Update on The Fifth Edition of Educational Measurement

By Schuyler Nissly posted 03-29-2019 02:59 PM

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Update on The Fifth Edition of Educational Measurement

Linda Cook and Mary Pitoniak, Educational Testing Service

From Left to Right: Mary Pitoniak, Linda Cook

Some of you are aware that work on the fifth edition of Educational Measurement (EM5) began a little over a year ago, after we were named as the co-editors by the NCME Board following a review of our précis. Our primary goal for the fifth edition is that like its predecessors, the book takes its historical position as representing the best thinking about educational measurement, documented by the most knowledgeable members of the profession at the time of its publication. A secondary goal is to make the book as useful and accessible as possible to a wide audience of NCME members. We believe that a reader should not need to be an expert in a chapter topic to benefit from reading the chapter. We also hope the book will serve an expanded audience of scholars with advanced degrees in fields related to measurement and other related sciences.

Editorial Advisory Board

The first step we took was to appoint an Editorial Advisory Board. The Board met for the first time at the 2018 NCME annual meeting, and multiple webinars were also held to discuss chapter topics and authors. Board members are also serving as reviewers of outlines and drafts. Members of the EM5 Editorial Advisory Board are provided below in the EM5 Participant List.

Selection of Authors

After we determined the chapters that would comprise the book, we worked closely with the Editorial Advisory Board to select the best authors. When making final selections, we tried to reflect the diversity of the field as well as to select co-authors for a chapter that complemented each other’s areas of knowledge and experience. Authors are listed below in the EM5 Participant List.

Reviewer-Collaborators

We introduced a new process to the creation of EM5—the reviewer/collaborator role. We identified chapter reviewers/collaborators very early in the process so that the authors would have the benefit of their advice during the creation of the chapters. A list of the titles, authors, reviewer/collaborators, and Editorial Advisory Board reviewers for each of the 21 chapters that will appear in the volume is provided below in the EM5 Participant List. The EM5 authors are currently working with the reviewer/collaborators to produce outlines of their chapters. Once the outlines are accepted, work will begin on drafting the chapters.

Publication
The fifth edition of Educational Measurement is scheduled for publication in June, 2022. We are currently discussing various publication options with the NCME Board and the Publications Committee. We have talked about paper and online, or perhaps just an online version. We’ve talked about making a print version available by individual chapter. We’ve also talked about the possibility of publishing the volume online as an open source document. This would be in keeping with the goals of the co-editors to maximize the accessibility of the volume.

We will be providing periodic updates on the book as work progresses.

