Educational Measurement: Issues and Practice.
This is a response to commentaries made based on a paper published earlier in the journal. The heterogeneity of issues addressed by commentators range from a historical perspective of the advent of standardized admission testing and a discussion of merit to analyses anchored in critical theory. We believe it is only through dialogues such as this one that the editor Dr. Harris encouraged, that we, as a community of measurement specialists, can fulfill the mission of the National Council on Measurement in Education “to advance theory and applications of educational measurement to benefit society” (NCME, 2020). We do not pretend to have all the answers, far from it. Our paper was intended as a door opener, not the final word on the subject. We are grateful the door is now open, and also
Publicado en: Educational Measurement: Issues and Practice.