Educational Measurement-Issues and Practice

Article	Citations
“Color‐Neutral” Is Not a Thing: Redefining Construct Definition and Representation through a Justice‐Oriented Critical Antiracist Lens	69
The Impact of COVID‐19‐Related School Closures on Student Achievement—A Meta‐Analysis	60
NCME Presidential Address 2020: Valuing Educational Measurement	19
College Admission Tests and Social Responsibility	17
Evaluating Item Fit Statistic Thresholds in PISA: Analysis of Cross‐Country Comparability of Cognitive Items	15
Learning Theory, Classroom Assessment, and Equity	15
Changing Educational Assessments in the Post‐COVID‐19 Era: From Assessment of Learning (AoL) to Assessment as Learning (AaL)	12
Foundational Competencies in Educational Measurement	11
Using Active Learning Methods to Strategically Select Essays for Automated Scoring	8
Commentary: From Construct to Consequences: Extending the Notion of Social Responsibility	8
A Longitudinal Diagnostic Model with Hierarchical Learning Trajectories	8
Machine Learning and Small Data	7
Investigating the Split‐Attention Effect in Computer‐Based Assessment: Spatial Integration and Interactive Signaling Approaches	7
The Multidimensionality of Measurement Bias in High‐Stakes Testing: Using Machine Learning to Evaluate Complex Sources of Differential Item Functioning	7
Coconstructing a Meaningful Online Environment: Faculty–Student Rapport in the English as a Foreign Language College Classroom	7
Measuring Comparison Effects: A Critical View on the Internal/External Frame of Reference Model	5
An Ecological Framework for Item Responding Within the Context of a Youth Risk and Needs Assessment	5
The Ramifications of COVID‐19 in Education: Beyond the Extension of the Kano Model and Unipolar View of Satisfaction and Dissatisfaction in the Field of Blended Learning	5
An Exploration and Critical Examination of How “Intelligent Classroom Technologies” Can Improve Specific Uses of Direct Student Behavior Observation Methods	5
Commentary: Evolution of Equity Perspectives on Higher Education Admissions Testing: A Call for Increased Critical Consciousness	5
How Did Students Engage with a Remote Educational Assessment? A Case Study	5
The Effect of Item Preknowledge on Response Time: Analysis of Two Datasets Using the Multiple‐Group Lognormal Response Time Model with a Gating Mechanism	5
Considerations for Future Online Testing and Assessment in Colleges and Universities	4
Inflection Point: The Role of Testing in Admissions Decisions in a Postpandemic Environment	4
Measuring Digital Literacy during the COVID‐19 Pandemic: Experiences with Remote Assessment in Hong Kong	4

Development and Validation of an Automatic Item Generation System for English Idioms	4
A Rubric for the Detection of Students in Crisis	4
The Good Side of COVID‐19	4
Bilevel Topic Model‐Based Multitask Learning for Constructed‐Responses Multidimensional Automated Scoring and Interpretation	4
Estimating Classification Decisions for Incomplete Tests	4
Are Fourth‐Year College Students Better Critical Thinkers than Their First‐Year Peers? Not So Much, and College Major and Ethnicity Matter	4
A Probabilistic Filtering Approach to Non‐Effortful Responding	4
Defining Test‐Score Interpretation, Use, and Claims: Delphi Study for the Validity Argument	4
An Evaluation of Automatic Item Generation: A Case Study of Weak Theory Approach	3
Average Rank and Adjusted Rank Are Better Measures of College Student Success than GPA	3
Boolean Analysis of Interobserver Agreement: Formal and Functional Evidence Sampling in Complex Coding Endeavors	3
To Score or Not to Score: Factors Influencing Performance and Feasibility of Automatic Content Scoring of Text Responses	3
Balancing Trade‐Offs in the Detection of Primary Schools at Risk	3
Introduction to the Focal Article, Commentaries, and Response to the Commentaries	3
Gender‐Based EFL Writing Error Analysis Using Human and Computer‐Aided Approaches	3
Development of a New Learning Progression Verification Method based on the Hierarchical Diagnostic Classification Model: Taking Grade 5 Students’ Fractional Operations as an Example	3
The Role of Response Style Adjustments in Cross‐Country Comparisons—A Case Study Using Data from the PISA 2015 Questionnaire	3
