Educational Measurement-Issues and Practice

Article	Citations
On the Cover: Turning the Page	87
Digital Module 31: Testing Accommodations for Students with Disabilities	36
Blending Strategic Expertise and Technology: A Case Study for Practice Analysis	23
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Visualizing Distributions Across Grades	17
ITEMS Corner Update: The Initial Steps in the ITEMS Development Process	16
Issue Information	11
Editorial	11
How Did Students Engage with a Remote Educational Assessment? A Case Study	10
Applying a Mixture Rasch Model‐Based Approach to Standard Setting	9
Evolving Educational Testing to Meet Students’ Needs: Design‐in‐Real‐Time Assessment	8
Issue Cover	8
Editorial	7
ITEMS Corner Update: The New ITEMS Module Development Process	7
Growth across Grades and Common Item Grade Alignment in Vertical Scaling Using the Rasch Model	7
Coconstructing a Meaningful Online Environment: Faculty–Student Rapport in the English as a Foreign Language College Classroom	7
Item Selection Algorithm Based on Collaborative Filtering for Item Exposure Control	7
A Probabilistic Filtering Approach to Non‐Effortful Responding	6
Issue Cover	6
Issue Information	6
Commentary: A Data‐Driven Analysis of Recent Job Posts to Evaluate the Foundational Competencies	6
Issue Information	6
What Makes Measurement Important for Education?	5
Digital Module 28: Unusual Things That Usually Occur in a Credentialing Testing Program	4
The 2024 EM:IP Cover Graphic/Data Visualization Competition	4

Digital Module 38: Differential Item Functioning by Multiple Variables Using Moderated Nonlinear Factor Analysis	4
The Impact of the COVID‐19 Pandemic on American Board of Surgery's Oral Certifying Exams	4
Guesses and Slips as Proficiency‐Related Phenomena and Impacts on Parameter Invariance	4
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Digital Module 36: Applying Intersectionality Theory to Educational Measurement	3
Commentary: What Is the Breadth of “Educational Measurement?”	3
ITEMS Corner Update: High Traffic to the ITEMS Portal on the NCME Website	3
An Evaluation of Automatic Item Generation: A Case Study of Weak Theory Approach	3
Cheating Detection of Test Collusion: A Study on Machine Learning Techniques and Feature Representation	3
Foundational Competencies in Educational Measurement	3
Editorial	3
Editorial	3
Commentary: Perspectives of Early Career Professionals on Enhancing Cultural Responsiveness in Educational Measurement	3
The University of California Was Wrong to Abolish the SAT: Admissions When Affirmative Action Was Banned	3
Issue Information	3
Digital Module 34: Introduction to Multilevel Measurement Modeling	3
Issue Cover	2
ITEMS Corner Update: The Final Three Steps in the Development Process	2
Issue Cover	2
Current Psychometric Models and Some Uses of Technology in Educational Testing	2
Comparative Analysis of Psychometric Frameworks and Properties of Scores from Autogenerated Test Forms	2
Investigating Approaches to Controlling Item Position Effects in Computerized Adaptive Tests	2
Ronald K. Hambleton (1943–2022): Setting the Standard for Measurement Excellence	2
Validation as Evaluating Desired and Undesired Effects: Insights From Cross‐Classified Mixed Effects Model	2
An Investigation of the Nature and Consequence of the Relationship between IRT Difficulty and Discrimination	2
Development of a New Learning Progression Verification Method based on the Hierarchical Diagnostic Classification Model: Taking Grade 5 Students’ Fractional Operations as an Example	2
Applications and Modeling of Keystroke Logs in Writing Assessments	2
The Relationship between Item Developer Alignment of Items to Range Achievement‐Level Descriptors and Item Difficulty: Implications for Validating Intended Score Interpretations	2
What Should Psychometricians Know about the History of Testing and Testing Policy?	2
Commentary: How Research and Testing Companies can Support Early‐Career Measurement Professionals	2
Issue Cover	2
Issue Cover	2
Commentary: Past, Present, and Future of Educational Measurement	2
