Educational Measurement
5th Edition
Will be published approx. on 26. February 2026
Book
Hardback
1656 pages
978-0-19-765496-5 (ISBN)
Description
The fifth edition of Educational Measurement represents the first version of this volume produced solely by the National Council on Educational Measurement (NCME). This volume, like the previous four editions, provides cutting edge research and guidance on all major topics in the field of measurement science, with chapters written by acknowledged experts in their respective fields.
Edited by Linda L. Cook and Mary J. Pitoniak, this edition contains 22 chapters separated into four parts. Part I provides a framing chapter for the volume, as well as chapters on the history and the social context of educational measurement. Part II addresses the important topics of validity, reliability, and fairness theory and concepts. Part III includes new theories and technical advances in topics such as technology-based assessment; scaling, equating and linking; test administration and scoring; standard setting; modeling educational assessment data; score reporting; fairness and accessibility; and designing and developing assessments. Part IV includes chapters on assessment to inform instruction and learning; test-based accountability in K-12 testing; testing in higher education; licensing and certification assessment; testing of interpersonal and intrapersonal skills; and large-scale assessment in international contexts. Part V provides an extensive discussion on the nature of measurement.
This is an open access title available under the terms of a CC BY-NC-ND 4.0 license. It is free to read at Oxford Scholarship Online and offered as a free PDF download from OUP and selected open access locations.
Edited by Linda L. Cook and Mary J. Pitoniak, this edition contains 22 chapters separated into four parts. Part I provides a framing chapter for the volume, as well as chapters on the history and the social context of educational measurement. Part II addresses the important topics of validity, reliability, and fairness theory and concepts. Part III includes new theories and technical advances in topics such as technology-based assessment; scaling, equating and linking; test administration and scoring; standard setting; modeling educational assessment data; score reporting; fairness and accessibility; and designing and developing assessments. Part IV includes chapters on assessment to inform instruction and learning; test-based accountability in K-12 testing; testing in higher education; licensing and certification assessment; testing of interpersonal and intrapersonal skills; and large-scale assessment in international contexts. Part V provides an extensive discussion on the nature of measurement.
This is an open access title available under the terms of a CC BY-NC-ND 4.0 license. It is free to read at Oxford Scholarship Online and offered as a free PDF download from OUP and selected open access locations.
More details
Edition
5th Revised edition
Language
English
Place of publication
New York
United States
Target group
Professional and scholarly
College/higher education
Edition type
Revised edition
Product notice
sewn/stitched
Cloth over boards
Dimensions
Height: 257 mm
Width: 211 mm
Thickness: 66 mm
Weight
3035 gr
ISBN-13
978-0-19-765496-5 (9780197654965)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
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.
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.
Content
List of Tables
List of Figures
Dedication
Foreword
Editor Acknowledgments
Contributor List
1. Factors Influencing Education and Educational Measurement
Linda L. Cook and Mary J. Pitoniak
Part I: Setting the Context
2. The History of Educational Measurement
Brian E. Clauser, Jerome C. Clauser, and L. Amanda 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 Christina Schneider
8. Test Administration and Scoring
Mark D. Shermis, Allan Cohen, and Jordan 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 Charles A. DePascale
16. Test-Based Accountability in K-12 Education
Andrew Ho and Morgan Polikoff
17. Assessment for Admission, Placement, and Outcomes in Higher Education
Wayne J. Camara, 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, Character, Behavioral, and Intrapersonal and Interpersonal Skills
Patrick C. Kyllonen and Jiyun Zu
20. Large-Scale Assessments in International Contexts
Henry 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
List of Figures
Dedication
Foreword
Editor Acknowledgments
Contributor List
1. Factors Influencing Education and Educational Measurement
Linda L. Cook and Mary J. Pitoniak
Part I: Setting the Context
2. The History of Educational Measurement
Brian E. Clauser, Jerome C. Clauser, and L. Amanda 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 Christina Schneider
8. Test Administration and Scoring
Mark D. Shermis, Allan Cohen, and Jordan 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 Charles A. DePascale
16. Test-Based Accountability in K-12 Education
Andrew Ho and Morgan Polikoff
17. Assessment for Admission, Placement, and Outcomes in Higher Education
Wayne J. Camara, 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, Character, Behavioral, and Intrapersonal and Interpersonal Skills
Patrick C. Kyllonen and Jiyun Zu
20. Large-Scale Assessments in International Contexts
Henry 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