Ho, A. D. (2024). Measurement Must Be Qualitative, then Quantitative, then Qualitative Again. Educational Measurement: Issues and Practice, 43(4), 137–145. https://doi.org/10.1111/emip.12662

This article from Educational Measurement: Issues and Practice synthesizes twelve commentaries by past presidents of the National Council on Measurement in Education (NCME) on the past, present, and future of educational measurement. The author, Andrew Ho, frames the commentaries using a three-stage model of measurement—qualitative, quantitative, then qualitative again—highlighting the importance of both qualitative and quantitative competencies. Two recurring themes emerge: the need for personalized assessments and a heightened appreciation for the qualitative aspects of measurement, including its historical and political context. Ho uses this framework to categorize and discuss each commentary, offering his own perspectives and suggestions for future directions in the field. The overall goal is to use the commentaries to advance the NCME's mission of benefiting society through educational measurement.

keepSave to notecopy_alldocsAdd noteaudio_magic_eraserAudio OverviewschoolBriefing doc