Educational Measurement-Issues and Practice

Papers
(The median citation count of Educational Measurement-Issues and Practice is 0. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2021-03-01 to 2025-03-01.)
ArticleCitations
ITEMS Corner Update: The Initial Steps in the ITEMS Development Process79
Issue Information60
Issue Information17
Digital Module 30: Validity and Educational Testing: Purposes and Uses of Educational Tests15
ITEMS Corner Update: High Traffic to the ITEMS Portal on the NCME Website13
A Special Case of Brennan's Index for Tests That Aim to Select a Limited Number of Students: A Monte Carlo Simulation Study11
On the Cover: Turning the Page8
Disrupted Data: Using Longitudinal Assessment Systems to Monitor Test Score Quality8
Hierarchical Agglomerative Clustering to Detect Test Collusion on Computer‐Based Tests8
ITEMS Corner: Educating the Educational Measurement Community8
Commentary: Reviving the Messenger: A Response to Koljatic et al. (2021)8
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 Enrollment7
Causal Inference and COVID: Contrasting Methods for Evaluating Pandemic Impacts Using State Assessments7
On the Cover: Person Infit Density Contour5
Machine Learning Literacy for Measurement Professionals: A Practical Tutorial5
Issue Information5
Editorial5
ITEMS Corner Update: Announcing Two Significant Changes to ITEMS5
Digital Module 31: Testing Accommodations for Students with Disabilities5
ITEMS Corner ITEMS Portal Development Update https://ncme.elevate.commpartners.com4
Issue Information4
Exploration of Latent Structure in Test Revision and Review Log Data4
Digital Module 34: Introduction to Multilevel Measurement Modeling4
ITEMS Corner Update: Two Years of Changes to ITEMS4
Issue Cover4
Communicating Measurement Outcomes with (Better) Graphics4
Issue Information4
Editorial3
Commentary: What Is the Breadth of “Educational Measurement?”3
Issue Cover3
An Automated Item Pool Assembly Framework for Maximizing Item Utilization for CAT3
Foundational Competencies in Educational Measurement: A Rejoinder3
On the Cover: High School Coursetaking Sequence Clusters and Postsecondary Enrollment3
Visualizing Distributions Across Grades3
Commentary: Modernizing Educational Assessment Training for Changing Job Markets3
Psychometric Evaluation of the Preschool Early Numeracy Skills Test–Brief Version Within the Item Response Theory Framework2
The Impact of COVID‐19‐Related School Closures on Student Achievement—A Meta‐Analysis2
Revisiting the Usage of Alpha in Scale Evaluation: Effects of Scale Length and Sample Size2
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Linking Unlinkable Tests: A Step Forward2
The Role of Response Style Adjustments in Cross‐Country Comparisons—A Case Study Using Data from the PISA 2015 Questionnaire2
Changing Educational Assessments in the Post‐COVID‐19 Era: From Assessment of Learning (AoL) to Assessment as Learning (AaL)2
Issue Information2
College Admission Tests and Social Responsibility2
The Multidimensionality of Measurement Bias in High‐Stakes Testing: Using Machine Learning to Evaluate Complex Sources of Differential Item Functioning2
Editorial2
Issue Information2
“Color‐Neutral” Is Not a Thing: Redefining Construct Definition and Representation through a Justice‐Oriented Critical Antiracist Lens2
Applying Evidence‐Centered Design in the Development of a Multidimensional Adaptive Reading Motivation Measure2
Retraction: Commentary: Negative Consequences of Testing and Admission Practices: Should Blame Be Attributed to Testing Organizations?2
Editorial2
Blending Strategic Expertise and Technology: A Case Study for Practice Analysis2
An Ecological Framework for Item Responding Within the Context of a Youth Risk and Needs Assessment2
An Investigation of the Nature and Consequence of the Relationship between IRT Difficulty and Discrimination1
Issue Cover1
Machine Learning and Small Data1
Issue Cover1
Commentary: The Future of College Admissions Tests1
Reached or Not Reached: A Tale of Two Data Sources1
Defining Test‐Score Interpretation, Use, and Claims: Delphi Study for the Validity Argument1
Commentary: Social Responsibility, Fairness, and College Admissions Tests1
MxML (Exploring the Relationship between Measurement and Machine Learning): Current State of the Field1
Current Psychometric Models and Some Uses of Technology in Educational Testing1