ITEMS Corner Update: Recording Audio and Adding an Editorial Polish to an ITEMS Module	2
Foundational Competencies in Educational Measurement: A Rejoinder	2
Exploration of Latent Structure in Test Revision and Review Log Data	2
Measuring Variability in Proctor Decision Making on High‐Stakes Assessments: Improving Test Security in the Digital Age	2
Measurement Reflections	2
Issue Cover	2
Transforming Assessment: The Impacts and Implications of Large Language Models and Generative AI	2
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Editorial	1
Introduction to the Special Section “Issues and Practice in Applying Machine Learning in Educational Measurement”	1
Commentary: Restoring Public Trust	1
On the Cover: Illustrating Collusion Networks with Graph Theory	1
Supporting the Interpretive Validity of Student‐Level Claims in Science Assessment with Tiered Claim Structures	1
NCME Presidential Address 2021: Assessment Research and Practice in the Post‐COVID‐19 Era	1
Exploring the Effect of Human Error When Using Expert Judgments to Train an Automated Scoring System	1
On the Cover: Person Infit Density Contour	1
Issue Cover	1

On the Cover: Tell‐Tale Triangles of Subscore Value	1
Diving Into Students’ Transcripts: High School Course‐Taking Sequences and Postsecondary Enrollment	1
Changing Educational Assessments in the Post‐COVID‐19 Era: From Assessment of Learning (AoL) to Assessment as Learning (AaL)	1
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AI: Can You Help Address This Issue?	1
Issue Information	1
Issue Cover	1
Issue Information	1
Reached or Not Reached: A Tale of Two Data Sources	1
MxML (Exploring the Relationship between Measurement and Machine Learning): Current State of the Field	1
Issue Cover	1
You Win Some, You Lose Some	1
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Instruction‐Tuned Large‐Language Models for Quality Control in Automatic Item Generation: A Feasibility Study	1
On the Cover: Sequential Progression and Item Review in Timed Tests: Patterns in Process Data	1
Still Interested in Multidimensional Item Response Theory Modeling? Here Are Some Thoughts on How to Make It Work in Practice	1
Digital Module 33: Fairness in Classroom Assessment: Dimensions and Tensions	1
Using Active Learning Methods to Strategically Select Essays for Automated Scoring	1
The Impact of COVID‐19‐Related School Closures on Student Achievement—A Meta‐Analysis	0
Issue Cover	0
Does It Matter How the Rigor of High School Coursework Is Measured? Gaps in Coursework Among Students and Across Grades	0
Examining Comparability across CAT Assessments	0
Digital Module 35: Through‐Year Assessment	0
Leading ITEMS: A Retrospective on Progress and Future Goals	0
On the Cover: Distractor Cascade Analysis	0
On the Cover: Predicted Racial‐Ethnic Composition of Educational Measurement Publications	0
2024 NCME Presidential Address: Challenging Traditional Views of Measurement	0
Measurement Efficiency for Technology‐Enhanced and Multiple‐Choice Items in a K–12 Mathematics Accountability Assessment	0
Demystifying Adequate Growth Percentiles	0
There Is No Right Way: A Reply to Sinharay (2022)	0
Commentary: Modernizing Educational Assessment Training for Changing Job Markets	0
Editorial	0
Disrupted Data: Using Longitudinal Assessment Systems to Monitor Test Score Quality	0
Educational Measurement: Models, Methods, and Theory	0
Editorial	0
To Score or Not to Score: Factors Influencing Performance and Feasibility of Automatic Content Scoring of Text Responses	0
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An Application of Text Embeddings to Support Alignment of Educational Content Standards	0
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Reporting Pass–Fail Decisions to Examinees with Incomplete Data: A Commentary on Feinberg (2021)	0
Call for Papers: Issues and Practice in Applying Machine Learning in Educational Measurement	0
ITEMS Corner: Educating the Educational Measurement Community	0
Digital Module 30: Validity and Educational Testing: Purposes and Uses of Educational Tests	0
