Are you interested in reviewing articles for Impact

Impact is the practitioner journal of the Chartered College of Teaching. It connects research findings to classroom practice, with a focus on the interests and voices of teachers and educators. 

Each issue is peer-reviewed, helping us to ensure that articles are original, methodologically rigorous and relevant for teachers. The purpose of the review process is to provide constructive feedback to support authors in developing their articles.

We welcome the views of both researchers and teachers with experience and knowledge across the wide range of themes covered in each issue. Peer reviewers are asked to critically assess the quality, clarity and relevance of articles for a teacher audience. We provide guidance for our peer reviewers, so prior experience of reviewing is not necessary.

Impact is published termly, and we are usually most in need of reviewers in November/December, March and June. 

If you would like to be added to our reviewer database, please complete the form below and we will get in touch with you with relevant articles in due course. If you have any questions or problems with accessing the form, please email 

What should the future of assessment look like? Partial school closures necessitated new ways of assessing and giving feedback to learners and caused uncertainty over examinations. For the summer 2021 issue of Impact, we are seeking papers focusing on assessment and feedback. Topics can include, but are not limited to:

  • Assessment and feedback – purpose, principles and methods across all age groups and settings, including special educational needs and disabilities, Early Years, primary, secondary and further education
  • Assessment design in relation to curriculum and learning outcomes
  • Effective feedback – principles and methods
  • Formative assessment – supporting learners to progress and achieve
  • Summative assessment, formal testing and measuring performance
  • Approaches to internal school assessment
  • Supporting students, valuing their strengths and helping with stress
  • Teacher workload and policies around assessment and feedback
  • Remote learning and assessment
  • The use of technology
  • Assessment and feedback in and initial teacher training

Article types include:
Research: Summaries of current original research (including practitioner research) with their implications for pedagogy
Perspectives: Pieces offering a clear, balanced, research-informed review or critique of a particular topic within the issue theme
Case studies: Detailed studies of single settings or occurrences with clearly defined boundaries, such as a pedagogical intervention, an assessment initiative or an approach to CPD in a particular context
Reflections: Teachers discussing a specific piece of research and how it has informed their practice.

We are also looking for 1,000-word research-informed responses to the following question for a new discussion feature of the journal:

As with all forms of assessment, teacher assessments are subject to issues of validity and reliability. How can these be addressed to strengthen internal school assessment?

The Chartered College of Teaching is committed to furthering equality, diversity and inclusion across our organisation, and we seek to promote a range of voices in Impact and all our content to ensure that our work is fully representative of the teaching profession. We welcome submissions from all prospective authors, across the full range of phases and settings, including early career teachers. We encourage authors with protected characteristics as defined in the Equality Act 2010. The protected characteristics are: age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation.

If you wish to submit to this issue, please complete the relevant section of this form, specifying which article type you intend to write. 

Abstract submissions deadline: 18 November

Notifications of accepted proposals sent to authors: 27 November

Full drafts submitted: 25 January

If you do not hear from us by 27 November, please contact us at

If you are from a commercial organisation, please contact the publishing team on the email above prior to submitting. 

Please add to your list of contacts to ensure that you receive updates on your submission. 

If you have any questions about the programme or the application process please contact us at and we will be more than happy to help you.

Chartered College of Teaching