Educational Measurement-Issues and Practice

Article	Citations
ITEMS Corner Update: The Initial Steps in the ITEMS Development Process	87
Issue Information	71
Issue Information	17
Digital Module 30: Validity and Educational Testing: Purposes and Uses of Educational Tests	15
ITEMS Corner Update: High Traffic to the ITEMS Portal on the NCME Website	13
A Special Case of Brennan's Index for Tests That Aim to Select a Limited Number of Students: A Monte Carlo Simulation Study	11
Hierarchical Agglomerative Clustering to Detect Test Collusion on Computer‐Based Tests	8
Commentary: Reviving the Messenger: A Response to Koljatic et al. (2021)	8
On the Cover: Turning the Page	8
Disrupted Data: Using Longitudinal Assessment Systems to Monitor Test Score Quality	7
ITEMS Corner: Educating the Educational Measurement Community	7
Introduction to the Special Section “Issues and Practice in Applying Machine Learning in Educational Measurement”	7
Diving Into Students’ Transcripts: High School Course‐Taking Sequences and Postsecondary Enrollment	7
Causal Inference and COVID: Contrasting Methods for Evaluating Pandemic Impacts Using State Assessments	6
Digital Module 31: Testing Accommodations for Students with Disabilities	6
Machine Learning Literacy for Measurement Professionals: A Practical Tutorial	5
Editorial	5
ITEMS Corner Update: Announcing Two Significant Changes to ITEMS	5
ITEMS Corner ITEMS Portal Development Update https://ncme.elevate.commpartners.com	4
Digital Module 34: Introduction to Multilevel Measurement Modeling	4
Issue Information	4
Issue Cover	4
Communicating Measurement Outcomes with (Better) Graphics	4
On the Cover: Person Infit Density Contour	4
Exploration of Latent Structure in Test Revision and Review Log Data	4

Editorial	3
Issue Information	3
Issue Cover	3
On the Cover: High School Coursetaking Sequence Clusters and Postsecondary Enrollment	3
Issue Information	3
Visualizing Distributions Across Grades	3
ITEMS Corner Update: Two Years of Changes to ITEMS	3
Foundational Competencies in Educational Measurement: A Rejoinder	3
Revisiting the Usage of Alpha in Scale Evaluation: Effects of Scale Length and Sample Size	2
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Retraction: Commentary: Negative Consequences of Testing and Admission Practices: Should Blame Be Attributed to Testing Organizations?	2
Issue Information	2
An Ecological Framework for Item Responding Within the Context of a Youth Risk and Needs Assessment	2
Linking Unlinkable Tests: A Step Forward	2
Psychometric Evaluation of the Preschool Early Numeracy Skills Test–Brief Version Within the Item Response Theory Framework	2
The Multidimensionality of Measurement Bias in High‐Stakes Testing: Using Machine Learning to Evaluate Complex Sources of Differential Item Functioning	2
Commentary: Modernizing Educational Assessment Training for Changing Job Markets	2
Editorial	2
Issue Information	2
An Automated Item Pool Assembly Framework for Maximizing Item Utilization for CAT	2
The Role of Response Style Adjustments in Cross‐Country Comparisons—A Case Study Using Data from the PISA 2015 Questionnaire	2
Blending Strategic Expertise and Technology: A Case Study for Practice Analysis	2
Commentary: What Is the Breadth of “Educational Measurement?”	2
College Admission Tests and Social Responsibility	2
“Color‐Neutral” Is Not a Thing: Redefining Construct Definition and Representation through a Justice‐Oriented Critical Antiracist Lens	2
Changing Educational Assessments in the Post‐COVID‐19 Era: From Assessment of Learning (AoL) to Assessment as Learning (AaL)	2
Editorial	2
ITEMS Corner Update: Recording Audio and Adding an Editorial Polish to an ITEMS Module	1
The Past, Present, and Future of Large‐Scale Assessment Consortia	1
Achievement and Growth on English Language Proficiency and Content Assessments for English Learners in Elementary Grades	1
Applying Evidence‐Centered Design in the Development of a Multidimensional Adaptive Reading Motivation Measure	1
ITEMS Corner Update: The New ITEMS Module Development Process	1
Measuring Variability in Proctor Decision Making on High‐Stakes Assessments: Improving Test Security in the Digital Age	1
Modeling Slipping Effects in a Large‐Scale Assessment with Innovative Item Formats	1
Rethinking Measurement 101: Lessons Learned from Teachers	1
Issue Cover	1
Commentary: The Future of College Admissions Tests	1
Reached or Not Reached: A Tale of Two Data Sources	1
