Educational Measurement

Linda L. Cook graduated from the University of Massachusetts with a doctorate in Psychometric and Evaluative Research. She was employed at ETS for 32 years. During her employment at ETS she served in several roles including Executive Director, Admissions and Guidance Programs, Vice President, Assessment Division, and Director of the Center for Validity Research. Her professional activities included President of NCME, Vice President of AERA Division D, Chair, Management Committee to revise the Joint Standards, and Member of the Technical Committee to revise the Joint Standards. She received the NCME 2017 award for Career Contributions to Educational Measurement.Mary J. Pitoniak received an MS and PhD in Educational Psychology and Psychometric Methods from the University of Massachusetts Amherst, and an A.B. in Psychology (summa cum laude, Highest Honors) from Smith College. She is an Executive Director at ETS and oversees audits of testing programs to the ETS Standards for Quality and Fairness. She also directs the activities of the NAEP technical advisory committee and has conducted NAEP-specific research. In addition she consults with education officials in other countries about issues related to assessment. She has served as the President of IAEA and Vice President of AERA Division D.

• List of Tables List of Figures Foreword Acknowledgments Contributor List Part I: Setting the Context 1. Factors Influencing Education and Educational Measurement Linda L. Cook and Mary J. Pitoniak: 2. The History of Educational Measurement Brian E. Clauser, Jerome C. Clauser, and Amanda L. Clauser: 3. The Sociocultural Context of Educational Assessment Kadriye Ercikan and Guillermo Solano-Flores: Part II: Foundational Concepts 4. Validity and Validation Suzanne Lane and Scott F. Marion: 5. Reliability in Educational Measurement Won-Chan Lee and Deborah J. Harris: 6. Fairness in Educational Measurement: Theory and Concepts Rebecca Zwick: Part III: Developing, Administering, and Scoring Assessments 7. Designing and Developing Educational Assessments Kristen Huff, Paul Nichols, and M. Christina Schneider: 8. Test Administration and Scoring Mark D. Shermis, Allan S. Cohen, and Jordan M. Wheeler: 9. Technology-Based Assessment: Validity, Modeling, and Analysis Issues Randy E. Bennett, Michelle LaMar, and John Mazzeo: 10. Modeling Data from Educational Assessments Li Cai, Mark Hansen, Minjeong Jeon, and Michael C. Edwards: 11. Scaling, Equating, and Linking Tim Moses: 12. Standard Setting: A Cognitive and Social Model Steve Ferrara, Susan Davis-Becker, Priya Kannan, and Katherine Reynolds: 13. Reporting Scores and Other Results April L. Zenisky, Francis O'Donnell, and Ronald K. Hambleton: 14. Realizing Fairness Through Accessibility for All Test Takers and for Specific Groups Michael C. Rodriguez and Martha L. Thurlow: Part IV: Specific Applications of Assessment 15. Assessment to Inform Instruction and Learning Susan M. Brookhart and Charlie DePascale: 16. Test-Based Accountability in KDL12 Education Andrew D. Ho and Morgan S. Polikoff: 17. Assessment for Admission, Placement, and Outcomes in Higher Education Wayne J. Camara, O. Lydia Liu, and Krista Mattern: 18. Assessment for Licensing and Certification Melissa J. Margolis, Rebecca S. Lipner, and Chad W. Buckendahl: 19. Assessment of Social-Emotional, Soft, Character, Behavioral, and Intrapersonal and Interpersonal Skills Patrick C. Kyllonen and Jiyun Zu: 20. Large-Scale Assessments in International Contexts Henry I. Braun and Irwin Kirsch: Part V: Measurement As a Science 21. On the Nature of Measurement Derek C. Briggs, Andrew Maul, and Joshua A. McGrane: