Despite agreement about the central importance of validity for educational and psychological testing, consensus regarding the definition of validity remains elusive. Differences in the definition of validity are examined and reveals that a potential cause of disagreement stems from differences in word use and meanings given to key terms commonly…

The community of educational measurement researchers and practitioners has made many positive contributions to education, but has also become complacent and lost the public trust. In this article, reasons for the lack of public trust in educational testing are described, and core values for educational measurement are proposed. Reasons for…

Technical difficulties occasionally lead to missing item scores and hence to incomplete data on computerized tests. It is not straightforward to report scores to the examinees whose data are incomplete due to technical difficulties. Such reporting essentially involves imputation of missing scores. In this paper, a simulation study based on data…

The educational testing landscape is changing in many significant ways as evidence-based, principled assessment design (PAD) approaches are formally adopted. This article discusses the challenges and presents some score scale- and task-focused strategies for developing useful performance-level descriptors (PLDs) under a PAD approach. Details of…

Selection decisions have a major impact on our education, occupation, and quality of life, and the role of standardized tests in selection has always been a source of controversy. Here, I consider various definitions of fairness in measurement and selection--those emerging from within educational measurement and statistics, those from philosophy,…

The field of educational measurement has evolved considerably since the first doctoral programs were established. In response, programs have typically tacked on courses that address newly developed theories, methods, tools, and techniques. As our review of current programs evidences, this approach produces artificial distinctions among topics and…

In this digital ITEMS module, Dr. Robert [Bob] Mislevy and Dr. Maria Elena Oliveri introduce and illustrate a sociocognitive perspective on educational measurement, which focuses on a variety of design and implementation considerations for creating fair and valid assessments for learners from diverse populations with diverse sociocultural…

One of the substantive changes in the 2014 Standards for Educational and Psychological Testing was the elevation of fairness in testing as a foundational element of practice in addition to validity and reliability. Previous research indicates that testing practices often do not align with professional standards and guidelines. Therefore, to raise…

There is much discussion about and many policies to address achievement gaps in education among groups of students. The focus here is on a different gap and it is argued that it also should be of concern. Speed gaps are differences in how quickly different groups of students answer the questions on academic assessments. To investigate some speed…

In 2018, 26 states administered a college admissions test to all public school juniors. Nearly half of those states proposed to use those scores as their academic achievement indicators for federal accountability under the Every Student Succeeds Act (ESSA); many others are planning to use those scores for other accountability purposes.…

There has long been a concern about the lack of representation of ethnic minorities in the field of educational measurement. As previous research has shown that graduate programs primarily rely on their websites for recruiting efforts, the objective of this study was to conduct a content analysis of all U.S. educational measurement program…