Defining Test‐Score Interpretation, Use, and Claims: Delphi Study for the Validity Argument	1
Editorial	1
Evolving Educational Testing to Meet Students’ Needs: Design‐in‐Real‐Time Assessment	1
Current Psychometric Models and Some Uses of Technology in Educational Testing	1
Issue Cover	1
Commentary: Past, Present, and Future of Educational Measurement	1
Using Active Learning Methods to Strategically Select Essays for Automated Scoring	1
MxML (Exploring the Relationship between Measurement and Machine Learning): Current State of the Field	1
There Is No Right Way: A Reply to Sinharay (2022)	1
An Investigation of the Nature and Consequence of the Relationship between IRT Difficulty and Discrimination	1
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Commentary: Social Responsibility, Fairness, and College Admissions Tests	1

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ITEMS Corner Update: The Final Three Steps in the Development Process	1
Item Response Theory Models for Polytomous Multidimensional Forced‐Choice Items to Measure Construct Differentiation	1
Issue Cover	1
Measurement Efficiency for Technology‐Enhanced and Multiple‐Choice Items in a K–12 Mathematics Accountability Assessment	1
Introduction to the Special Section on the Past, Present, and Future of Educational Measurement	1
Examining Gender Differences in TIMSS 2019 Using a Multiple‐Group Hierarchical Speed‐Accuracy‐Revisits Model	1
Introduction to the Focal Article, Commentaries, and Response to the Commentaries	1
What Mathematics Content Do Teachers Teach? Optimizing Measurement of Opportunities to Learn in the Classroom	1
Issue Cover	1
On the Cover: Tell‐Tale Triangles of Subscore Value	1
The Relationship between Item Developer Alignment of Items to Range Achievement‐Level Descriptors and Item Difficulty: Implications for Validating Intended Score Interpretations	1
ITEMS Corner ITEMS Portal Development Update https://ncme.elevate.commpartners.com	1
Issue Cover	1
Applying a Mixture Rasch Model‐Based Approach to Standard Setting	1
Still Interested in Multidimensional Item Response Theory Modeling? Here Are Some Thoughts on How to Make It Work in Practice	0
Surveying the Measurement Profession to Assist Recruiting in the United States	0
Commentary: Response to Koljatic et al.: Neither a Persuasive Critique of Admissions Testing Nor Practical Suggestions for Improvement	0
Commentary: How Research and Testing Companies can Support Early‐Career Measurement Professionals	0
College Admission Tests and Social Responsibility: A Response to the Commentaries	0
A Machine Learning Approach for the Simultaneous Detection of Preknowledge in Examinees and Items When Both Are Unknown	0
Commentary: The Questions We Should Be Asking About Socially Responsible College Admission Testing	0
Issue Cover	0
Investigating the Split‐Attention Effect in Computer‐Based Assessment: Spatial Integration and Interactive Signaling Approaches	0
Reconceptualization of Coefficient Alpha Reliability for Test Summed and Scaled Scores	0
To Score or Not to Score: Factors Influencing Performance and Feasibility of Automatic Content Scoring of Text Responses	0
Call for Papers: Issues and Practice in Applying Machine Learning in Educational Measurement	0
Issue Information	0
Cheating Detection of Test Collusion: A Study on Machine Learning Techniques and Feature Representation	0
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Machine Learning–Based Profiling in Test Cheating Detection	0
Measuring Digital Literacy during the COVID‐19 Pandemic: Experiences with Remote Assessment in Hong Kong	0
Average Rank and Adjusted Rank Are Better Measures of College Student Success than GPA	0
Mode Effects in College Admissions Testing and Differential Speededness as a Possible Explanation	0
Commentary: Design Tests with a Learning Purpose	0
Commentary: A Data‐Driven Analysis of Recent Job Posts to Evaluate the Foundational Competencies	0
Investigating Approaches to Controlling Item Position Effects in Computerized Adaptive Tests	0
An Application of Text Embeddings to Support Alignment of Educational Content Standards	0
On the Cover: Having Fun with Bubbles	0
Using Process Data to Evaluate the Impact of Shortening Allotted Case Time in a Simulation‐Based Assessment	0
Validation as Evaluating Desired and Undesired Effects: Insights From Cross‐Classified Mixed Effects Model	0
Issue Cover	0