Transforming Assessment: The Impacts and Implications of Large Language Models and Generative AI	2
Assessing the Impact of a Test Question: Evidence from the “Underground Railroad” Controversy	2
Commentary: The Future of College Admissions Tests	2
Clarifying the Terminology of Validity and the Investigative Stages of Validation	2
Commentary: Achieving Educational Equity Requires a Communal Effort	2
Using OpenAI GPT to Generate Reading Comprehension Items	2
Reporting Pass–Fail Decisions to Examinees with Incomplete Data: A Commentary on Feinberg (2021)	2
Combining Process Information and Item Response Modeling to Estimate Problem‐Solving Ability	2
Commentary: Design Tests with a Learning Purpose	2
Commentary: Social Responsibility, Fairness, and College Admissions Tests	2
A Machine Learning Approach for the Simultaneous Detection of Preknowledge in Examinees and Items When Both Are Unknown	2
Digital Module 21: Results Reporting for Large‐Scale Assessments	2
College Admission Tests and Social Responsibility: A Response to the Commentaries	2
On the Cover: Time Spent on Multiple‐Choice Items	2
Personalizing Large‐Scale Assessment in Practice	2
Using Classification Tree Models to Determine Course Placement	2
Commentary: Social Responsibility in College Admissions Requires a Reimagining of Standardized Testing	2
ITEMS Corner Update: The New ITEMS Module Development Process	2
Examining Comparability across CAT Assessments	2
Are There Distinctive Profiles in Examinee Essay‐Writing Processes?	2
Mode Effects in College Admissions Testing and Differential Speededness as a Possible Explanation	2
Commentary: Comment on College Admissions Tests and Social Responsibility	2
The Impact of the COVID‐19 Pandemic on American Board of Surgery's Oral Certifying Exams	1
Cheating Detection of Test Collusion: A Study on Machine Learning Techniques and Feature Representation	1
On the Cover: Having Fun with Bubbles	1
Do Subject Matter Experts’ Judgments of Multiple‐Choice Format Suitability Predict Item Quality?	1
ITEMS Corner Update: Recording Audio and Adding an Editorial Polish to an ITEMS Module	1
A Model‐Data‐Fit‐Informed Approach to Score Resolution in Performance Assessments	1
Measuring Variability in Proctor Decision Making on High‐Stakes Assessments: Improving Test Security in the Digital Age	1
Commentary: Response to Koljatic et al.: Neither a Persuasive Critique of Admissions Testing Nor Practical Suggestions for Improvement	1
Psychometric Evaluation of the Preschool Early Numeracy Skills Test–Brief Version Within the Item Response Theory Framework	1
Machine Learning Literacy for Measurement Professionals: A Practical Tutorial	1
Disrupted Data: Using Longitudinal Assessment Systems to Monitor Test Score Quality	1

Digital Module 27: Hierarchical Rater Models	1
Evaluating Population Invariance of Test Equating During the COVID‐19 Pandemic	1
Commentary: Where Does Classroom Assessment Fit in Educational Measurement?	1
Digital Module 29: Multidimensional Item Response Theory Equating	1
A Problem with the Bookmark Procedure's Correction for Guessing	1
Digital Module 22: Supporting Decisions with Assessment	1
Introduction to the Special Section “Lingering Impact of COVID‐19 on Educational Measurement”	1
Rethinking Measurement 101: Lessons Learned from Teachers	1
Does It Matter How the Rigor of High School Coursework Is Measured? Gaps in Coursework Among Students and Across Grades	1
Blending Strategic Expertise and Technology: A Case Study for Practice Analysis	1
Commentary: Large‐Scale Assessment and Legitimacy beyond the Corporate Responsibility Model	1
ITEMS Corner Update: The Initial Steps in the ITEMS Development Process	1
Digital Module 30: Validity and Educational Testing: Purposes and Uses of Educational Tests	1
	1
Surveying the Measurement Profession to Assist Recruiting in the United States	1
Reconceptualization of Coefficient Alpha Reliability for Test Summed and Scaled Scores	1
Commentary: An Evidence‐Based Response to “College Admission Tests and Social Responsibility”	1
Commentary: Restoring Public Trust	1
ITEMS Corner Update: The Final Three Steps in the Development Process	1
