Journal of Psychoeducational Assessment provides psychologists current information regarding psychological and educational assessment practices and instrumentation. JPA is known internationally for the quality of its assessment-related research, theory and position papers, practice applications, and book and test reviews. The journal emphasizes methodologically sound, empirically based studies, and publishes articles of interest to all assessment specialists, including school and clinical psychologists, educational diagnosticians, special educators, university instructors, and allied professionals. 

JPA's topics include "best practices" in assessment, cross-cultural assessment, differential diagnoses, and psychometric properties of instruments.  All areas of psychological and educational assessment are addressed that focus on key individual differences factors including intelligence, personality, and conation. Also of particular interest are papers that address innovative assessment strategies, relationships among existing instruments, diagnostic procedures, and relationship between assessment and instruction, including the assessment of learning environments.  Issues related to the assessment of the following constructs and skills are routinely addressed: achievement, adaptive behavior, classroom behaviors, creativity, intelligence, language, learning environments, memory, neuropsychological functioning, personality and temperament, social skills, and vocational abilities.

This journal is a member of the Committee on Publication Ethics (COPE).