Educational Measurement: Issues and Practice

Published on behalf of the National Council on Measurement in Education

Edited by:
Jacqueline Leighton

Educational Measurement: Issues and Practice (EM:IP) publishes articles that illuminate issues in educational measurement and inform the practice of educational measurement. EM:IP is aimed at practitioners and users of tests and includes information about proven practices in testing, news of interest to the educational measurement community, and organizational news of the National Council on Measurement in Education. Not as technical as its companion, the Journal of Educational Measurement, EM:IP addresses a broad public that includes NCME members, school personnel, other professional educators, legislators, and interested citizens. Its primary purpose is to promote a better understanding of and reasoned debate on timely measurement issues of practical importance to educators and the public. EM:IP is a vehicle for improved communication among NCME members, and between NCME members and others concerned with educational measurement issues and practices.

TopNews and Announcements

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TopHighlights

• 2004 Presidential Address, Validity of High-Stakes Assessment: Are Students Engaged in Complex Thinking?
  Suzanne Lane
• Construct-Irrelevant Variance in High-Stakes Testing.
  Thomas M. Haladyna and Steven M. Downing
• Can a Teacher-Led State Assessment System Work?
  Deborah L. Bandalos
• Aligning Tests with States' Content Standards: Methods and Issues
  Dennison S. Bhola, James C. Impara and Chad W. Buckendahl
• Analyzing the Minority Gap in Achievement Scores: Issues for States and Federal Government
  G. Edward Miller