Commentary: Past, Present, and Future of Educational Measurement1
What Mathematics Content Do Teachers Teach? Optimizing Measurement of Opportunities to Learn in the Classroom1
Measurement Efficiency for Technology‐Enhanced and Multiple‐Choice Items in a K–12 Mathematics Accountability Assessment1
Item Response Theory Models for Polytomous Multidimensional Forced‐Choice Items to Measure Construct Differentiation1
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Achievement and Growth on English Language Proficiency and Content Assessments for English Learners in Elementary Grades1
The Relationship between Item Developer Alignment of Items to Range Achievement‐Level Descriptors and Item Difficulty: Implications for Validating Intended Score Interpretations1
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Issue Cover1
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ITEMS Corner Update: The Final Three Steps in the Development Process1
Modeling Slipping Effects in a Large‐Scale Assessment with Innovative Item Formats1
Issue Cover1
Introduction to the Focal Article, Commentaries, and Response to the Commentaries1
Measuring Variability in Proctor Decision Making on High‐Stakes Assessments: Improving Test Security in the Digital Age1
Item Selection Algorithm Based on Collaborative Filtering for Item Exposure Control1
The Past, Present, and Future of Large‐Scale Assessment Consortia1
On the Cover: Tell‐Tale Triangles of Subscore Value1
There Is No Right Way: A Reply to Sinharay (2022)1
ITEMS Corner ITEMS Portal Development Update https://ncme.elevate.commpartners.com1
Editorial1
Applying a Mixture Rasch Model‐Based Approach to Standard Setting1
Introduction to the Special Section on the Past, Present, and Future of Educational Measurement1
ITEMS Corner Update: Recording Audio and Adding an Editorial Polish to an ITEMS Module1
Evolving Educational Testing to Meet Students’ Needs: Design‐in‐Real‐Time Assessment1
Examining Gender Differences in TIMSS 2019 Using a Multiple‐Group Hierarchical Speed‐Accuracy‐Revisits Model1
ITEMS Corner Update: The New ITEMS Module Development Process1
Rethinking Measurement 101: Lessons Learned from Teachers1
The Effect of Item Preknowledge on Response Time: Analysis of Two Datasets Using the Multiple‐Group Lognormal Response Time Model with a Gating Mechanism0
A Probabilistic Filtering Approach to Non‐Effortful Responding0
Digital Module 23: Multidimensional Item Response Theory Graphics0
Commentary: What Is Truly Foundational?0
Demystifying Adequate Growth Percentiles0
Digital Module 24: Assessment Literacy0
Does It Matter How the Rigor of High School Coursework Is Measured? Gaps in Coursework Among Students and Across Grades0
Editorial0
Editorial0
An Exploration and Critical Examination of How “Intelligent Classroom Technologies” Can Improve Specific Uses of Direct Student Behavior Observation Methods0
Are Fourth‐Year College Students Better Critical Thinkers than Their First‐Year Peers? Not So Much, and College Major and Ethnicity Matter0
The Impact of the COVID‐19 Pandemic on American Board of Surgery's Oral Certifying Exams0
Commentary: Where Does Classroom Assessment Fit in Educational Measurement?0
On the Cover: Distractor Cascade Analysis0
Digital Module 27: Hierarchical Rater Models0
Digital Module 29: Multidimensional Item Response Theory Equating0
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Measuring Digital Literacy during the COVID‐19 Pandemic: Experiences with Remote Assessment in Hong Kong0
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Educational Measurement: Models, Methods, and Theory0
Coconstructing a Meaningful Online Environment: Faculty–Student Rapport in the English as a Foreign Language College Classroom0
The University of California Was Wrong to Abolish the SAT: Admissions When Affirmative Action Was Banned0
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Admission Testing in Higher Education: Changing Landscape and Outcomes from Test‐Optional Policies0
Editorial0
Commentary: From Construct to Consequences: Extending the Notion of Social Responsibility0
State Assessment Score Reporting Practices for English Learner Parents0
Commentary: Restoring Public Trust0
Editorial0
Guesses and Slips as Proficiency‐Related Phenomena and Impacts on Parameter Invariance0
An Evaluation of Automatic Item Generation: A Case Study of Weak Theory Approach0
