Educational Measurement-Issues and Practice

Article	Citations
The Longer‐Term Impact of COVID‐19 on K–12 Student Learning and Assessment	59
“Color‐Neutral” Is Not a Thing: Redefining Construct Definition and Representation through a Justice‐Oriented Critical Antiracist Lens	59
The Potential Impact of COVID‐19 on Student Learning and How Schools Can Respond	55
The Impact of COVID‐19‐Related School Closures on Student Achievement—A Meta‐Analysis	50
Internet‐Based Proctored Assessment: Security and Fairness Issues	25
Standardization and UNDERSTANDardization in Educational Assessment	25
Never Let a Crisis Go to Waste: Large‐Scale Assessment and the Response to COVID‐19	21
NCME Presidential Address 2020: Valuing Educational Measurement	18
The Effect of Drag‐and‐Drop Item Features on Test‐Taker Performance and Response Strategies	17
College Admission Tests and Social Responsibility	16
A Haunting Logic of Psychometrics: Toward the Speculative and Indeterminacy of Blackness in Measurement	14
Evaluating Item Fit Statistic Thresholds in PISA: Analysis of Cross‐Country Comparability of Cognitive Items	13
Toward Assessment in the Service of Learning	11
Score Reporting for Examinees with Incomplete Data on Large‐Scale Educational Assessments	11
Examining Effectiveness and Validity of Accommodations for English Language Learners in Mathematics: An Evidence‐Based Computer Accommodation Decision System	11
Standardized Testing in College Admissions: Observations and Reflections	11
What Hath the Coronavirus Brought to Assessment? Unprecedented Challenges in Educational Assessment in 2020 and Years to Come	10
Changing Educational Assessments in the Post‐COVID‐19 Era: From Assessment of Learning (AoL) to Assessment as Learning (AaL)	9
Argumentation Surrounding Argument‐Based Validation: A Systematic Review of Validation Methodology in Peer‐Reviewed Articles	8
Exploring the Structure of Teachers’ Emotional Labor in the Classroom: A Multitrait–Multimethod Analysis	8
Synergy and Tension between Large‐Scale and Classroom Assessment: International Trends	8
Assessment for Learning with Diverse Learners in a Digital World	7
Remotely Proctored K‐12 High Stakes Standardized Testing During COVID‐19: Will it Last?	7
Commentary: From Construct to Consequences: Extending the Notion of Social Responsibility	7
The Benefits of Fixed Item Parameter Calibration for Parameter Accuracy in Small Sample Situations in Large‐Scale Assessments	7

A Longitudinal Diagnostic Model with Hierarchical Learning Trajectories	7
Learning Theory, Classroom Assessment, and Equity	7
A Longitudinal Analysis of Doctoral Graduate Supply in the Educational Measurement Field	7
Are Accommodations for English Learners on State Accountability Assessments Evidence‐Based? A Multistudy Systematic Review and Meta‐Analysis	7
Exploring the Impact of Rater Effects on Person Fit in Rater‐Mediated Assessments	7
Refined Learning Tracking with a Longitudinal Probabilistic Diagnostic Model	6
Machine Learning and Small Data	6
Moving Beyond the Brag Sheet: A Meta‐Analysis of Biodata Measures Predicting Student Outcomes	6
Evaluating Content‐Related Validity Evidence Using a Text‐Based Machine Learning Procedure	6
Rubric Rating with MFRM versus Randomly Distributed Comparative Judgment: A Comparison of Two Approaches to Second‐Language Writing Assessment	6
Investigating the Split‐Attention Effect in Computer‐Based Assessment: Spatial Integration and Interactive Signaling Approaches	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
An Ecological Framework for Item Responding Within the Context of a Youth Risk and Needs Assessment	5
Commentary: Evolution of Equity Perspectives on Higher Education Admissions Testing: A Call for Increased Critical Consciousness	5
Reimagining Assessments in the Postpandemic Era: Creating a Blueprint for the Future	5
Development and Validation of an Automatic Item Generation System for English Idioms	4
Educational Assessment of the Post‐Pandemic Age: Chinese Experiences and Trends Based on Large‐Scale Online Learning	4
Into the Unknown: Assessments in Spring 2021	4
Using Active Learning Methods to Strategically Select Essays for Automated Scoring	4
Your Guess is as Good as Ours	4
Measuring Comparison Effects: A Critical View on the Internal/External Frame of Reference Model	4
Estimating Classification Decisions for Incomplete Tests	4
Inflection Point: The Role of Testing in Admissions Decisions in a Postpandemic Environment	4
How Did Students Engage with a Remote Educational Assessment? A Case Study	4
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	3
Balancing Trade‐Offs in the Detection of Primary Schools at Risk	3
