Update on The Fifth Edition of Educational Measurement

By Schuyler Nissly posted 03-29-2019 14:59


Update on The Fifth Edition of Educational Measurement

Linda Cook and Mary Pitoniak, Educational Testing Service

cd7b0065-ffd4-4353-9571-9fc3f57fc6a7.jpgFrom 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.


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.

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. #




Editorial Advisory Board Reviewers


History of Educational Measurement

Brian Clauser, NBME

Jerome Clauser, ABIM

Amanda Clauser, NBME

Mark Reckase, MSU

Howard Wainer, Pennington, NJ

Kadriye Ercikan, ETS


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


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


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


Fairness in Educational Measurement: Theory and Concepts

Rebecca Zwick, ETS

Michael Zieky, ETS

Lorrie Shepard, Univ. of Colorado Boulder

Frank Worrell, UC Berkeley


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


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


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


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


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


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


Score Reporting

Ronald Hambleton, UMASS Amherst

April Zenisky, UMASS Amherst

John Hattie, Univ. of Melbourne

Diego Zapata-Rivera, ETS

Susan Brookhart, Duquesne


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


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


Assessment for Accountability in K–12 Education

Andrew Ho, Harvard

Morgan Polikoff, USC

Laura Hamilton, Rand

Joan Herman, UCLA

Michael Rodriguez, Univ. of Minnesota


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


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


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


Assessment in International Contexts

Henry Braun, Boston College

Irwin Kirsch, ETS

Matthias von Davier, NBME

Hans Wagemaker, Independent Consultant

Anat Ben Simon, NITE


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