This case study applied the "weak theory" of Automatic Item Generation (AIG) to generate isomorphic item instances (i.e., unique but psychometrically equivalent items) for a large-scale assessment. Three representative instances were selected from each item template (i.e., model) and pilot-tested. In addition, a new analytical framework,…

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…

Simulation studies are fundamental to psychometric discourse and play a crucial role in operational and academic research. Yet, resources for psychometricians interested in conducting simulations are scarce. This Instructional Topics in Educational Measurement Series (ITEMS) module is meant to address this deficiency by providing a comprehensive…

This paper provides a snapshot of educational measurement professionals--their educational, professional and demographic backgrounds, as well as their workplace settings, job tasks, professional involvement, and compensation practices. Two previous studies have surveyed employers, but this is the first attempt to conduct a comprehensive survey of…

Measurement invariance with respect to groups is an essential aspect of the fair use of scores of intelligence tests and other psychological measurements. It is widely believed that equal factor loadings are sufficient to establish measurement invariance in confirmatory factor analysis. Here, it is shown why establishing measurement invariance…

This article has three goals. The first goal is to clarify the role that the consequences of test score use play in validity judgments by reviewing the role that modern writers on validity have ascribed for consequences in supporting validity judgments. The second goal is to summarize current views on who is responsible for collecting evidence of…

The difficulty in understanding the differences between assessment and measurement is discussed. Conflicting usages in the literature are presented to illustrate the lack of conceptual clarity for these terms. (BS)

In this commentary, we summarize some of the main themes of the NRC report and note ways in which the papers by Mislevy and Haertel, Gorin, and Abedi and Gandara address the Panel's recommendations. We then briefly review and offer reflections on each paper. We see much to applaud here and also in the broader effort to build bridges between the…

The history of generalizability theory (G theory) is told from the perspective of one researcher's experiences, describing psychometric and scientific perspectives that influenced the development of G theory and its adoption. Work that remains to be done in the field is outlined. (SLD)

The historic origins of measurement are traced, and the basic requirements for fundamental measurement are outlined. Studying the history of social science measurement shows specific pitfalls the researcher must avoid. Applications of item response theory to social science measurement are discussed. (SLD)