Does Special Educator Effectiveness Vary Depending on the Observation Instrument Used?	3
The Good Side of COVID‐19	3
An Exploration and Critical Examination of How “Intelligent Classroom Technologies” Can Improve Specific Uses of Direct Student Behavior Observation Methods	3
Boolean Analysis of Interobserver Agreement: Formal and Functional Evidence Sampling in Complex Coding Endeavors	3
Gender‐Based EFL Writing Error Analysis Using Human and Computer‐Aided Approaches	3
Measuring Digital Literacy during the COVID‐19 Pandemic: Experiences with Remote Assessment in Hong Kong	3
Introduction to the Focal Article, Commentaries, and Response to the Commentaries	3
Commentary: Comment on College Admissions Tests and Social Responsibility	2
A Probabilistic Filtering Approach to Non‐Effortful Responding	2
Commentary: Social Responsibility in College Admissions Requires a Reimagining of Standardized Testing	2
When Examinees Cannot Test: The Pandemic's Assault on Certification and Licensure	2
Bilevel Topic Model‐Based Multitask Learning for Constructed‐Responses Multidimensional Automated Scoring and Interpretation	2
Examining Comparability across CAT Assessments	2
A Machine Learning Approach for the Simultaneous Detection of Preknowledge in Examinees and Items When Both Are Unknown	2
Digital Module 11: Bayesian Psychometric Modeling https://ncme.elevate.commpartners.com	2
When Should I Use a Measure to Support Instructional Improvement at Scale? The Importance of Considering Both Intended and Actual Use in Validity Arguments	2
Assessing the Impact of a Test Question: Evidence from the “Underground Railroad” Controversy	2
ITEMS Corner Update: The New ITEMS Module Development Process	2
Commentary: The Future of College Admissions Tests	2
The Multidimensionality of Measurement Bias in High‐Stakes Testing: Using Machine Learning to Evaluate Complex Sources of Differential Item Functioning	2
NGSS Alignment: Where Have We Been and Where Are We Going?	2
Are Fourth‐Year College Students Better Critical Thinkers than Their First‐Year Peers? Not So Much, and College Major and Ethnicity Matter	2
Impacts of COVID‐19 on the Law School Admission Test	2
Reporting Pass–Fail Decisions to Examinees with Incomplete Data: A Commentary on Feinberg (2021)	2

Commentary: Design Tests with a Learning Purpose	2
Working with Atypical Samples	2
Commentary: Social Responsibility, Fairness, and College Admissions Tests	2
Important Considerations for Assessment to Function in the Service of Education	2
Considerations for Future Online Testing and Assessment in Colleges and Universities	2
Clarifying the Terminology of Validity and the Investigative Stages of Validation	2
A Rubric for the Detection of Students in Crisis	2
When Assessment Validation Neglects Any Strand of Validity Evidence: An Instructive Example from PISA	1
Defining Test‐Score Interpretation, Use, and Claims: Delphi Study for the Validity Argument	1
Commentary: Achieving Educational Equity Requires a Communal Effort	1
Rethinking Measurement 101: Lessons Learned from Teachers	1
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ITEMS Corner Update: The Initial Steps in the ITEMS Development Process	1
The Present and Future of Alignment	1
Educating the Measurement Community: Introduction to the Special Issue “Using Educational Assessments to Educate”	1
Digital Module 28: Unusual Things That Usually Occur in a Credentialing Testing Program	1
Digital Module 12: Think‐aloud Interviews and Cognitive Labs https://ncme.elevate.commpartners.com	1
Machine Learning Literacy for Measurement Professionals: A Practical Tutorial	1
Personalizing Large‐Scale Assessment in Practice	1
Reconceptualization of Coefficient Alpha Reliability for Test Summed and Scaled Scores	1
Rater Agreement in Alignment Studies	1
On the Cover: Having Fun with Bubbles	1
Commentary: Restoring Public Trust	1
Introduction to the Special Section “Lingering Impact of COVID‐19 on Educational Measurement”	1
Modeling Slipping Effects in a Large‐Scale Assessment with Innovative Item Formats	1
Are There Distinctive Profiles in Examinee Essay‐Writing Processes?	1
NCME 2020 and Beyond	1
NCME Presidential Address 2021: Assessment Research and Practice in the Post‐COVID‐19 Era	1
Development of a New Learning Progression Verification Method based on the Hierarchical Diagnostic Classification Model: Taking Grade 5 Students’ Fractional Operations as an Example	1
Surveying the Measurement Profession to Assist Recruiting in the United States	1
ITEMS Corner	1
Commentary: Large‐Scale Assessment and Legitimacy beyond the Corporate Responsibility Model	1
