Leading ITEMS: A Retrospective on Progress and Future Goals

Abstract

As this issue marks the conclusion of my tenure as editor of the Instructional Topics in Educational Measurement Series (ITEMS), I take this opportunity to reflect on the progress made during my term and to outline potential future directions for the publication.

First, I extend my gratitude to the National Council on Measurement in Education (NCME) and the publications committee for entrusting me with the role of editor and for their unwavering support of my vision for ITEMS. I am also deeply appreciative of Richard Feinberg, who served as associate editor throughout my tenure, and Zhongmin Cui, editor of Educational Measurement: Issues and Practice (EM:IP) for their invaluable collaboration. Additionally, I thank all the authors who contributed modules and the dedicated readership that has engaged with the content.

ITEMS stands as a distinctive publication, bridging the gap between research and education by offering learning modules on both emerging and established practice in educational measurement. I saw the primary objective of ITEMS as to provide accessible learning resources to a diverse audience, including practitioners, students, partners, stakeholders, and the general public. These modules serve various purposes; practitioners may seek to research or expand their skills, students and professors may use them to complement classroom learning, partners and stakeholders may develop foundational knowledge to enhance collaboration with measurement professionals, and the public may gain insights into tests they encounter in their daily lives. Addressing the needs of such a broad audience is challenging, yet it underscores the essential role that ITEMS plays.

Upon assuming the role of editor three years ago, ITEMS had recently transitioned from static articles to interactive digital modules. My efforts focused on furthering this transformation by enhancing the engagement of digital publications and streamlining the development process. Although much of this work occurred behind the scenes, the benefits are evident to learners. The modules are now easily accessible on the NCME website, available in both digital and print formats. Newer modules include downloadable videos for offline use or course integration. Content is now accessible across multiple devices, including computers, phones and tablets. Authors also benefit from the updated development process, which now uses familiar software such as Microsoft PowerPoint or Google Slides. Comprehensive documentation, including timelines, deliverables, and templates, supports authors throughout the development process, allowing them to focus on content creation rather than formatting and logistics.

Reflecting on my tenure, I am proud of the modules published, yet I recognize areas for improvement and future growth. Recruiting authors and maintaining content development posed significant challenges, with some modules remaining incomplete. I am hopeful that the streamlined process will alleviate these issues moving forward. Additionally, while efforts were made to attract authors from related disciplines, there is room for improvement in this area. I envision ITEMS publishing more modules from emerging scholars both within and beyond the traditional bounds of educational measurement. As the field continues to engage with foundational competences, ITEMS can play a crucial role in reinforcing, teaching, and expanding these competencies. Furthermore, it is imperative to enhance the accessibility of ITEMS by adhering to the principles of universal design and offering modules in multiple languages. This will extend the publication's reach reinforcing NCME's leadership in educational measurement.

Finally, I advocate for increased content on culturally responsive assessment, equitable assessment practice and assessment for social justice. These methodologies and frameworks are gaining traction in the field, and ITEMS can make them more accessible to graduate students and practitioners who lack guidance in these areas. While few graduate courses address these topics, there is a significant interest among emerging scholars. ITEMS can serve as a valuable resource for them.

As I conclude my editorship, I look forward to the continued success and expanded influence of ITEMS.