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Commentary: What Is the Breadth of "Educational Measurement?".

  • Published In: Educational Measurement: Issues & Practice, 2024, v. 43, n. 3. P. 23 1 of 3

  • Database: Academic Search Ultimate 2 of 3

  • Authored By: Wine, Marjorie; Hoffman, Alexander M. 3 of 3

Abstract

The work of educational measurement is a highly collaborative endeavor that brings together professionals from many disciplines. While the introduction of the "Foundational Competencies in Educational Measurement" acknowledges this, the explanation of the framework itself falls short in acknowledging the competencies and skills of those from disciplines other than psychometrics, such as content development professionals (CDPs). Therefore, it is unable to sufficiently address the nature of validation work or other work not led by psychometricians. It also underexplores the vital competencies that underlie effective collaboration. As a result, it defines the competencies of psychometric work instead of the larger field of educational measurement. [ABSTRACT FROM AUTHOR]

Additional Information

  • Source:Educational Measurement: Issues & Practice. 2024/09, Vol. 43, Issue 3, p23
  • Document Type:Article
  • Subject Area:Education
  • Publication Date:2024
  • ISSN:0731-1745
  • DOI:10.1111/emip.12627
  • Accession Number:180217169
  • Copyright Statement:Copyright of Educational Measurement: Issues & Practice is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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