CFP DEADLINE EXTENDED TO JUNE 15: Learning Assessments for Sustainability? Exploring the Interaction between Two Global Movements


Call for Papers

Learning Assessments for Sustainability?

Exploring the Interaction between Two Global Movements


Guest Editors: Oren Pizmony-Levy (Teachers College, Columbia University) or Dafna Gan (Kibbutzim College of Education, Technology and the Arts)


Education Policy Analysis Archives (EPAA/AAPE) announces a call for papers for a special issue exploring the interaction between two global movements that have emerged over the past three decades: the sustainability movement and the learning assessments movement. The sustainability movement seeks to improve quality of life while balancing four interdependent pillars: society, environment, culture and economy. The sustainability movement is evident in the adoption of the United Nations Sustainability Development Goals (SDGs) and in the recent wave of students’ climate strikes worldwide. The learning assessments movement champions the use of test-based accountability and learning outcomes as a fundamental element of the education policy and decision making process. What started as a comparative research project in the late 1950s is now a robust organizational field that includes international large-scale assessments, regional and national assessments. Although these movements vary in their level of organization, both of them represent different agendas that are coalescing around two distinct ideas.


The sustainability movement and the learning assessments movement do not operate in vacuum. Rather, they work simultaneously and affect each other. For this Special Issue we are seeking manuscripts that engage both global movements. This could include critical discourse analysis of the extent to which international large-scale assessments (ILSAs; e.g., TIMSS, ICCS, and PISA) engage with sustainability-related topics; secondary analysis of assessment data to study students’ engagement with sustainability; exploration of the unintended consequences of test-based accountability on the ways in which national education systems engage with environmental education; and cross-national analysis of educational outcomes and environmental outcomes.


Submission Information/Timeline: Interested contributors should submit their 400-word abstract by June 1, 2019, to the special issue section, Learning Assessments for Sustainability, at  All manuscripts should be submitted electronically through the EPAA website and follow the Journal's submission guidelines. 


Abstract submission deadline:                                             June 15, 2019 (EXTENDED)

Deadline for communicating decisions about abstracts:           July 15, 2019

Invited article submission deadline:                                         September 1, 2019

Deadline for sending decision letters and reviews:                   November 1, 2019

Deadline for receiving revised manuscripts:                             January 1, 2020

Anticipated publication:                                                       March 2020


Please direct any questions about this Special Issue to: Oren Pizmony-Levy ( or Dafna Gan (