Work

Foundational Competencies in Educational Measurement: A Rejoinder

Year: 2024

Type: article

Abstract: 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.

Source: Educational Measurement Issues and Practice

DOI: 10.1111/emip.12623

Authors: 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

Institutions: Harvard University, University of Iowa, James Madison University, University of Colorado Boulder, City University of New York, University of Georgia, Educational Testing Service, University of Minnesota, Boston College, Duolingo (United States), University of Alabama

Language: English

Topic: Psychometric Methodologies and Testing

Subfield: Management Science and Operations Research

Field: Decision Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: bronze

OpenAlex ID: W4401553551

FWCI: 0.632

Cites: 21

Cited by: 2

Related to: 10