Foundational Competencies in Educational Measurement: A Rejoinder-Reference-Cited by-同舟云学术

Foundational Competencies in Educational Measurement: A Rejoinder

Published:2024-08-12 Issue: Volume: Page:
ISSN:0731-1745
Container-title:Educational Measurement: Issues and Practice
language:en
Short-container-title:Educational Measurement

Author:

Ho Andrew D.¹^ORCID,Ackerman Terry A.²,Bandalos Deborah L.³,Briggs Derek C.⁴^ORCID,Everson Howard T.⁵,Lottridge Susan M.⁶^ORCID,Madison Matthew J.⁷^ORCID,Sinharay Sandip⁸^ORCID,Rodriguez Michael C.⁹^ORCID,Russell Michael¹⁰^ORCID,von Davier Alina A.¹¹,Wind Stefanie A.¹²

Affiliation:

1. Harvard Graduate School of Education

2. University of Iowa

3. James Madison University

4. University of Colorado Boulder

5. City University of New York

6. Cambium Assessment, Inc.

7. University of Georgia

8. Educational Testing Service

9. University of Minnesota

10. Boston College

11. Duolingo

12. University of Alabama

Abstract

AbstractWhat 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.

Publisher

Wiley

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1111/emip.12623

Reference28 articles.

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