Supporting the Interpretive Validity of Student‐Level Claims in Science Assessment with Tiered Claim Structures	1
Modeling Slipping Effects in a Large‐Scale Assessment with Innovative Item Formats	1
NCME Presidential Address 2021: Assessment Research and Practice in the Post‐COVID‐19 Era	1
Diving Into Students’ Transcripts: High School Course‐Taking Sequences and Postsecondary Enrollment	1
Commentary: The Questions We Should Be Asking About Socially Responsible College Admission Testing	1
Commentary: Reviving the Messenger: A Response to Koljatic et al. (2021)	1
Communicating Measurement Outcomes with (Better) Graphics	1
Digital Module 28: Unusual Things That Usually Occur in a Credentialing Testing Program	1
Editorial	0
Digital Module 26: Content Alignment in Standards‐based Educational Assessment	0
Issue Information	0
ITEMS Corner Update: Announcing Two Significant Changes to ITEMS	0
Issue Information	0
	0
Commentary: What Is the Breadth of “Educational Measurement?”	0
Weighting Content Specifications for the National Medical Licensing Examination via Group Analytic Hierarchy Process	0
Issue Cover	0
Issue Information	0
ITEMS Corner ITEMS Portal Development Update https://ncme.elevate.commpartners.com	0
Digital Module 19: Foundations of IRT Estimation	0
Commentary: Past, Present, and Future of Educational Measurement	0
ITEMS Corner Update: High Traffic to the ITEMS Portal on the NCME Website	0
	0
Editorial	0
Commentary: How Research and Testing Companies can Support Early‐Career Measurement Professionals	0
Item Response Theory Models for Polytomous Multidimensional Forced‐Choice Items to Measure Construct Differentiation	0
On the Cover: High School Coursetaking Sequence Clusters and Postsecondary Enrollment	0
ITEMS CornerITEMS Portal Development Updatehttps://ncme.elevate.commpartners.com	0
Digital Module 35: Through‐Year Assessment	0
	0
An Investigation of the Nature and Consequence of the Relationship between IRT Difficulty and Discrimination	0
A Special Case of Brennan's Index for Tests That Aim to Select a Limited Number of Students: A Monte Carlo Simulation Study	0
Digital Module 33: Fairness in Classroom Assessment: Dimensions and Tensions	0
On the Cover: Network of Educational Measurement Articles	0
Weighing the Value of Complex Growth Estimation Methods to Evaluate Individual Student Response to Instruction	0
Issue Cover	0
On the Cover: Predicted Racial‐Ethnic Composition of Educational Measurement Publications	0
Call for Papers: Leveraging Measurement for Better Decisions	0
ITEMS Corner ITEMS Portal Development Update https://ncme.elevate.commpartners.com	0
Editorial	0
	0
Investigating Approaches to Controlling Item Position Effects in Computerized Adaptive Tests	0
Item Selection Algorithm Based on Collaborative Filtering for Item Exposure Control	0
Visualizing Distributions Across Grades	0
Knowledge Integration in Science Learning: Tracking Students' Knowledge Development and Skill Acquisition with Cognitive Diagnosis Models	0
Issue Information	0
	0
Exploration of Latent Structure in Test Revision and Review Log Data	0
Editorial	0
Editorial	0
Issue Information	0
Achievement and Growth on English Language Proficiency and Content Assessments for English Learners in Elementary Grades	0
ITEMS Corner: Educating the Educational Measurement Community	0
Editorial	0
The 2024 EM:IP Cover Graphic/Data Visualization Competition	0
Digital Module 24: Assessment Literacy	0
Applying Evidence‐Centered Design in the Development of a Multidimensional Adaptive Reading Motivation Measure	0
On the Cover: Person Infit Density Contour	0
Comparing Large‐Scale Assessments in Two Proctoring Modalities with Interactive Log Data Analysis	0
Issue Cover	0
Issue Cover	0

	0
Digital Module 23: Multidimensional Item Response Theory Graphics	0
Examining Gender Differences in TIMSS 2019 Using a Multiple‐Group Hierarchical Speed‐Accuracy‐Revisits Model	0
Foundational Competencies in Educational Measurement: A Rejoinder	0
Setting and Validating Multiple Standards on a Multistage‐Adaptive Test	0
The 2023 EM:IP Cover Graphic/Data Visualization Competition	0
ITEMS Corner ITEMS Portal Development Update https://ncme.elevate.commpartners.com	0
