Empowering Insights in Educational Measurement

Welcome to News@NCME, your dedicated source for the latest developments, insights, and discussions in the world of educational measurement. As a vibrant community of professionals, educators, researchers, and students, we are committed to advancing the field through sharing knowledge, fostering collaboration, and celebrating achievements.

At News@NCME, we understand the importance of staying informed and connected. Our platform offers a dynamic range of articles, updates, and resources tailored to enrich your understanding and engagement with educational measurement. Whether you are delving into complex research, seeking best practices, or exploring innovative approaches, our content is curated to support your journey.

We invite you to explore our latest news, participate in upcoming events, and engage with our diverse community. Your insights and contributions are what make NCME a leading voice in educational measurement. Let's continue to learn, share, and grow together.

Editor of News@NCME: Cheng Hua, Ph. D., University of Montevallo

Bird with Tree

President's Message

Hello, NCME members. As my tenure as President winds down, I want to take this opportunity to reflect on my goals for the year and to update you on progress. Last April, I outlined three goals for this year:·      
  • To create a more welcoming environment for members·      
  • To establish a shared vision for the role of measurement in society
  • To translate NCME research into tools that educators and assessment specialists can use

These goals led to the 2024 NCME Annual Meeting Theme: Reconceptualizing Measurement Theory and Practice to Reduce Inequities. I, along with the NCME Annual Meeting Chairs, Jonathan Weeks and Adamy Wyse; and the Training Program Chairs, Wesley Bonifay and Ji Seung Yang, encouraged submissions that challenge traditional conceptions of measurement and that explore constructive roles for measurement in reducing inequity and better reflecting the true nature of each individual.

I was very pleased that you, our members, responded. This year’s conference will have ten sessions devoted to the expanding role of artificial intelligence in measurement, five sessions exploring fairness and equity in measurement, four sessions exploring new frameworks for admissions to higher education, and two sessions covering multicultural issues. Additionally, on the first day of the conference, we will have an opening keynote address by bestselling author Sam Kean, who will talk about the importance of measurement in various contexts not usually considered in NCME conferences. We will end the first day’s sessions with a panel discussion of the impact of measurement on people’s lives.

Throughout the year, the NCME Board and the various NCME Committees have also responded to the directives I set out at the beginning of the year. As a way to create a more welcoming environment in NCME, the Graduate Student Issues Committee continues to explore the introduction of affinity groups. I have reached out to the Past Presidents to help determine a way to expand the reach of NCME internationally.

This year, the NCME Board has explored the role of testing in society, to better appreciate the important part that NCME could play in shaping national policy. Toward this end, the Board studied past (e.g., the 1946 Mendez v. Westminster School District case, which brought an end to school segregation in California) and more recent (the recent Pennsylvania school funding case, concerning equal access to high-quality public education) court cases in which testing played a prominent role. As a result of these studies, I have plans to set up a Presidential task force on educational measurement and civil rights. The work is expected to advocate for correct understanding of educational tests and assessments, their forms, purposes and limitations, so that efforts to advance civil rights, whether in the courts or legislative bodies, may be well informed.

My final goal was to translate NCME research into practice. I see many great efforts within NCME to achieve this end, but I will point out two here. First, The State and Local Assessment Leaders SIGIMIE has two sponsored sessions at the 2024 NCME conference. The first session will address Peer Review of State Assessments; Don Peasley from the U.S. Department of Education has agreed to participate on the panel for the Peer Review session alongside state and local leaders. The second session, continuing earlier DEI sessions, will focus on building relationships to bridge gaps in SALAL’s equity and fairness advocacy efforts. Several nationally recognized equity champions will join the session. The second effort I want to highlight is the Classroom Assessment Conference scheduled for September 19-20, 2024, at the Palmer House Hotel in Chicago. The conference theme is “Reclaiming the Promise of Balanced Assessment Systems: Achieving Deeper Learning at Scale for Both Students and Adults.” As with previous conferences, I expect this convening to make NCME research available to a wider audience and to provide an impetus for its infusion into classroom pedagogy.

Although it may at times appear slow, I have been very encouraged by this year’s progress. It all comes from the joint efforts of NCME members like you, who have dedicated yourselves to the advancement of measurement. For that I thank you. I hope to see you all in Philadelphia.

