Operationalism, representationalism, and pragmatism are three major philosophies of measurement in psychology and education. These philosophies play important roles in designing and conducting measurements, as well as interpreting results. When measurement results are available, validity evidence plays important roles in supporting the…

Multiple matrix designs are commonly used in large-scale assessments to distribute test items to students. These designs comprise several booklets, each containing a subset of the complete item pool. Besides reducing the test burden of individual students, using various booklets allows aligning the difficulty of the presented items to the assumed…

Growth models are used extensively in the context of educational accountability to evaluate student-, class-, and school-level growth. However, when error-prone test scores are used as independent variables or right-hand-side controls, the estimation of such growth models can be substantially biased. This article introduces a…

This article assessed the measurement in variance of the Adolescent Student Burnout Inventory (ASBI) across gender and educational track, and investigated the main and interaction effects of gender and educational track on the facets of student burnout with a sample consisting of 2,216 adolescent students from China. Multigroup confirmatory factor…

Educational measurement is generally thought of as empirical, quantitative, and large-scale, whose purpose is to monitor educational systems. Sociocognitive studies, on the other hand, are associated with small-scale, theoretical, and qualitative studies, the purpose of which is to conduct fine-grained analysis of learning or teaching, or to…

A general diagnostic model was used to specify and compare two multidimensional item-response-theory (MIRT) models for longitudinal data: (a) a model that handles repeated measurements as multiple, correlated variables over time (Andersen, 1985) and (b) a model that assumes one common variable over time and additional orthogonal variables that…