Digital Module 18: Automated Scoring https://ncme.elevate.commpartners.com	1
Digital Module 17: Data Visualizations: Effective Evidence‐Based Practices https://ncme.elevate.commpartners.com	1
Alignment and Implications for Test Takers	1
Evaluating Population Invariance of Test Equating During the COVID‐19 Pandemic	1
Average Rank and Adjusted Rank Are Better Measures of College Student Success than GPA	1
Digital Module 30: Validity and Educational Testing: Purposes and Uses of Educational Tests	1
Using Classification Tree Models to Determine Course Placement	1
A Problem with the Bookmark Procedure's Correction for Guessing	1
Disrupted Data: Using Longitudinal Assessment Systems to Monitor Test Score Quality	1
Commentary: An Evidence‐Based Response to “College Admission Tests and Social Responsibility”	1
Cheating Detection of Test Collusion: A Study on Machine Learning Techniques and Feature Representation	1
Supporting the Interpretive Validity of Student‐Level Claims in Science Assessment with Tiered Claim Structures	1
ITEMS Corner Update: Recording Audio and Adding an Editorial Polish to an ITEMS Module	1
Digital Module 21: Results Reporting for Large‐Scale Assessments	1
How Can Released State Test Items Support Interim Assessment Purposes in an Educational Crisis?	1
Commentary: Response to Koljatic et al.: Neither a Persuasive Critique of Admissions Testing Nor Practical Suggestions for Improvement	1
Coconstructing a Meaningful Online Environment: Faculty–Student Rapport in the English as a Foreign Language College Classroom	1
To Score or Not to Score: Factors Influencing Performance and Feasibility of Automatic Content Scoring of Text Responses	1
Alignment Issues Facing Testing Organizations	1
Commentary: The Questions We Should Be Asking About Socially Responsible College Admission Testing	1
Communicating Measurement Outcomes with (Better) Graphics	1
Is Procrastination Related to Low‐Quality Data?	1
Digital Module 27: Hierarchical Rater Models	1
Introduction to the Special Section Impact of COVID19 on Educational Measurement	1
Commentary: Reviving the Messenger: A Response to Koljatic et al. (2021)	1
The Impact of the COVID‐19 Pandemic on American Board of Surgery's Oral Certifying Exams	1
An Evaluation of Automatic Item Generation: A Case Study of Weak Theory Approach	1
Issue Cover	1
Digital Module 13: Monte Carlo Simulation Studies in Item Response Theory	1
On the Cover: Violin Plot	1
Mode Effects in College Admissions Testing and Differential Speededness as a Possible Explanation	1
Digital Module 29: Multidimensional Item Response Theory Equating	1
College Admission Tests and Social Responsibility: A Response to the Commentaries	1
ITEMS Corner Update: The Final Three Steps in the Development Process	1
The 2024 EM:IP Cover Graphic/Data Visualization Competition	0
ITEMS Corner Update: High Traffic to the ITEMS Portal on the NCME Website	0
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ITEMS Corner ITEMS Portal Development Update https://ncme.elevate.commpartners.com	0
Causal Inference and COVID: Contrasting Methods for Evaluating Pandemic Impacts Using State Assessments	0
On the Cover	0
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Editorial	0
Psychometric Evaluation of the Preschool Early Numeracy Skills Test–Brief Version Within the Item Response Theory Framework	0
Issue Information	0
Digital Module 16: Longitudinal Data Analysis	0
Visualizing Distributions Across Grades	0
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Editorial	0

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Ronald K. Hambleton (1943–2022): Setting the Standard for Measurement Excellence	0
Introduction to Special Section: Issues and Advances in Standard Setting Methods	0
Achievement and Growth on English Language Proficiency and Content Assessments for English Learners in Elementary Grades	0
Issue Cover	0
On the Cover: Turning the Page	0
Applying Evidence‐Centered Design in the Development of a Multidimensional Adaptive Reading Motivation Measure	0
Digital Module 19: Foundations of IRT Estimation	0
Issue Information	0
Item Selection Algorithm Based on Collaborative Filtering for Item Exposure Control	0
On the Cover: High School Coursetaking Sequence Clusters and Postsecondary Enrollment	0
On the Cover: Key Specifications for a Large‐Scale Medical Exam	0
Issue Information	0
Exploration of Latent Structure in Test Revision and Review Log Data	0
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Educational Measurement: Issues and Practice 2019 Survey Results	0
On the Cover: Distractor Cascade Analysis	0