2024 NCME Annual Meeting 

NCME Annual Meeting Registration
Registration is now open for the 2024 NCME Annual Meeting, scheduled to be held at the Pennsylvania Convention Center in Philadelphia, PA, from April 11-14, 2024. This event promises to be an enriching experience, offering attendees the chance to engage with new research, diverse perspectives on crucial issues, and networking opportunities within the measurement field. The NCME Annual Meeting will be hosted concurrently with the 2024 AERA Annual Meeting, with AERA providing registration and housing support. Attendees of either meeting can choose to register for both events separately or together. In line with the 2024 AERA Annual Meeting's entry requirements, NCME mandates up-to-date vaccination (including eligible boosters) for all attendees. Mask-wearing is advised in common areas, although not compulsory, and attendees may be unmasked while eating or drinking. The focus remains on mutual respect and ensuring health and safety. For any registration inquiries, you can contact the AERA Annual Meeting Registration team at or call (202) 238-3200, option 3, to speak with a team member. Register for the conference right now.
Related Documents:

Upcoming Events

1. NCME Committee on Informing Assessment Policy Webinar

U. California Regents’ Test-Blind Decision - A Critical Discussion

Date: February 8, 2024

Time: 12:30-2:00 pm PT / 2:30-4:00 pm CT / 3:30-5:00 pm ET

The National Council on Measurement in Education's Committee on Informing Assessment Policy (NCME CIAP) is set to host a thought-provoking webinar on the impactful decision by the Regents of the University of California System to adopt a test-blind policy for college admissions. This crucial conversation is scheduled for February 8, 2024, and will explore the wide-ranging implications of this policy shift in one of the largest state systems in the country.

The decision, made despite an extensive faculty study recommending continued admission test use, raises significant questions about the future of standardized testing in higher education. The webinar aims to delve deep into the factors that influenced the Regents' choice and the broader ramifications it could have on testing firms, student choices, and the higher education landscape at large.

In 2020-2021, the Regents' unanimous decision to go test-blind - a policy where college admissions do not consider standardized test scores at all - signaled a significant shift in the approach to evaluating student applications. This policy can notably affect test development firms as it may reduce the number of students taking standardized tests, especially those applying exclusively to state colleges in California.

The webinar will critically examine the reasoning behind the Regents' decision. Did they consider the extensive faculty study? Were they swayed by critics' arguments about the inherent biases in admission tests? Furthermore, the discussion will pivot to the broader implications for testing scholars. With traditional methods of empirical, balanced research seemingly having little impact in this case, the webinar will explore alternative strategies and responses.

Panelists include renowned experts like Wayne Camara from LSAC, Heather Klesch from Pearson, and Richard Phelps from the Nonpartisan Education Group, among others to be announced. This diverse panel will provide insights into the efficacy of test-optional policies and their impact on aspects like diversity, fairness, and the academic caliber of admitted classes.

This webinar is a must-attend for educators, policymakers, testing professionals, and all stakeholders in the education sector who are navigating the evolving landscape of college admissions.

2. NCME Educators of Measurement SIGIMIE Webinar 
Conversations with Graduation Students on Recruiting to Measurement Programs

Date: February 12, 2024
Time: 2:30-3:30 pm ET

The NCME Educators of Measurement (EoM) SIGIMIE is actively engaged in strategies to enhance student enrollment in graduate measurement programs. Understanding the recruitment challenges and opportunities from both the program and student perspectives is key to our efforts.

In this regard, the EoM SIGIMIE invites the measurement community to a pivotal webinar where we will engage in an open discussion with current measurement graduate students. This conversation will shape our forthcoming survey, planned for February/March 2024, focusing on student recruitment in measurement programs.

This session aims to gather insights on what attracts students to the measurement field, identify barriers to entry, and explore ways to enhance student engagement within NCME. We particularly want to hear from current students about their experiences and ideas for future recruitment, including potential undergraduate involvement.


  • Justin Kern, University of Illinois
  • Brian French, Washington State University
  • Corinne Huggins-Manley, University of Florida

This event is an excellent opportunity for students and professionals interested in recruitment strategies to voice their thoughts and ideas. Your participation is crucial in guiding our understanding and efforts in this area.

3. NCME Special Conference on Classroom Assessment

Date: September 19-20, 2024

Location: Chicago, IL

The 5th NCME Special Conference on Classroom Assessment is scheduled for September 19-20, 2024, at the Palmer House Hotel in Chicago, IL. Themed "Reclaiming the Promise of Balanced Assessment Systems: Achieving Deeper Learning at Scale for Both Students and Adults," the event is co-hosted by the University of Illinois at Chicago and Chicago Public Schools, with support from the Center for Assessment. The conference upholds NCME's commitment to enhancing assessment practices focused on deeper learning.

