Educational Measurement: Issues and Practice
Objectives of EM:IP
The primary purpose of Educational Measurement: Issues and Practice (EM:IP) is to promote a better understanding of and reasoned debate on educational measurement issues of practical importance to educators and the public. To this end, EM:IP publishes articles that are both timely and have the potential to advance the policies and practices of educational measurement.
Note: The term "educational measurement" is used here in a very broad sense, and can refer to both inferences made and actions taken on the basis of test scores or other modes of assessment.
Target Audience of EM:IP
Sponsored by the National Council on Measurement in Education (NCME), EM:IP has a broad target audience that includes
• psychometricians and test developers working in the testing industry,
• psychometricians working in academic settings,
• staff in schools, districts and state departments of education,
• researchers and analysts at universities and think-tanks,
• legislators and their staff, and
• interested citizens.
Because of this broad target audience, manuscripts published in EM:IP are generally less technical then the companion journal also published by NCME, the Journal of Educational Measurement, and should be written with the goal of invoking minimal jargon.
Examples of Appropriate EM:IP Manuscript Topics
Manuscripts published in EM:IP should be motivated by a problem in educational measurement that the author(s) are attempting to address. A study most appropriate for EM:IP is one that has been motivated by a big picture problem that would be regarded as interesting or relevant to a significant proportion of EM:IP’s readership.
Examples of big picture problems that have motivated past EMIP publications:
• To what extent do formative assessment practices have an impact on student achievement?
• What principles should be invoked to develop test score reports that are readily understood by students and their parents?
• What can be done to improve the methods that are used to classify students into performance levels on the basis of their scores on large-scale assessments?
• How do different sources of error compare in large-scale assessment contexts? How do these sources of error relate to the unit of analysis? How can these errors be reduced? What exactly do we mean by “error”?
Manuscripts well-suited to EM:IP are those that bring together the “lessons learned” from a large multi-year project, several shorter projects, or a comprehensive literature review or proposed framework related to an important issue in educational measurement. Carefully designed small scale studies or program evaluations are also appropriate so long as a strong case can be made that the results are of theoretical or practical importance to the field more generally. Manuscripts that promote conversation and debate about preferred methods and practices in educational measurement are strongly encouraged.