近幾十年來，教育評估領(lǐng)域取得了重大進展。教育評估作為一項政策問題日益突出，補充了評價學生成績的新方法。特別是，人們對促進以及衡量、標準和質(zhì)量的評估模式越來越感興趣。這些對個體學習者、機構(gòu)和教育系統(tǒng)本身都有著深遠的影響。教育評估為評估領(lǐng)域的學術(shù)產(chǎn)出提供了一個焦點。該雜志明確以國際為重點，并鼓勵來自廣泛的評估系統(tǒng)和文化的貢獻。該雜志的目的是探索政策和實踐的共性和差異。

Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself.Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal's intention is to explore both commonalities and differences in policy and practice.