APPLIED MEASUREMENT IN EDUCATION

The One and the Many: Enduring Legacies of Spearman and Thurstone on Intelligence Test Score Interpretation

Critically Reflecting on the Origins, Evolution, and Impact of the Cattell-Horn-Carroll (CHC) Model

An Information-Based Approach to Identifying Rapid-Guessing Thresholds

Using Constrained Optimization to Increase the Representation of Students from Low-Income Neighborhoods

A Comparison of Estimation Techniques for IRT Models With Small Samples

A Validation Argument From Soup to Nuts: Assessing Progress on Learning Trajectories for Middle-School Mathematics

Improving the Predictive Validity of Reading Comprehension Using Response Times of Correct Item Responses

Measuring the Reliability of Diagnostic Mastery Classifications at Multiple Levels of Reporting

Empirical Considerations on Intelligence Testing and Models of Intelligence: Updates for Educational Measurement Professionals

Argument-Based Validation in Practice: Examples From Mathematics Education

Application of IRT Fixed Parameter Calibration to Multiple-Group Test Data

Negative Keying Effects in the Factor Structure of TIMSS 2011 Motivation Scales and Associations with Reading Achievement

Are Multiple-choice Items Too Fat?

Deconstructing CHC

Partial Credit in Answer-Until-Correct Multiple-Choice Tests Deployed in a Classroom Setting

Classification Consistency and Accuracy for Mixed-Format Tests

Integrating Validation Arguments With the Assessment Triangle: A Framework for Operationalizing and Instantiating Validation

Identifying Disengaged Survey Responses: New Evidence Using Response Time Metadata

Prescribing Structure for Validation Arguments: Elemental, Structural, and Ecological Validity

Comparison of Two Approaches to Interpretive Use Arguments

Effects of Item Modifications on Test Accessibility for Persistently Low-Performing Students with Disabilities