EM5 Participant List

Ch. #	Chapter	Authors	Reviewer-Collaborators	Editorial Advisory Board Reviewers
2*	History of Educational Measurement	Brian Clauser, NBME Jerome Clauser, ABIM Amanda Clauser, NBME	Mark Reckase, MSU Howard Wainer, Pennington, NJ	Kadriye Ercikan, ETS
3	Social, Cultural, Political, and Legal Contexts of Educational Measurement	Kadriye Ercikan, ETS Willy Solano-Flores, Stanford	Robert Mislevy, ETS Richard Duran, UCSB	Martha Thurlow, NCEO, Univ. of Minnesota
4	Validity in Educational Measurement	Suzanne Lane, Univ. of Pittsburgh Scott Marion, NCIEA	Michael Kane, ETS Paul Newton, Ofqual Bruno Zumbo, Univ. of British Columbia	Joan Herman, UCLA
5	Reliability and Precision of Measurement	Won-Chan Lee, Univ. of Iowa Deborah Harris, Univ. of Iowa	Ed Haertel, Stanford Seonghoon Kim, Hanyang Univ.	Fefei Ye, Rand
6	Fairness in Educational Measurement: Theory and Concepts	Rebecca Zwick, ETS	Michael Zieky, ETS Lorrie Shepard, Univ. of Colorado Boulder	Frank Worrell, UC Berkeley
7	Designing and Developing Educational Assessments	Kristen Huff, Curriculum Assoc. Paul Nichols, ACT Christina Schneider, NWEA	Mari Pearlman, Pearlman Education Group Phoebe Winter, Independent Consultant	Edynn Sato, Sato Education Consulting
8	Test Administration and Scoring	James Wollack, Univ. of Wisconsin Mark Shermis, Univ. of Houston—Clear Lake	Allan Cohen, Univ. of Georgia Peter Foltz, Univ. of Colorado Boulder	Linda Cook and Mary Pitoniak, ETS
9	Technology-Based Assessment: Validity, Modeling, and Analysis Issues	Randy Bennett, ETS John Mazzeo, ETS Michelle LaMar, ETS	Denny Way, College Board Ryan Baker, Univ. of Pennsylvania	Steve Ferrara, Measured Progress
10	Modeling Data from Educational Assessments	Li Cai, UCLA Mark Hansen, UCLA Minjeong Jeon, UCLA Michael Edwards, ASU	Irini Moustaki, London School of Economics Daniel Bolt, Univ. of Wisconsin	Andrew Ho, Harvard
11	Scaling, Equating, and Linking	Mary Pommerich, Defense Personnel Assessment Center Daniel Segall, Defense Personnel Assessment Center Ping Yin, HumRRO	Neil Dorans, ETS Robert Brennan, Univ. of Iowa	Derek Briggs, Univ. of Colorado Boulder
12	Standard Setting	Steve Ferrara, Measured Progress Susan Davis-Becker, ACS Ventures Priya Kannan, ETS	James Pellegrino, Univ. of Illinois at Chicago Barbara Plake, Univ. of Nebraska	Ellen Forte, edCount
13	Score Reporting	Ronald Hambleton, UMASS Amherst April Zenisky, UMASS Amherst	John Hattie, Univ. of Melbourne Diego Zapata-Rivera, ETS	Susan Brookhart, Duquesne
14	Fair and Valid Score Interpretations: Applying Theory and Concepts	Martha Thurlow, NCEO, Univ. of Minnesota Michael Rodriguez, Univ. of Minnesota	Maria Araceli Ruiz-Primo, Stanford Michael Russell, Boston College	Michael Kane, ETS
15	Assessment to Inform Instruction and Learning	Susan Brookhart, Duquesne Charles DePascale, NCIEA	Mark Wilson, UC Berkeley Dylan Wiliam, UCL Institute of Education	Drew Gitomer, Rutgers
16	Assessment for Accountability in K–12 Education	Andrew Ho, Harvard Morgan Polikoff, USC	Laura Hamilton, Rand Joan Herman, UCLA	Michael Rodriguez, Univ. of Minnesota
17	Assessment for Admission, Placement, and Outcomes in Higher Education	Wayne Camara, ACT Lydia Liu, ETS Krista Mattern, ACT	Jerry Lucido, USC Michael Walker, College Board	Rebecca Zwick, ETS
18	Assessment for Licensing and Certification	Melissa Margolis, NBME Rebecca Lipner, ABIM Chad Buckendahl, ACS Ventures	Nancy Tippins, Tippins Group David Swanson, ABMS	Leslie Keng, NCIEA
19	Assessment of Intrapersonal and Interpersonal Skills	Patrick Kyllonen, ETS Jiyun Zu, ETS	Rob Meijer, Univ. of Groningen Fred Oswald, Rice	Suzanne Lane, Univ. of Pittsburgh
20	Assessment in International Contexts	Henry Braun, Boston College Irwin Kirsch, ETS	Matthias von Davier, NBME Hans Wagemaker, Independent Consultant	Anat Ben Simon, NITE
21	On the Nature of Measurement	Derek Briggs, Univ. of Colorado Boulder Andrew Maul, UCSB Josh McGrane, Univ. of Oxford	Bruno Zumbo, Univ. of British Columbia Stephen Humphry, Univ. of Western Australia	Robert Brennan, Univ. of Iowa

*Chapter 1 of EM5 will be an Introduction prepared by the co-editors.

Please Note: This article was posted by Schuyler Nissly on behalf of Linda Cook and Mary Pitoniak

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Update on The Fifth Edition of Educational Measurement

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