Common Ground Books
Common Ground Open
The Arts in Society
Information, Medium & Society
Climate Change: Impacts and Responses
Diversity in Organizations, Communities & Nations
Global Studies
Spaces & Flows
Design Principles & Practices
New Directions in the Humanities
Interdisciplinary Social Sciences
Aging & Social Change
Tourism and Leisure Studies
The Learner
Organization Studies
Religion in Society
Food Studies
Communication and Media Studies
e-Learning and Innovative Pedagogies
Sport & Society
On Sustainability
Technology, Knowledge & Society
World Universities Forum
The Constructed Environment
Health, Wellness & Society
The Image
Science in Society
The Inclusive Museum
The Learner
ISSN (Print): 2327-7920
ISSN (Online): 2327-8692
DOI: http://doi.org/10.18848/2327-7920/CGP
Language: English
Frequency: Biannually
Subject Areas: Education, Measurement
Editor(s):
William Cope,
Mary Kalantzis,
José Luis Ortega-Martín
Quarterly (2013–2017), Biannually (2018–Present)
Collection Editors
- Bill Cope, University of Illinois, Urbana-Champaign, USA
- Mary Kalantzis, University of Illinois, Urbana-Champaign, USA
- José Luis Ortega, University of Granada, Granada, Spain
Editorial Board
- Carl Bagley, Queens University, Belfast
- Anita Bright, Portland State University, USA
- Jay Cohen, La Trobe University, Australia
- Daniel Madrid Fernandez, University of Granada, Spain
- Nuno Fraga, University of Madeira, Portugal
- Pierpaolo Limone, University of Foggia, Italy
- Sarah Michaels, Clark University, USA
- Denise Newfield, University of Witwatersrand, South Africa
- Francisco Fernández Palomares, University of Granada, Spain
- Pam Parker, City, University of London, United Kingdom
- Brian G. Rubrecht, Meiji University, Japan
- Sheldon Shuch, Touro College, USA
- Mark Szymanski, Pacific University, USA
- Julie Voce, City, University of London, UK
- Nicole Waid, SUNY Oneonta, USA
- Yingjie Wang, Beijing Normal University, China
- Nicola Yelland, University of Melbourne, Australia
Managing Editor
- Kortney Sutherland, The Learner Research Network
Articles published in The International Journal of Assessment and Evaluation are two-way blind peer-reviewed by scholars who are active members of The Learner Research Network. The publisher, editors, reviewers, and authors all agree upon the standards of expected ethical behavior based on the Committee on Publication Ethics (COPE) Core Practices. For further information on policies and practices please review our Publishing Ethics Guidelines.
