Foundational Competencies in Educational Measurement: A Rejoinder

IF 2.7 4区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH 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

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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.

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教育测量的基本能力：再论

什么是教育测量的基本能力？我们在本刊上发表了这些基础能力的框架（阿克曼等人），并收到了八篇评论，对该框架及其影响提出了许多重要问题，对此我们深表感谢。我们在这八篇评论中发现了五项交叉建议，分别涉及：(1) 我们的过程和目的；(2) 人工智能；(3) 道德能力；(4) 定性、批判性和文化响应性评论；(5) 课堂评估和内容开发等交叉专业。在本复函中，我们将依次对这五项建议和八篇评论逐一作出回应。我们希望有关教育测量基础能力的讨论和共识能在我们的期刊和领域中继续推进。

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