In standardized educational testing, test items are reused in multiple test administrations. To ensure the validity of test scores, the psychometric properties of items should remain unchanged over time. In this article, we consider the sequential monitoring of test items, in particular, the detection of abrupt changes to their psychometric…

International large-scale assessments (ILSAs) transitioned from paper-based assessments to computer-based assessments (CBAs) facilitating the use of new item types and more effective data collection tools. This allows implementation of more complex test designs and to collect process and response time (RT) data. These new data types can be used to…

Multidimensional item response models are usually implemented to model the relationship between item responses and two or more traits of interest. We show how multidimensional multinomial logit item response models can also be used to account for individual differences in response style. This is done by specifying a factor-analytic model for…

The concern behind my question, "Can there be validity without reliability?" (Moss, 1994), was about the influence of measurement practices on the quality of education. I argued that conventional operationalizations of reliability in the measurement literature, which I summarized as "consistency, quantitatively defined, among independent…