Journal of Educational Measurement (JEM)

The Journal of Educational Measurement (JEM) is one of the oldest and most respected peer-reviewed academic journals in the field of educational measurement and psychometrics. It was first established in 1948, and later adopted its current name in 1964 under the auspices of the National Council on Measurement in Education (NCME). The journal is published quarterly by Wiley-Blackwell for NCME, serving as a premier outlet for original research on the theoretical foundations of measurement, advanced statistical and psychometric methods, and innovative applications of measurement in educational and psychological settings. JEM publishes high-quality empirical studies, methodological innovations, and comprehensive reviews that contribute to the understanding of measurement theory, test construction, scaling, equating, validity, reliability, and the use of modern computational and statistical tools such as item response theory, structural equation modeling, and computerized adaptive testing. Its audience includes researchers, assessment specialists, psychometricians, and graduate students interested in advancing the science and practice of measurement. The journal plays a critical role in shaping measurement research worldwide and is often cited for rigorous scholarship that influences both academic research and large-scale educational assessment practices.

Journal of Educational Measurement (JEM) is :-

• International, Peer-Reviewed, Open Access, Refereed, Education, Applied Psychology, Psychology (miscellaneous), Developmental and Educational Psychology, educational measurement, psychometrics, assessment theory and practice, measurement methodology , Online or Print , Quarterly Journal

• UGC Approved, ISSN Approved: P-ISSN P-ISSN: 0022-0655, E-ISSN: 1745-3984, Established: 1948, Impact Factor: 1.6
• Does Not Provide Crossref DOI

• Not indexed in Scopus, WoS, DOAJ, PubMed, UGC CARE