Using Classification Tree Models to Determine Course Placement	0
Knowledge Integration in Science Learning: Tracking Students' Knowledge Development and Skill Acquisition with Cognitive Diagnosis Models	0
Introduction to the Focal Article, Commentaries, and Response to the Commentaries	0
ITEMS Corner Update: Two Years of Changes to ITEMS	0
Introduction to the Special Section “Lingering Impact of COVID‐19 on Educational Measurement”	0
Issue Information	0
Improving Instructional Decision‐Making Using Diagnostic Classification Models	0
Item Response Theory Models for Polytomous Multidimensional Forced‐Choice Items to Measure Construct Differentiation	0
Bilevel Topic Model‐Based Multitask Learning for Constructed‐Responses Multidimensional Automated Scoring and Interpretation	0
Digital Module 37: Introduction to Item Response Tree (IRTree) Models	0
Communicating Measurement Outcomes with (Better) Graphics	0
The 2025 EM:IP Cover Graphic/Data Visualization Competition	0
Issue Cover	0
In the beginning, there was an item…	0
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Editorial	0
Average Rank and Adjusted Rank Are Better Measures of College Student Success than GPA	0
Editorial	0
Comparing Large‐Scale Assessments in Two Proctoring Modalities with Interactive Log Data Analysis	0
Issue Cover	0
Do Subject Matter Experts’ Judgments of Multiple‐Choice Format Suitability Predict Item Quality?	0
Issue Information	0
A Workflow for Minimizing Errors in Template‐Based Automated Item‐Generation Development	0
On the Cover: Lindquist Center	0
Causal Inference and COVID: Contrasting Methods for Evaluating Pandemic Impacts Using State Assessments	0
Personalizing Large‐Scale Assessment in Practice	0
Mode Effects in College Admissions Testing and Differential Speededness as a Possible Explanation	0
Hierarchical Agglomerative Clustering to Detect Test Collusion on Computer‐Based Tests	0
Automated Scoring in Learning Progression‐Based Assessment: A Comparison of Researcher and Machine Interpretations	0
On the Cover: Key Specifications for a Large‐Scale Medical Exam	0
Digital Module 32: Understanding and Mitigating the Impact of Low Effort on Common Uses of Test and Survey Scores	0
On the Cover: High School Coursetaking Sequence Clusters and Postsecondary Enrollment	0
Machine Learning–Based Profiling in Test Cheating Detection	0
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ITEMS Corner Update: Announcing Two Significant Changes to ITEMS	0
Issue Information	0
Issue Cover	0

College Admission Tests and Social Responsibility: A Response to the Commentaries	0
Editorial	0
Linking Unlinkable Tests: A Step Forward	0
Issue Information	0
Modeling Slipping Effects in a Large‐Scale Assessment with Innovative Item Formats	0
Evaluating Population Invariance of Test Equating During the COVID‐19 Pandemic	0
A Machine Learning Approach for the Simultaneous Detection of Preknowledge in Examinees and Items When Both Are Unknown	0
Issue Cover	0
Introduction to the Special Section on the Past, Present, and Future of Educational Measurement	0
The Good Side of COVID‐19	0
Issue Information	0
Defining Test‐Score Interpretation, Use, and Claims: Delphi Study for the Validity Argument	0
Revisiting the Usage of Alpha in Scale Evaluation: Effects of Scale Length and Sample Size	0
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Using OpenAI GPT to Generate Reading Comprehension Items	0
Editorial	0
Admission Testing in Higher Education: Changing Landscape and Outcomes from Test‐Optional Policies	0
On the Cover: Indicators for Item Preknowledge	0
The Multidimensionality of Measurement Bias in High‐Stakes Testing: Using Machine Learning to Evaluate Complex Sources of Differential Item Functioning	0
Issue Information	0
Commentary: Where Does Classroom Assessment Fit in Educational Measurement?	0
Expected Classification Accuracy for Categorical Growth Models	0
Digital Module 29: Multidimensional Item Response Theory Equating	0
