The Journal of Assessment and Institutional Effectiveness (JAIE)

The Journal of Assessment and Institutional Effectiveness publishes scholarly work on the assessment of student learning at the course, program, institutional, and multi-institutional levels as well as more broadly focused scholarship on institutional effectiveness in relation to mission and emerging directions in higher education assessment. JAIE is the official publication of the New England Educational Assessment Network, established in 1995 and recognized as one of the leaders in supporting best practices and resources in educational assessment. Its mission is to enhance student learning and development by promoting and supporting evidence-based assessment. JAIE is a publication of the New England Educational Assessment Network. NEean offers an array of programs and services that promote quality assessment of student learning and enhance the effectiveness of New England’s institutions of higher education. JAIE was inaugurated through the sponsorship of Southern Connecticut State University, through the Office of the Provost and supported by the Office of the Associate Provost for Assessment and Planning. It is now being supported and published by Penn State University Press. JAIE invites scholarly papers from assessment investigators in every field relating to student learning outcomes, assessment processes in academic disciplines, institutional effectiveness planning, public policy, or other research-based or theoretical analyses. JAIE reaches a nation-wide assessment community of academic faculty, student services personnel, administrative planners, institutional research officers and practicing assessment professionals.

The Journal of Assessment and Institutional Effectiveness (JAIE) is :-

• International, Peer-Reviewed, Open Access, Refereed, Educational Assessment, Higher Education, Institutional Effectiveness, Educational Research, Learning Outcomes Assessment, Education Policy, Curriculum and Instruction, Education, Social Sciences, Higher Education Studies, Institutional Research, Student Learning Outcomes, Educational Planning, Public Policy in Education, Assessment Theory and Practice , Online or Print , Bi-Annual Journal

• UGC Approved, ISSN Approved: P-ISSN P-ISSN: 2160-6765, E-ISSN: 2160-6757, Established: 2010,
• Provides Crossref DOI

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