The Real World of Educational Measurement
Educational measurement begins in the real world. On that point there seems to be universal agreement. Where, however, does it end? Consensus on that question is not quite as strong. For a while now, I’ve had a nagging feeling that something was missing from our definition of educational measurement. Educational measurement has to end where…
Meaningful Scales: Help Wanted
In their recent EM:IP article, Susan Brookhart and Sarah Bonner call on large-scale testing (i.e., traditional educational measurement) and classroom assessment to communicate and learn from each other. In that spirit, this week’s blog post asks whether classroom assessment can help us find more meaning in our annoyingly meaningless scales.
To Those Burrs In Our Saddle
I truly enjoyed reading the many posts describing the amazing work showcased at NCME in LA; and the positive, uplifting experience that the conference was for everyone. But in this week’s post I want to acknowledge the contribution of those who take it upon themselves to poke, prod, and noodge at every presentation and in…
On Scales, Achievement Standards, and Trends
A bonus blog post in honor of #NCME2026 conference week. Last month I tugged on Superman’s cape when I suggested that preserving the NAEP trend might not be in our best interest. Today, I refresh a presentation from the early days of the CCSS, PARCC, and Smarter Balanced to clarify that reporting a NAEP trend…
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“Man stands face to face with the irrational. He feels within him his longing for happiness and for reason. The absurd is born of this confrontation between the human need and the unreasonable silence of the world.” – Albert Camus
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