On the Cover: Gendered Trajectories of Digital Literacy Development: Insights from a Longitudinal Cohort Study	0
Call for Papers: Leveraging Measurement for Better Decisions	0
Generalizability Theory Approach to Analyzing Automated‐Item Generated Test Forms	0
Using Process Data to Evaluate the Impact of Shortening Allotted Case Time in a Simulation‐Based Assessment	0
Weighing the Value of Complex Growth Estimation Methods to Evaluate Individual Student Response to Instruction	0
Measurement Must Be Qualitative, then Quantitative, then Qualitative Again	0
Editorial	0
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Issue Information	0
Digital Module 39: Introduction to Generalizability Theory	0
Machine Learning Literacy for Measurement Professionals: A Practical Tutorial	0
What Mathematics Content Do Teachers Teach? Optimizing Measurement of Opportunities to Learn in the Classroom	0
Commentary: What Is Truly Foundational?	0
Editorial	0
Machine Learning and Small Data	0
Examining Gender Differences in TIMSS 2019 Using a Multiple‐Group Hierarchical Speed‐Accuracy‐Revisits Model	0
From Mandated to Test‐Optional College Admissions Testing: Where Do We Go from Here?	0
Considerations for Future Online Testing and Assessment in Colleges and Universities	0
Rethinking Measurement 101: Lessons Learned from Teachers	0
Investigating the Split‐Attention Effect in Computer‐Based Assessment: Spatial Integration and Interactive Signaling Approaches	0
The Past, Present, and Future of Large‐Scale Assessment Consortia	0
A Case for Reimagining Universal Design of Assessment Systems	0
Adjusting for Ability Differences of Equating Samples When Randomization Is Suboptimal	0
An Automated Item Pool Assembly Framework for Maximizing Item Utilization for CAT	0
A Special Case of Brennan's Index for Tests That Aim to Select a Limited Number of Students: A Monte Carlo Simulation Study	0
Editorial	0
Issue Information	0
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Editorial	0
2023 NCME Presidential Address: Some Musings on Comparable Scores	0
Issue Cover	0
Weighting Content Specifications for the National Medical Licensing Examination via Group Analytic Hierarchy Process	0
ITEMS Corner: Next Chapter of ITEMS	0
Personalizing Assessment: Dream or Nightmare?	0
Psychometric Evaluation of the Preschool Early Numeracy Skills Test–Brief Version Within the Item Response Theory Framework	0
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Inflection Point: The Role of Testing in Admissions Decisions in a Postpandemic Environment	0
Examining the Psychometric Impact of Targeted and Random Double‐Scoring in Mixed‐Format Assessments	0
Achievement and Growth on English Language Proficiency and Content Assessments for English Learners in Elementary Grades	0
Issue Information	0
Digital Module 27: Hierarchical Rater Models	0
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ITEMS Corner ITEMS Portal Development Update https://ncme.elevate.commpartners.com	0
Measuring Digital Literacy during the COVID‐19 Pandemic: Experiences with Remote Assessment in Hong Kong	0
Are There Distinctive Profiles in Examinee Essay‐Writing Processes?	0
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Reframing Research and Assessment Practices: Advancing an Antiracist and Anti‐Ableist Research Agenda	0
Issue Information	0
Combining Process Information and Item Response Modeling to Estimate Problem‐Solving Ability	0
Deriving Decisions from Disrupted Data	0
The 2023 EM:IP Cover Graphic/Data Visualization Competition	0
On the Cover: Unraveling Reading Recognition Trajectories: Classifying Student Development through Growth Mixture Modeling	0
The Role of Response Style Adjustments in Cross‐Country Comparisons—A Case Study Using Data from the PISA 2015 Questionnaire	0
Editorial	0
On the Cover: The Increasing Impact of EM:IP	0
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Measurement Invariance for Multilingual Learners Using Item Response and Response Time in PISA 2018	0
Reconceptualization of Coefficient Alpha Reliability for Test Summed and Scaled Scores	0