Proposals for the 2024 conference are currently being accepted, with a submission deadline of March 29, 2024, and presenter notifications by May 30, 2024. Click here for more information.

This event continues the tradition of the NCME Special Conference on Classroom Assessment, previously hosted by the University of Kansas, University of Colorado, Boulder, University of Virginia, George Mason University, Virginia Commonwealth University, and College of William and Mary.

NCME Journals

The Journal of Educational Measurement (JEM)

The Journal of Educational Measurement (JEM) stands as a distinguished quarterly publication that delves into the realm of educational measurement. Edited by Chun Wang from the University of Washington and published by John Wiley & Sons, Inc., JEM is dedicated to disseminating original research in measurement, innovative applications in educational contexts, and insightful reviews of measurement-related literature.

JEM's scope captures the interest of both practitioners engaged in field measurement and theoreticians exploring measurement's underpinnings. Its rich and varied content ranges from novel contributions in measurement theory to practical advancements enhancing measurement applications across diverse educational settings.

For NCME members, JEM offers an extensive archive of valuable articles dating back to 1964, accessible through the Wiley Online Library. Members are encouraged to sign in to access this comprehensive resource fully. More details about the journal, including submission guidelines and an overview, can be found in the Journal Overview and Author Guidelines sections.

View All Issues

Supplemental Materials

Educational Measurement: Issues and Practice (EM: IP)

EM: IP is edited by Dr. Zhongmin Cui and published by John Wiley & Sons, Inc.  See Journal Overview and Author Guidelines for more information.

EM: IP is a quarterly publication that is aimed at practitioners and users of tests, as well as professional educators, legislators, school personnel, and interested citizens. Its primary purpose is to promote a better understanding of educational measurement and to encourage reasoned debate on current issues of practical importance to educators and the public. EM: IP also provides one means of communication among NCME members and between NCME members and others concerned with educational measurement issues and practices.

View All Issues

Supplemental Materials

Chinese/English Journal of Educational Measurement and Evaluation (CEJEME;教育测量与评估双语季刊)

Supported by the Editorial Board, CEJEME is edited by Yi Zheng 郑 屹, Arizona State University, Hua-Hua Chang 张华华, Purdue University, and Tao Xin 辛 涛, Beijing Normal University 北京师范大学. See the Journal Overview and Author Guidelines for more information about submitting articles and the process of review/translation. CEJEME dramatically appreciates the participation and support of the NCME members in the peer review and translation process. If you like to volunteer to review or to translate, don't hesitate to get in touch with the co-editors.

Cosponsored by the National Council on Measurement in Education (NCME) and Beijing Normal University (BNU), the Chinese/English Journal of Educational Measurement and Evaluation | 教育测量与评估双语季刊 (CEJEME;教育测量与评估双语季刊) aims to share advances in scholarship and practice between China and the assessment and evaluation communities throughout the world. CEJEME publishes original empirical articles that present new approaches to educational measurement and evaluation and review articles. The journal places an emphasis on sharing knowledge relevant to the practice of educational assessment and evaluation to improve educational outcomes. The journal welcomes articles of policy and instructional design relevance. The journal will be published in two languages (Chinese and English). Manuscripts can be submitted in either Chinese or English and will be peer-reviewed in the language of submission.


View All Issues

Supplemental Materials

Educational Resources

1. Mastering the Job Market: A Guide for Educational Measurement Graduates on Resumes, Networking and Interviews

Effective job hunting for graduate students in Educational Measurement involves strategic preparation, from leveraging internships at organizations like Cognia, NCSBN, and ACT, to honing interview skills and managing a robust online presence. This guide offers comprehensive insights into creating impactful resumes, utilizing recommendation letters, and maximizing LinkedIn profiles and personal websites for academic and professional success. Embrace the journey with resources and tips to navigate the unique academic job market, underpinned by a systematic approach that mirrors the precision of your field. For further details on each aspect of your job search, click here.

2. NCME Announces Updated Listings of Graduate Programs in Educational Measurement

The National Council on Measurement in Education (NCME) has updated its comprehensive listing of educational measurement graduate programs, a crucial tool for guiding students and connecting employers with potential candidates. Originally established in 1990, the latest 2019 revision continues to catalog programs across the United States and Canada, aiding in the growth and recruitment in this critical educational sector.

Download the Program Book.

General News

To be continued...

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