The Role of Response Style Adjustments in Cross‐Country Comparisons—A Case Study Using Data from the PISA 2015 Questionnaire	0
Evaluating Panelists’ Understanding of Standard Setting Data	0
The Relationship between Item Developer Alignment of Items to Range Achievement‐Level Descriptors and Item Difficulty: Implications for Validating Intended Score Interpretations	0
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Validation as Evaluating Desired and Undesired Effects: Insights From Cross‐Classified Mixed Effects Model	0
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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 20: Classroom Assessment Standards	0
Editorial	0
Editorial	0
ITEMS Corner ITEMS Portal Development Update https://ncme.elevate.commpartners.com	0
Applying a Mixture Rasch Model‐Based Approach to Standard Setting	0
On the Cover: Time Spent on Multiple‐Choice Items	0
Diving Into Students’ Transcripts: High School Course‐Taking Sequences and Postsecondary Enrollment	0
Combining Process Information and Item Response Modeling to Estimate Problem‐Solving Ability	0
ITEMS Corner ITEMS Portal Development Update https://ncme.elevate.commpartners.com	0
Retraction: Commentary: Negative Consequences of Testing and Admission Practices: Should Blame Be Attributed to Testing Organizations?	0
Editorial	0
Editorial	0
MxML (Exploring the Relationship between Measurement and Machine Learning): Current State of the Field	0
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On the Cover: Covid‐19	0
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Issue Information	0
An Automated Item Pool Assembly Framework for Maximizing Item Utilization for CAT	0
On the Superior Statistical Properties of Frequency Scales in Job Analyses	0
ITEMS Corner Update: Announcing Two Significant Changes to ITEMS	0
Generating Performance‐Level Descriptors under a Principled Assessment Design Paradigm: An Example for Assessments under the Next‐Generation Science Standards	0
ITEMS Corner Update: Two Years of Changes to ITEMS	0
Weighing the Value of Complex Growth Estimation Methods to Evaluate Individual Student Response to Instruction	0
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Issue Information	0
An Examination of Classification Accuracy in the Continuous Testing Framework	0
An Investigation of the Nature and Consequence of the Relationship between IRT Difficulty and Discrimination	0
Using OpenAI GPT to Generate Reading Comprehension Items	0
Issue Information	0
Digital Module 24: Assessment Literacy	0
There Is No Right Way: A Reply to Sinharay (2022)	0
Editorial	0
Issue Information	0
Digital Module 26: Content Alignment in Standards‐based Educational Assessment	0
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Expected Classification Accuracy for Categorical Growth Models	0
Introduction to the Special Section “Issues and Practice in Applying Machine Learning in Educational Measurement”	0
Do Local Educators Need to Care about Independent Alignment Studies of Summative Assessments?	0
Reached or Not Reached: A Tale of Two Data Sources	0
Digital Module 31: Testing Accommodations for Students with Disabilities	0
Digital Module 15: Accessibility of Educational Assessments	0
Digital Module 14: Planning and Conducting Standard Setting	0
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Alignment as an Integral Aspect of the Item Development Process	0
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Measuring Variability in Proctor Decision Making on High‐Stakes Assessments: Improving Test Security in the Digital Age	0
The 2023 EM:IP Cover Graphic/Data Visualization Competition	0
ITEMS Corner: Educating the Educational Measurement Community	0
Measurement Efficiency for Technology‐Enhanced and Multiple‐Choice Items in a K–12 Mathematics Accountability Assessment	0
Editorial	0
On the Cover: Person Infit Density Contour	0
On the Cover: Tell‐Tale Triangles of Subscore Value	0
Editorial	0
On the Cover: Indicators for Item Preknowledge	0
Assessment in the Service of Student Learning: Three Cases in Point	0
Digital Module 34: Introduction to Multilevel Measurement Modeling	0
Issue Information	0
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Hierarchical Agglomerative Clustering to Detect Test Collusion on Computer‐Based Tests	0
Digital Module 25: Testlet Response Theory	0
Digital Module 22: Supporting Decisions with Assessment	0
Knowledge Integration in Science Learning: Tracking Students' Knowledge Development and Skill Acquisition with Cognitive Diagnosis Models	0
ITEMS Corner ITEMS Portal Development Update https://ncme.elevate.commpartners.com	0
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