On the Cover: Key Specifications for a Large‐Scale Medical Exam	0
Foundational Competencies in Educational Measurement	0
Digital Module 37: Introduction to Item Response Tree (IRTree) Models	0
On the Cover: The Increasing Impact of EM:IP	0
Issue Cover	0
Editorial	0
What Makes Measurement Important for Education?	0
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Commentary: An Evidence‐Based Response to “College Admission Tests and Social Responsibility”	0
ITEMS Corner ITEMS Portal Development Update https://ncme.elevate.commpartners.com	0
2023 NCME Presidential Address: Some Musings on Comparable Scores	0
Personalizing Large‐Scale Assessment in Practice	0
Commentary: Where Does Classroom Assessment Fit in Educational Measurement?	0
Growth across Grades and Common Item Grade Alignment in Vertical Scaling Using the Rasch Model	0
Commentary: Evolution of Equity Perspectives on Higher Education Admissions Testing: A Call for Increased Critical Consciousness	0
You Win Some, You Lose Some	0
Measurement Reflections	0
Issue Cover	0
An Evaluation of Automatic Item Generation: A Case Study of Weak Theory Approach	0
In the beginning, there was an item…	0
A Model‐Data‐Fit‐Informed Approach to Score Resolution in Performance Assessments	0
How Did Students Engage with a Remote Educational Assessment? A Case Study	0
Editorial	0
Are There Distinctive Profiles in Examinee Essay‐Writing Processes?	0
Expected Classification Accuracy for Categorical Growth Models	0
Measurement Invariance for Multilingual Learners Using Item Response and Response Time in PISA 2018	0
Machine Learning and Small Data	0
Setting and Validating Multiple Standards on a Multistage‐Adaptive Test	0
ITEMS Corner: Next Chapter of ITEMS	0
The 2024 EM:IP Cover Graphic/Data Visualization Competition	0
Issue Cover	0
Commentary: Social Responsibility in College Admissions Requires a Reimagining of Standardized Testing	0
Improving Instructional Decision‐Making Using Diagnostic Classification Models	0
Commentary: Comment on College Admissions Tests and Social Responsibility	0
On the Cover: Network of Educational Measurement Articles	0
A Probabilistic Filtering Approach to Non‐Effortful Responding	0
Examining Comparability across CAT Assessments	0
Digital Module 27: Hierarchical Rater Models	0

Call for Papers: Leveraging Measurement for Better Decisions	0
Using Classification Tree Models to Determine Course Placement	0
State Assessment Score Reporting Practices for English Learner Parents	0
Educational Measurement: Models, Methods, and Theory	0
The 2025 EM:IP Cover Graphic/Data Visualization Competition	0
Digital Module 26: Content Alignment in Standards‐based Educational Assessment	0
Digital Module 25: Testlet Response Theory	0
Editorial	0
Weighing the Value of Complex Growth Estimation Methods to Evaluate Individual Student Response to Instruction	0
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Reporting Pass–Fail Decisions to Examinees with Incomplete Data: A Commentary on Feinberg (2021)	0
Reframing Research and Assessment Practices: Advancing an Antiracist and Anti‐Ableist Research Agenda	0
Balancing Trade‐Offs in the Detection of Primary Schools at Risk	0
From Mandated to Test‐Optional College Admissions Testing: Where Do We Go from Here?	0
Issue Information	0
Editorial	0
Transforming Assessment: The Impacts and Implications of Large Language Models and Generative AI	0
Considerations for Future Online Testing and Assessment in Colleges and Universities	0
Issue Cover	0
AI: Can You Help Address This Issue?	0
Issue Information	0
Adjusting for Ability Differences of Equating Samples When Randomization Is Suboptimal	0
What Should Psychometricians Know about the History of Testing and Testing Policy?	0
The Effect of Item Preknowledge on Response Time: Analysis of Two Datasets Using the Multiple‐Group Lognormal Response Time Model with a Gating Mechanism	0
Item Selection Algorithm Based on Collaborative Filtering for Item Exposure Control	0
Introduction to the Special Section “Lingering Impact of COVID‐19 on Educational Measurement”	0
On the Cover: Unraveling Reading Recognition Trajectories: Classifying Student Development through Growth Mixture Modeling	0
Editorial	0
Weighting Content Specifications for the National Medical Licensing Examination via Group Analytic Hierarchy Process	0
Editorial	0
Issue Information	0
Issue Information	0
