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Foundational Competencies in Educational Measurement: A Rejoinder 教育测量的基本能力：再论
IF 2.7 4区 教育学
Educational Measurement-Issues and Practice Pub Date : 2024-08-12 DOI: 10.1111/emip.12623
Andrew D. Ho, Terry A. Ackerman, Deborah L. Bandalos, Derek C. Briggs, Howard T. Everson, Susan M. Lottridge, Matthew J. Madison, Sandip Sinharay, Michael C. Rodriguez, Michael Russell, Alina A. von Davier, Stefanie A. Wind
{"title":"Foundational Competencies in Educational Measurement: A Rejoinder","authors":"Andrew D. Ho,&nbsp;Terry A. Ackerman,&nbsp;Deborah L. Bandalos,&nbsp;Derek C. Briggs,&nbsp;Howard T. Everson,&nbsp;Susan M. Lottridge,&nbsp;Matthew J. Madison,&nbsp;Sandip Sinharay,&nbsp;Michael C. Rodriguez,&nbsp;Michael Russell,&nbsp;Alina A. von Davier,&nbsp;Stefanie A. Wind","doi":"10.1111/emip.12623","DOIUrl":"10.1111/emip.12623","url":null,"abstract":"<p>What are foundational competencies in educational measurement? We published a framework for these foundational competencies in this journal (Ackerman et al. 2024) and were grateful to receive eight commentaries raising a number of important questions about the framework and its implications. We identified five cross-cutting recommendations among the eight commentaries relating to (1) our process and purpose, (2) Artificial Intelligence, (3) ethical competencies, (4) qualitative, critical, and culturally responsive commentaries, and (5) intersecting professions in, for example, classroom assessment and content development. In this rejoinder, we respond to these five recommendations and to each of the eight commentaries in turn. We hope that discussion and consensus about foundational competencies in educational measurement continue to advance in our journals and our field.</p>","PeriodicalId":47345,"journal":{"name":"Educational Measurement-Issues and Practice","volume":"43 3","pages":"56-63"},"PeriodicalIF":2.7,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142211679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Commentary: Perspectives of Early Career Professionals on Enhancing Cultural Responsiveness in Educational Measurement 评论：职业生涯初期的专业人士对增强教育测量中的文化敏感性的看法
IF 2.7 4区 教育学
Educational Measurement-Issues and Practice Pub Date : 2024-08-12 DOI: 10.1111/emip.12628
Dustin S. J. Van Orman, Janine A. Jackson, Thao T. Vo, Darius D. Taylor
{"title":"Commentary: Perspectives of Early Career Professionals on Enhancing Cultural Responsiveness in Educational Measurement","authors":"Dustin S. J. Van Orman,&nbsp;Janine A. Jackson,&nbsp;Thao T. Vo,&nbsp;Darius D. Taylor","doi":"10.1111/emip.12628","DOIUrl":"10.1111/emip.12628","url":null,"abstract":"<p>The “Foundational Competencies in Educational Measurement” framework aims to shape the field's future. However, the absence of emerging scholars and graduate students in the task force highlights a gap in representing those most familiar with current educational landscape. As early career scholars, we offer perspectives to enhance this framework by focusing on making educational measurement more inclusive, collaborative, and culturally responsive. Drawing on our diverse backgrounds and experiences, we propose expanding the framework to empower measurement professionals, diversify measurement practices, and integrate ethical considerations. We also advocate for a new visual representation of the framework as a budding plant, symbolizing the organic and evolving nature of foundational skills in educational measurement. This commentary aims to refine the foundational competencies to better prepare future professionals for meaningful, equitable educational contributions.</p>","PeriodicalId":47345,"journal":{"name":"Educational Measurement-Issues and Practice","volume":"43 3","pages":"27-32"},"PeriodicalIF":2.7,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/emip.12628","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142211678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Weighting Content Specifications for the National Medical Licensing Examination via Group Analytic Hierarchy Process 通过分组层次分析法确定国家医师资格考试内容规范的权重
IF 2.7 4区 教育学
Educational Measurement-Issues and Practice Pub Date : 2024-07-19 DOI: 10.1111/emip.12620
Xiaomei Hong, Zhehan Jiang, Hanyu Liu, Fen Cai
{"title":"Weighting Content Specifications for the National Medical Licensing Examination via Group Analytic Hierarchy Process","authors":"Xiaomei Hong,&nbsp;Zhehan Jiang,&nbsp;Hanyu Liu,&nbsp;Fen Cai","doi":"10.1111/emip.12620","DOIUrl":"10.1111/emip.12620","url":null,"abstract":"<p>Job and practice analysis is a commonly used method for determining examination content specifications. However, difficulties arise when many domains are present, as mainstream approaches do not fully adhere to the essence of the weighing process, namely a “comparison-evaluation-decision” framework for assigning percentage values to the content. Stemming from the principle of comparing multiple criteria for making decisions, the Analytic Hierarchy Process (AHP) provides an appropriate solution that circumvents the aforementioned obstacle. We propose using an extended version of AHP called Group AHP (GAHP) to weight content specifications for standardized medical education assessment. Specifically, GAHP is integrated with the Delphi method and expected to aid exam developers in integrating feedback from diverse experienced physicians when determining content specifications for the National Medical Licensing Examination (NMLE) in China. The complete flow of the proposed approach was demonstrated in this study with an application to the NMLE.</p>","PeriodicalId":47345,"journal":{"name":"Educational Measurement-Issues and Practice","volume":"44 1","pages":"7-17"},"PeriodicalIF":2.7,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141823629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Improving Instructional Decision-Making Using Diagnostic Classification Models 利用诊断分类模型改进教学决策
