Ackerman, T. A., Bandalos, D. L., Briggs, D. C., Everson, H. T., Ho, A. D., Lottridge, S. M., Madison, M. J., Sinharay, S., Rodriguez, M. C., Russell, M., Von Davier, A. A., & Wind, S. A. (2024). Foundational Competencies in Educational Measurement. Educational Measurement: Issues and Practice, 43(3), 7–17. https://doi.org/10.1111/emip.12581

This article from Educational Measurement: Issues and Practice proposes a framework for foundational competencies in educational measurement, developed by a National Council on Measurement in Education task force. The framework outlines three core competency domains—Communication and Collaboration, Technical, Statistical, and Computational, and Educational Measurement—with the latter domain further divided into five subdomains. The authors argue that these competencies are crucial for professionals, and they suggest ways to integrate them into educational measurement programs. The framework aims to improve training by providing a consensus-based structure for curriculum development. Finally, the authors explore how these competencies manifest in various educational measurement careers and evolve throughout a professional's career.
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