Examining the Psychometric Impact of Targeted and Random Double‐Scoring in Mixed‐Format Assessments	0
A Workflow for Minimizing Errors in Template‐Based Automated Item‐Generation Development	0
Commentary: Perspectives of Early Career Professionals on Enhancing Cultural Responsiveness in Educational Measurement	0
Guesses and Slips as Proficiency‐Related Phenomena and Impacts on Parameter Invariance	0
Does It Matter How the Rigor of High School Coursework Is Measured? Gaps in Coursework Among Students and Across Grades	0
Development of a New Learning Progression Verification Method based on the Hierarchical Diagnostic Classification Model: Taking Grade 5 Students’ Fractional Operations as an Example	0
Issue Information	0
Do Subject Matter Experts’ Judgments of Multiple‐Choice Format Suitability Predict Item Quality?	0
Editorial	0
Digital Module 35: Through‐Year Assessment	0
The Impact of COVID‐19‐Related School Closures on Student Achievement—A Meta‐Analysis	0
Digital Module 32: Understanding and Mitigating the Impact of Low Effort on Common Uses of Test and Survey Scores	0
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Commentary: Large‐Scale Assessment and Legitimacy beyond the Corporate Responsibility Model	0
NCME Presidential Address 2021: Assessment Research and Practice in the Post‐COVID‐19 Era	0
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Clarifying the Terminology of Validity and the Investigative Stages of Validation	0
The Good Side of COVID‐19	0
Issue Information	0
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On the Cover: Lindquist Center	0
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Issue Information	0
The Impact of the COVID‐19 Pandemic on American Board of Surgery's Oral Certifying Exams	0
The 2023 EM:IP Cover Graphic/Data Visualization Competition	0
Digital Module 36: Applying Intersectionality Theory to Educational Measurement	0
Combining Process Information and Item Response Modeling to Estimate Problem‐Solving Ability	0
On the Cover: Distractor Cascade Analysis	0
Digital Module 29: Multidimensional Item Response Theory Equating	0
Leading ITEMS: A Retrospective on Progress and Future Goals	0
Digital Module 24: Assessment Literacy	0
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Commentary: Restoring Public Trust	0
On the Cover: Indicators for Item Preknowledge	0
On the Cover: Gendered Trajectories of Digital Literacy Development: Insights from a Longitudinal Cohort Study	0
Demystifying Adequate Growth Percentiles	0
Personalizing Assessment: Dream or Nightmare?	0
Editorial	0
Digital Module 33: Fairness in Classroom Assessment: Dimensions and Tensions	0
Comparative Analysis of Psychometric Frameworks and Properties of Scores from Autogenerated Test Forms	0
Editorial	0
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Measurement Must Be Qualitative, then Quantitative, then Qualitative Again	0
Issue Information	0
On the Cover: Predicted Racial‐Ethnic Composition of Educational Measurement Publications	0
Instruction‐Tuned Large‐Language Models for Quality Control in Automatic Item Generation: A Feasibility Study	0
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Coconstructing a Meaningful Online Environment: Faculty–Student Rapport in the English as a Foreign Language College Classroom	0
Supporting the Interpretive Validity of Student‐Level Claims in Science Assessment with Tiered Claim Structures	0
The University of California Was Wrong to Abolish the SAT: Admissions When Affirmative Action Was Banned	0
Inflection Point: The Role of Testing in Admissions Decisions in a Postpandemic Environment	0
Deriving Decisions from Disrupted Data	0
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Admission Testing in Higher Education: Changing Landscape and Outcomes from Test‐Optional Policies	0
Issue Cover	0
Commentary: From Construct to Consequences: Extending the Notion of Social Responsibility	0
Comparing Large‐Scale Assessments in Two Proctoring Modalities with Interactive Log Data Analysis	0
Commentary: What Is Truly Foundational?	0
Using OpenAI GPT to Generate Reading Comprehension Items	0
Are Fourth‐Year College Students Better Critical Thinkers than Their First‐Year Peers? Not So Much, and College Major and Ethnicity Matter	0
Bilevel Topic Model‐Based Multitask Learning for Constructed‐Responses Multidimensional Automated Scoring and Interpretation	0
Commentary: Achieving Educational Equity Requires a Communal Effort	0