{"title":"有得也有失","authors":"Gregory J. Cizek","doi":"10.1111/emip.12643","DOIUrl":null,"url":null,"abstract":"<p>In a 1993 EM:IP article, I made six predictions related to measurement policy issues for the approaching millenium. In this article, I evaluate the accuracy of those predictions (Spoiler: I was only modestly accurate) and I proffer a mix of seven contemporary predictions, recommendations, and aspirations regarding assessment generally, NCME as an association, and specific psychometric practices.</p>","PeriodicalId":47345,"journal":{"name":"Educational Measurement-Issues and Practice","volume":"43 4","pages":"126-136"},"PeriodicalIF":1.9000,"publicationDate":"2024-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"You Win Some, You Lose Some\",\"authors\":\"Gregory J. Cizek\",\"doi\":\"10.1111/emip.12643\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>In a 1993 EM:IP article, I made six predictions related to measurement policy issues for the approaching millenium. In this article, I evaluate the accuracy of those predictions (Spoiler: I was only modestly accurate) and I proffer a mix of seven contemporary predictions, recommendations, and aspirations regarding assessment generally, NCME as an association, and specific psychometric practices.</p>\",\"PeriodicalId\":47345,\"journal\":{\"name\":\"Educational Measurement-Issues and Practice\",\"volume\":\"43 4\",\"pages\":\"126-136\"},\"PeriodicalIF\":1.9000,\"publicationDate\":\"2024-11-10\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Measurement-Issues and Practice\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/emip.12643\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Measurement-Issues and Practice","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/emip.12643","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
In a 1993 EM:IP article, I made six predictions related to measurement policy issues for the approaching millenium. In this article, I evaluate the accuracy of those predictions (Spoiler: I was only modestly accurate) and I proffer a mix of seven contemporary predictions, recommendations, and aspirations regarding assessment generally, NCME as an association, and specific psychometric practices.
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