This article provides a history of the two large‐scale assessment consortia that were funded in 2010 as part of the Race to the Top Competition, the Partnership for the Assessment of Readiness for College and Career (PARCC), and the Smarter‐Balanced Assessment Consortium (SBAC). I compare the goals the consortia were funded to meet between 2011 and 2015 with the assessment systems PARCC and SBAC were able to deliver. Two notable accomplishments of both consortia were the development of high‐quality summative assessments that were carefully designed to be accessible to all test‐takers. I describe factors that led many states to withdraw from consortia membership between 2011 and 2015, and which led to the effective dissolution of PARCC. I discuss lessons learned from serving on the PARCC and SBAC technical advisory committees, and make a case for the value proposition of assessment consortia in the future.
{"title":"The Past, Present, and Future of Large‐Scale Assessment Consortia","authors":"Derek C. Briggs","doi":"10.1111/emip.12634","DOIUrl":"https://doi.org/10.1111/emip.12634","url":null,"abstract":"This article provides a history of the two large‐scale assessment consortia that were funded in 2010 as part of the Race to the Top Competition, the Partnership for the Assessment of Readiness for College and Career (PARCC), and the Smarter‐Balanced Assessment Consortium (SBAC). I compare the goals the consortia were funded to meet between 2011 and 2015 with the assessment systems PARCC and SBAC were able to deliver. Two notable accomplishments of both consortia were the development of high‐quality summative assessments that were carefully designed to be accessible to all test‐takers. I describe factors that led many states to withdraw from consortia membership between 2011 and 2015, and which led to the effective dissolution of PARCC. I discuss lessons learned from serving on the PARCC and SBAC technical advisory committees, and make a case for the value proposition of assessment consortia in the future.","PeriodicalId":47345,"journal":{"name":"Educational Measurement-Issues and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142211655","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}
This article is a commentary on the Foundational Competencies in Educational Measurement (Ackerman et al., 2024, hereafter the FCs) through the lens of classroom assessment. I focus on the place of classroom assessment in the FCs and in NCME and educational measurement more broadly.
本文是通过课堂评估的视角对教育测量基础能力（Ackerman et al.我的重点是课堂评估在 FCs 中的地位，以及在 NCME 和更广泛的教育测量中的地位。
{"title":"Commentary: Where Does Classroom Assessment Fit in Educational Measurement?","authors":"Susan M. Brookhart","doi":"10.1111/emip.12626","DOIUrl":"https://doi.org/10.1111/emip.12626","url":null,"abstract":"This article is a commentary on the Foundational Competencies in Educational Measurement (Ackerman et al., 2024, hereafter the FCs) through the lens of classroom assessment. I focus on the place of classroom assessment in the FCs and in NCME and educational measurement more broadly.","PeriodicalId":47345,"journal":{"name":"Educational Measurement-Issues and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142211654","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}
The Focal Article (Ackerman et al., 2023) provides a comprehensive framework and detailed guidelines to faculty, students, and measurement professionals. We used a data‐driven approach that examines recent job posts (including full‐time positions at academic institutions, nonprofit organizations, and for‐profit companies, as well as internship positions) to evaluate the match between the skills required by the jobs and the Foundational Competencies and provide summaries and recommendations thereof.
{"title":"Commentary: A Data‐Driven Analysis of Recent Job Posts to Evaluate the Foundational Competencies","authors":"Ying Cheng, Bo Pei, Audrey Filonczuk, Anh Thu Le","doi":"10.1111/emip.12630","DOIUrl":"https://doi.org/10.1111/emip.12630","url":null,"abstract":"The Focal Article (Ackerman et al., 2023) provides a comprehensive framework and detailed guidelines to faculty, students, and measurement professionals. We used a data‐driven approach that examines recent job posts (including full‐time positions at academic institutions, nonprofit organizations, and for‐profit companies, as well as internship positions) to evaluate the match between the skills required by the jobs and the Foundational Competencies and provide summaries and recommendations thereof.","PeriodicalId":47345,"journal":{"name":"Educational Measurement-Issues and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142211656","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}
{"title":"Commentary: Past, Present, and Future of Educational Measurement","authors":"Sergio Araneda, John Fremer, David Foster","doi":"10.1111/emip.12632","DOIUrl":"https://doi.org/10.1111/emip.12632","url":null,"abstract":"","PeriodicalId":47345,"journal":{"name":"Educational Measurement-Issues and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142211657","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}
Kamal Middlebrook, Laura S. Hamilton, Michael E. Walker
{"title":"Commentary: How Research and Testing Companies can Support Early‐Career Measurement Professionals","authors":"Kamal Middlebrook, Laura S. Hamilton, Michael E. Walker","doi":"10.1111/emip.12631","DOIUrl":"https://doi.org/10.1111/emip.12631","url":null,"abstract":"","PeriodicalId":47345,"journal":{"name":"Educational Measurement-Issues and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142211658","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}
{"title":"Commentary: Modernizing Educational Assessment Training for Changing Job Markets","authors":"André A. Rupp","doi":"10.1111/emip.12629","DOIUrl":"https://doi.org/10.1111/emip.12629","url":null,"abstract":"","PeriodicalId":47345,"journal":{"name":"Educational Measurement-Issues and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142211659","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}
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
What are foundational competencies in educational measurement? We published a framework for these foundational competencies in this journal (Ackerman et al.) 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.
{"title":"Foundational Competencies in Educational Measurement: A Rejoinder","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","doi":"10.1111/emip.12623","DOIUrl":"https://doi.org/10.1111/emip.12623","url":null,"abstract":"What are foundational competencies in educational measurement? We published a framework for these foundational competencies in this journal (Ackerman et al.) 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.","PeriodicalId":47345,"journal":{"name":"Educational Measurement-Issues and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-08-13","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}
Dustin S. J. Van Orman, Janine A. Jackson, Thao T. Vo, Darius D. Taylor
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.
{"title":"Commentary: Perspectives of Early Career Professionals on Enhancing Cultural Responsiveness in Educational Measurement","authors":"Dustin S. J. Van Orman, Janine A. Jackson, Thao T. Vo, Darius D. Taylor","doi":"10.1111/emip.12628","DOIUrl":"https://doi.org/10.1111/emip.12628","url":null,"abstract":"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.","PeriodicalId":47345,"journal":{"name":"Educational Measurement-Issues and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","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":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"Improving Instructional Decision‐Making Using Diagnostic Classification Models","authors":"W. Jake Thompson, Amy K. Clark","doi":"10.1111/emip.12619","DOIUrl":"https://doi.org/10.1111/emip.12619","url":null,"abstract":"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.","PeriodicalId":47345,"journal":{"name":"Educational Measurement-Issues and Practice","volume":null,"pages":null},"PeriodicalIF":2.0,"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}
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