IF 2.7 4区 教育学
Educational Measurement-Issues and Practice Pub Date : 2024-06-25 DOI: 10.1111/emip.12619
W. Jake Thompson, Amy K. Clark
{"title":"Improving Instructional Decision-Making Using Diagnostic Classification Models","authors":"W. Jake Thompson,&nbsp;Amy K. Clark","doi":"10.1111/emip.12619","DOIUrl":"10.1111/emip.12619","url":null,"abstract":"<p>In recent years, educators, administrators, policymakers, and measurement experts have called for assessments that support educators in making better instructional decisions. One promising approach to measurement to support instructional decision-making is diagnostic classification models (DCMs). DCMs are flexible psychometric models that facilitate fine-grained reporting on skills that students have mastered. In this article, we describe how DCMs can be leveraged to support better decision-making. We first provide a high-level overview of DCMs. We then describe different methods for reporting results from DCM-based assessments that support decision-making for different stakeholder groups. We close with a discussion of considerations for implementing DCMs in an operational setting, including how they can inform decision-making at state and local levels, and share future directions for research.</p>","PeriodicalId":47345,"journal":{"name":"Educational Measurement-Issues and Practice","volume":"43 4","pages":"146-156"},"PeriodicalIF":2.7,"publicationDate":"2024-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141509562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Item Response Theory Models for Polytomous Multidimensional Forced-Choice Items to Measure Construct Differentiation 用于测量结构差异的多项式多维强迫选择题的项目反应理论模型
IF 2.7 4区 教育学
Educational Measurement-Issues and Practice Pub Date : 2024-06-10 DOI: 10.1111/emip.12621
Xuelan Qiu, Jimmy de la Torre, You-Gan Wang, Jinran Wu
{"title":"Item Response Theory Models for Polytomous Multidimensional Forced-Choice Items to Measure Construct Differentiation","authors":"Xuelan Qiu,&nbsp;Jimmy de la Torre,&nbsp;You-Gan Wang,&nbsp;Jinran Wu","doi":"10.1111/emip.12621","DOIUrl":"10.1111/emip.12621","url":null,"abstract":"<p>Multidimensional forced-choice (MFC) items have been found to be useful to reduce response biases in personality assessments. However, conventional scoring methods for the MFC items result in ipsative data, hindering the wider applications of the MFC format. In the last decade, a number of item response theory (IRT) models have been developed, majority of which are for MFC items with binary responses. However, MFC items with polytomous responses are more informative and have many applications. This paper develops a polytomous Rasch ipsative model (pRIM) that can deal with ipsative data and yield estimates that measure construct differentiation—a latent trait that describes the degree to which the personality constructs (e.g., interests) distinguish between each other. The pRIM and its simpler form are applied to a career interests assessment containing four-category MFC items and the measures of interests differentiation are used for both intra- and interpersonal comparisons. Simulations are conducted to examine the recovery of the parameters under various conditions. The results show that the parameters of the pRIM can be well recovered, particularly when a complete linking design and a large sample are used. The implications and application of the pRIM in the personality assessment using MFC items are discussed.</p>","PeriodicalId":47345,"journal":{"name":"Educational Measurement-Issues and Practice","volume":"43 4","pages":"157-168"},"PeriodicalIF":2.7,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141362892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
On the Cover: Predicted Racial-Ethnic Composition of Educational Measurement Publications 封面：教育测量出版物的种族-民族构成预测
IF 2 4区 教育学
Educational Measurement-Issues and Practice Pub Date : 2024-05-20 DOI: 10.1111/emip.12610
Yuan-Ling Liaw
{"title":"On the Cover: Predicted Racial-Ethnic Composition of Educational Measurement Publications","authors":"Yuan-Ling Liaw","doi":"10.1111/emip.12610","DOIUrl":"https://doi.org/10.1111/emip.12610","url":null,"abstract":"<p> \u0000\u0000 <figure>\u0000 <div><picture>\u0000 <source></source></picture><p></p>\u0000 </div>\u0000 </figure></p>","PeriodicalId":47345,"journal":{"name":"Educational Measurement-Issues and Practice","volume":"43 2","pages":"4-5"},"PeriodicalIF":2.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141073715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Issue Cover 发行封面
IF 2 4区 教育学
Educational Measurement-Issues and Practice Pub Date : 2024-05-20 DOI: 10.1111/emip.12562
