology.