Examining the Psychometric Impact of Targeted and Random Double‐Scoring in Mixed‐Format Assessments

2024-10-1

Commentary: What Is the Breadth of “Educational Measurement?”

2024-9-16

Commentary: What Is Truly Foundational?

2024-9-12

The Past, Present, and Future of Large‐Scale Assessment Consortia

2024-9-11

Commentary: Where Does Classroom Assessment Fit in Educational Measurement?

2024-8-26

Commentary: A Data‐Driven Analysis of Recent Job Posts to Evaluate the Foundational Competencies

2024-8-24

Commentary: Past, Present, and Future of Educational Measurement

2024-8-23

Commentary: How Research and Testing Companies can Support Early‐Career Measurement Professionals

2024-8-16

Commentary: Modernizing Educational Assessment Training for Changing Job Markets

2024-8-13

Commentary: Perspectives of Early Career Professionals on Enhancing Cultural Responsiveness in Educational Measurement

2024-8-12

Foundational Competencies in Educational Measurement: A Rejoinder

2024-8-12

Weighting Content Specifications for the National Medical Licensing Examination via Group Analytic Hierarchy Process

2024-7-19

Improving Instructional Decision‐Making Using Diagnostic Classification Models

2024-6-25

Item Response Theory Models for Polytomous Multidimensional Forced‐Choice Items to Measure Construct Differentiation

2024-6-10

Blending Strategic Expertise and Technology: A Case Study for Practice Analysis

2024-5-20

On the Cover: Predicted Racial‐Ethnic Composition of Educational Measurement Publications

2024-5-20

Issue Information

2024-5-20

Editorial

2024-5-20

Issue Cover

2024-5-20

2023 NCME Presidential Address: Some Musings on Comparable Scores

2024-5-12

Examining Gender Differences in TIMSS 2019 Using a Multiple‐Group Hierarchical Speed‐Accuracy‐Revisits Model

2024-4-24

Guesses and Slips as Proficiency‐Related Phenomena and Impacts on Parameter Invariance

2024-4-8

Transforming Assessment: The Impacts and Implications of Large Language Models and Generative AI

2024-4-4

Revisiting the Usage of Alpha in Scale Evaluation: Effects of Scale Length and Sample Size

2024-3-20

What Mathematics Content Do Teachers Teach? Optimizing Measurement of Opportunities to Learn in the Classroom

2024-3-7

Reframing Research and Assessment Practices: Advancing an Antiracist and Anti‐Ableist Research Agenda

2024-3-3

ITEMS Corner Update: Two Years of Changes to ITEMS

2024-2-28

Issue Cover

2024-2-28

Issue Information

2024-2-28

On the Cover: High School Coursetaking Sequence Clusters and Postsecondary Enrollment

2024-2-28

Editorial

2024-2-28

Digital Module 35: Through‐Year Assessment

2024-2-28

A Workflow for Minimizing Errors in Template‐Based Automated Item‐Generation Development

2024-2-12

The University of California Was Wrong to Abolish the SAT: Admissions When Affirmative Action Was Banned

2024-2-9

An Automated Item Pool Assembly Framework for Maximizing Item Utilization for CAT

2024-2-9

Expected Classification Accuracy for Categorical Growth Models

2024-1-29

MxML (Exploring the Relationship between Measurement and Machine Learning): Current State of the Field

2024-1-29

Using OpenAI GPT to Generate Reading Comprehension Items

2024-1-24

Measuring Variability in Proctor Decision Making on High‐Stakes Assessments: Improving Test Security in the Digital Age

2024-1-24

Knowledge Integration in Science Learning: Tracking Students' Knowledge Development and Skill Acquisition with Cognitive Diagnosis Models

2024-1-24

Achievement and Growth on English Language Proficiency and Content Assessments for English Learners in Elementary Grades

2024-1-10

<i>ITEMS</i> Corner Update: The Final Three Steps in the Development Process

2023-12-1

Issue Information

2023-12-1

Issue Cover

2023-12-1

On the Cover: Tell‐Tale Triangles of Subscore Value

2023-12-1

Editorial

2023-12-1

Digital Module 34: Introduction to Multilevel Measurement Modeling

2023-12-1