Development of a New Learning Progression Verification Method based on the Hierarchical Diagnostic Classification Model: Taking Grade 5 Students’ Fractional Operations as an Example0
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On the Cover: The Increasing Impact of EM:IP0
Editorial0
Deriving Decisions from Disrupted Data0
Issue Information0
ITEMS Corner ITEMS Portal Development Update https://ncme.elevate.commpartners.com0
Comparing Large‐Scale Assessments in Two Proctoring Modalities with Interactive Log Data Analysis0
Commentary: Large‐Scale Assessment and Legitimacy beyond the Corporate Responsibility Model0
Editorial0
Digital Module 37: Introduction to Item Response Tree (IRTree) Models0
Commentary: Achieving Educational Equity Requires a Communal Effort0
Using Process Data to Evaluate the Impact of Shortening Allotted Case Time in a Simulation‐Based Assessment0
On the Cover: Time Spent on Multiple‐Choice Items0
Weighting Content Specifications for the National Medical Licensing Examination via Group Analytic Hierarchy Process0
A Longitudinal Diagnostic Model with Hierarchical Learning Trajectories0
Introduction to the Special Section “Lingering Impact of COVID‐19 on Educational Measurement”0
Call for Papers: Leveraging Measurement for Better Decisions0
Commentary: Evolution of Equity Perspectives on Higher Education Admissions Testing: A Call for Increased Critical Consciousness0
Commentary: How Research and Testing Companies can Support Early‐Career Measurement Professionals0
Mode Effects in College Admissions Testing and Differential Speededness as a Possible Explanation0
Digital Module 32: Understanding and Mitigating the Impact of Low Effort on Common Uses of Test and Survey Scores0
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Issue Information0
Weighing the Value of Complex Growth Estimation Methods to Evaluate Individual Student Response to Instruction0
Investigating Approaches to Controlling Item Position Effects in Computerized Adaptive Tests0
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On the Cover: Gendered Trajectories of Digital Literacy Development: Insights from a Longitudinal Cohort Study0
Digital Module 26: Content Alignment in Standards‐based Educational Assessment0
NCME Presidential Address 2021: Assessment Research and Practice in the Post‐COVID‐19 Era0
Personalizing Large‐Scale Assessment in Practice0
Issue Information0
Digital Module 36: Applying Intersectionality Theory to Educational Measurement0
Editorial0
Improving Instructional Decision‐Making Using Diagnostic Classification Models0
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Reconceptualization of Coefficient Alpha Reliability for Test Summed and Scaled Scores0
Commentary: Design Tests with a Learning Purpose0
Commentary: Perspectives of Early Career Professionals on Enhancing Cultural Responsiveness in Educational Measurement0
Measurement Reflections0
Editorial0
Using Active Learning Methods to Strategically Select Essays for Automated Scoring0
On the Cover: Lindquist Center0
Instruction‐Tuned Large‐Language Models for Quality Control in Automatic Item Generation: A Feasibility Study0
In the beginning, there was an item…0
Adjusting for Ability Differences of Equating Samples When Randomization Is Suboptimal0
Learning Theory, Classroom Assessment, and Equity0
Considerations for Future Online Testing and Assessment in Colleges and Universities0
Issue Cover0
From Mandated to Test‐Optional College Admissions Testing: Where Do We Go from Here?0
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Bilevel Topic Model‐Based Multitask Learning for Constructed‐Responses Multidimensional Automated Scoring and Interpretation0
A Machine Learning Approach for the Simultaneous Detection of Preknowledge in Examinees and Items When Both Are Unknown0
AI: Can You Help Address This Issue?0
The 2024 EM:IP Cover Graphic/Data Visualization Competition0
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Issue Information0
A Model‐Data‐Fit‐Informed Approach to Score Resolution in Performance Assessments0
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Commentary: The Questions We Should Be Asking About Socially Responsible College Admission Testing0
Clarifying the Terminology of Validity and the Investigative Stages of Validation0