{"title":"Issue Cover","authors":"","doi":"10.1111/emip.12562","DOIUrl":"https://doi.org/10.1111/emip.12562","url":null,"abstract":"","PeriodicalId":47345,"journal":{"name":"Educational Measurement-Issues and Practice","volume":"43 2","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/emip.12562","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141073716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Blending Strategic Expertise and Technology: A Case Study for Practice Analysis 战略专业知识与技术相结合：实践分析案例研究
IF 2.7 4区 教育学
Educational Measurement-Issues and Practice Pub Date : 2024-05-20 DOI: 10.1111/emip.12607
Bharati B. Belwalkar, Matthew Schultz, Christina Curnow, J. Carl Setzer
{"title":"Blending Strategic Expertise and Technology: A Case Study for Practice Analysis","authors":"Bharati B. Belwalkar,&nbsp;Matthew Schultz,&nbsp;Christina Curnow,&nbsp;J. Carl Setzer","doi":"10.1111/emip.12607","DOIUrl":"10.1111/emip.12607","url":null,"abstract":"<p>There is a growing integration of technology in the workplace (World Economic Forum), and with it, organizations are increasingly relying on advanced technological approaches for improving their human capital processes to stay relevant and competitive in complex environments. All professions must keep up with this transition and begin integrating technology into their tools and processes. This paper centers on how advanced technological approaches (such as natural language processing (NLP) and data mining) have complemented a traditional practice analysis of the accounting profession. We also discuss strategic selection and use of subject-matter experts (SMEs) for more efficient practice analysis. The authors have adopted a triangulation process—gathering information from traditional practice analysis, using selected SMEs, and confirming findings with a novel NLP-based approach. These methods collectively contributed to the revision of the Uniform CPA Exam blueprint and in understanding accounting trends.</p>","PeriodicalId":47345,"journal":{"name":"Educational Measurement-Issues and Practice","volume":"43 3","pages":"85-94"},"PeriodicalIF":2.7,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141122285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
2023 NCME Presidential Address: Some Musings on Comparable Scores 2023 年全国教育大会主席致辞：关于可比分数的一些想法
IF 2 4区 教育学
Educational Measurement-Issues and Practice Pub Date : 2024-05-12 DOI: 10.1111/emip.12609
Deborah J. Harris
{"title":"2023 NCME Presidential Address: Some Musings on Comparable Scores","authors":"Deborah J. Harris","doi":"10.1111/emip.12609","DOIUrl":"10.1111/emip.12609","url":null,"abstract":"<p>This article is based on my 2023 NCME Presidential Address, where I talked a bit about my journey into the profession, and more substantively about comparable scores. Specifically, I discussed some of the different ways ‘comparable scores’ are defined, highlighted some areas I think we as a profession need to pay more attention to when considering score comparability, and emphasized that comparability in this context is a matter of degree which varies according to the decisions we plan to make on particular scores.</p>","PeriodicalId":47345,"journal":{"name":"Educational Measurement-Issues and Practice","volume":"43 2","pages":"6-15"},"PeriodicalIF":2.0,"publicationDate":"2024-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/emip.12609","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140929271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Examining Gender Differences in TIMSS 2019 Using a Multiple-Group Hierarchical Speed-Accuracy-Revisits Model 使用多组分层速度-准确性-重访模型研究 2019 年 TIMSS 考试中的性别差异
IF 2.7 4区 教育学
Educational Measurement-Issues and Practice Pub Date : 2024-04-24 DOI: 10.1111/emip.12606
Dihao Leng, Ummugul Bezirhan, Lale Khorramdel, Bethany Fishbein, Matthias von Davier
{"title":"Examining Gender Differences in TIMSS 2019 Using a Multiple-Group Hierarchical Speed-Accuracy-Revisits Model","authors":"Dihao Leng,&nbsp;Ummugul Bezirhan,&nbsp;Lale Khorramdel,&nbsp;Bethany Fishbein,&nbsp;Matthias von Davier","doi":"10.1111/emip.12606","DOIUrl":"10.1111/emip.12606","url":null,"abstract":"<p>This study capitalizes on response and process data from the computer-based TIMSS 2019 Problem Solving and Inquiry tasks to investigate gender differences in test-taking behaviors and their association with mathematics achievement at the eighth grade. Specifically, a recently proposed hierarchical speed-accuracy-revisits (SAR) model was adapted to multiple country-by-gender groups to examine the extent to which mathematics ability, response speed, revisit propensity, and the relationship among them differ between boys and girls. Results across 10 countries showed that boys responded to items faster on average than girls, and there was greater variation in boys’ response speed across students. A mixture distribution of revisit propensity was found for all country-by-gender groups. Both genders had moderate to strong negative correlations between mathematics ability and response speed, supporting the speed-accuracy tradeoff pattern reported in the literature. Results are discussed in the context of low-stakes assessments and in relation to the utility of the multiple-group SAR model.</p>","PeriodicalId":47345,"journal":{"name":"Educational Measurement-Issues and Practice","volume":"43 3","pages":"64-75"},"PeriodicalIF":2.7,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/emip.12606","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140663098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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