State Assessment Score Reporting Practices for English Learner Parents	0
Issue Cover	0
On the Cover: Indicators for Item Preknowledge	0
The Past, Present, and Future of Large‐Scale Assessment Consortia	0
Editorial	0
	0
Issue Cover	0
Commentary: A Data‐Driven Analysis of Recent Job Posts to Evaluate the Foundational Competencies	0
	0
An Automated Item Pool Assembly Framework for Maximizing Item Utilization for CAT	0
Issue Cover	0
On the Cover: Distractor Cascade Analysis	0
Issue Information	0
The Relationship between Item Developer Alignment of Items to Range Achievement‐Level Descriptors and Item Difficulty: Implications for Validating Intended Score Interpretations	0
Introduction to the Special Section “Issues and Practice in Applying Machine Learning in Educational Measurement”	0
Editorial	0
Issue Information	0
	0
Issue Cover	0
2023 NCME Presidential Address: Some Musings on Comparable Scores	0
Issue Information	0
Issue Cover	0
Digital Module 31: Testing Accommodations for Students with Disabilities	0
Guesses and Slips as Proficiency‐Related Phenomena and Impacts on Parameter Invariance	0
Editorial	0
Retraction: Commentary: Negative Consequences of Testing and Admission Practices: Should Blame Be Attributed to Testing Organizations?	0
ITEMS Corner ITEMS Portal Development Update https://ncme.elevate.commpartners.com	0
Improving Instructional Decision‐Making Using Diagnostic Classification Models	0
Editorial	0
Applying a Mixture Rasch Model‐Based Approach to Standard Setting	0
Issue Information	0
Commentary: Perspectives of Early Career Professionals on Enhancing Cultural Responsiveness in Educational Measurement	0
Editorial	0
	0
Measurement Efficiency for Technology‐Enhanced and Multiple‐Choice Items in a K–12 Mathematics Accountability Assessment	0
On the Cover: Turning the Page	0
Digital Module 32: Understanding and Mitigating the Impact of Low Effort on Common Uses of Test and Survey Scores	0
	0
Evaluating Panelists’ Understanding of Standard Setting Data	0
Editorial	0
Issue Information	0
Editorial	0
Ronald K. Hambleton (1943–2022): Setting the Standard for Measurement Excellence	0
Digital Module 20: Classroom Assessment Standards	0
Commentary: Modernizing Educational Assessment Training for Changing Job Markets	0
Issue Information	0
Revisiting the Usage of Alpha in Scale Evaluation: Effects of Scale Length and Sample Size	0
	0
Issue Cover	0
Issue Cover	0
Issue Cover	0
Editorial	0
Issue Information	0
On the Cover: Key Specifications for a Large‐Scale Medical Exam	0
Examining the Psychometric Impact of Targeted and Random Double‐Scoring in Mixed‐Format Assessments	0
Issue Information	0
On the Cover: Is my Test Speeded?	0
Issue Cover	0
Demystifying Adequate Growth Percentiles	0
Issue Information	0
ITEMS Corner Update: Two Years of Changes to ITEMS	0
Editorial	0
Issue Cover	0
Issue Information	0
There Is No Right Way: A Reply to Sinharay (2022)	0
Causal Inference and COVID: Contrasting Methods for Evaluating Pandemic Impacts Using State Assessments	0
Adjusting for Ability Differences of Equating Samples When Randomization Is Suboptimal	0
Call for Papers: Issues and Practice in Applying Machine Learning in Educational Measurement	0
	0
Deriving Decisions from Disrupted Data	0
Machine Learning–Based Profiling in Test Cheating Detection	0
On the Cover: Tell‐Tale Triangles of Subscore Value	0
Issue Cover	0
	0
Validation as Evaluating Desired and Undesired Effects: Insights From Cross‐Classified Mixed Effects Model	0
Reached or Not Reached: A Tale of Two Data Sources	0
Digital Module 34: Introduction to Multilevel Measurement Modeling	0
	0
Expected Classification Accuracy for Categorical Growth Models	0
Issue Cover	0
MxML (Exploring the Relationship between Measurement and Machine Learning): Current State of the Field	0
Hierarchical Agglomerative Clustering to Detect Test Collusion on Computer‐Based Tests	0
Commentary: What Is Truly Foundational?	0
Editorial	0
Digital Module 25: Testlet Response Theory	0
What Mathematics Content Do Teachers Teach? Optimizing Measurement of Opportunities to Learn in the Classroom	0
Issue Information	0
A Workflow for Minimizing Errors in Template‐Based Automated Item‐Generation Development	0