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Setting and Validating Multiple Standards on a Multistage‐Adaptive Test0
Call for Papers: Issues and Practice in Applying Machine Learning in Educational Measurement0
Measurement Invariance for Multilingual Learners Using Item Response and Response Time in PISA 20180
Average Rank and Adjusted Rank Are Better Measures of College Student Success than GPA0
Supporting the Interpretive Validity of Student‐Level Claims in Science Assessment with Tiered Claim Structures0
Issue Information0
To Score or Not to Score: Factors Influencing Performance and Feasibility of Automatic Content Scoring of Text Responses0
An Application of Text Embeddings to Support Alignment of Educational Content Standards0
Commentary: A Data‐Driven Analysis of Recent Job Posts to Evaluate the Foundational Competencies0
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A Workflow for Minimizing Errors in Template‐Based Automated Item‐Generation Development0
Investigating the Split‐Attention Effect in Computer‐Based Assessment: Spatial Integration and Interactive Signaling Approaches0
Digital Module 25: Testlet Response Theory0
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Commentary: Social Responsibility in College Admissions Requires a Reimagining of Standardized Testing0
You Win Some, You Lose Some0
Validation as Evaluating Desired and Undesired Effects: Insights From Cross‐Classified Mixed Effects Model0
Digital Module 35: Through‐Year Assessment0
Commentary: An Evidence‐Based Response to “College Admission Tests and Social Responsibility”0
Foundational Competencies in Educational Measurement0
Combining Process Information and Item Response Modeling to Estimate Problem‐Solving Ability0
Commentary: Response to Koljatic et al.: Neither a Persuasive Critique of Admissions Testing Nor Practical Suggestions for Improvement0
Inflection Point: The Role of Testing in Admissions Decisions in a Postpandemic Environment0
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Reframing Research and Assessment Practices: Advancing an Antiracist and Anti‐Ableist Research Agenda0
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Leading ITEMS: A Retrospective on Progress and Future Goals0
Growth across Grades and Common Item Grade Alignment in Vertical Scaling Using the Rasch Model0
Examining Comparability across CAT Assessments0
The 2025 EM:IP Cover Graphic/Data Visualization Competition0
Do Subject Matter Experts’ Judgments of Multiple‐Choice Format Suitability Predict Item Quality?0
Issue Information0
Digital Module 33: Fairness in Classroom Assessment: Dimensions and Tensions0
Digital Module 22: Supporting Decisions with Assessment0
Cheating Detection of Test Collusion: A Study on Machine Learning Techniques and Feature Representation0
On the Cover: Unraveling Reading Recognition Trajectories: Classifying Student Development through Growth Mixture Modeling0
The Good Side of COVID‐190
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 Learning0
How Did Students Engage with a Remote Educational Assessment? A Case Study0
Editorial0
Personalizing Assessment: Dream or Nightmare?0
Using OpenAI GPT to Generate Reading Comprehension Items0
On the Cover: Predicted Racial‐Ethnic Composition of Educational Measurement Publications0
Examining the Psychometric Impact of Targeted and Random Double‐Scoring in Mixed‐Format Assessments0
Are There Distinctive Profiles in Examinee Essay‐Writing Processes?0
Measurement Must Be Qualitative, then Quantitative, then Qualitative Again0
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On the Cover: Having Fun with Bubbles0
Issue Information0
On the Cover: Network of Educational Measurement Articles0
Commentary: Comment on College Admissions Tests and Social Responsibility0
ITEMS Corner: Next Chapter of ITEMS0
Using Classification Tree Models to Determine Course Placement0
College Admission Tests and Social Responsibility: A Response to the Commentaries0
Issue Information0
2023 NCME Presidential Address: Some Musings on Comparable Scores0
Balancing Trade‐Offs in the Detection of Primary Schools at Risk0
ITEMS Corner ITEMS Portal Development Update https://ncme.elevate.commpartners.com0
Machine Learning–Based Profiling in Test Cheating Detection0
Expected Classification Accuracy for Categorical Growth Models0
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