Advancing Human Assessment

1. What Does It Mean to Be a Nonprofit Educational Measurement Organization in the 21st Century?- PART 1: ETS Contributions to Developing Analytic Tools for Educational Measurement.- 2. A Review of Classical Item Analysis Developments and Applications.- 3. Psychometric Contributions: Focus on Test Scores.- 4. Contributions to Score Linking Theory and Practice.- 5. Item Response Theory.- 6. Research on Statistics.- 7. Contributions to the Quantitative Assessment of Item, Test, and Score Fairness.- PART 2: ETS Contributions to Education Policy and Evaluation.- 8. Large-Scale Group-Score Assessment.- 9. Large-Scale Assessments of Adult Literacy.- 10. Modeling Change in Large-Scale Longitudinal Studies of Educational Growth: Four Decades of Contributions to the Assessment of Educational Growth.- 11. Evaluating Educational Programs.- 12. Contributions to Education Policy Research.- PART III: ETS Contributions to Research in Scientific Psychology.- 13. Research on Cognitive, Personality, and Social Psychology: I.- 14. Research on Cognitive, Personality, and Social Psychology: II.- 15. Research on Developmental Psychology.- PART IV: ETS Contributions to Validity.- 16. Research on Validity Theory and Practice at ETS.- 17. Understanding the Impact of Special Preparation for Admissions Tests.- 18. A Historical Survey of Research Regarding Constructed-Response Formats.- 19. Advancing Human Assessment: A Synthesis Over Seven Decades.

Randy E. Bennett is Norman O. Frederiksen Chair in Assessment Innovation in the Research & Development Division at Educational Testing Service in Princeton, New Jersey. Bennett's work has focused on integrating advances in cognitive science, technology, and educational measurement to create approaches to assessment that have positive impact on teaching and learning. From 1999 through 2005, he directed the NAEP Technology Based Assessment project, which included the first administration of computer-based performance assessments with nationally representative samples of school students, and the first use of "clickstream," or logfile, data in such samples to measure the processes used in problem solving. From 2007 to 2016, he directed an integrated research initiative titled, Cognitively Based Assessment of, for, and as Learning (CBAL®), which focused on creating theory-based summative and formative assessment intended to model good teaching and learning practice. Randy Bennett is president of the International Association for Educational Assessment (IAEA) (2016-), an organization primarily constituted of governmental and nongovernmental nonprofit measurement organizations throughout the world, and president of the National Council on Measurement in Education (NCME) (2017-2018), whose members are individuals employed primarily in universities, testing organizations, state education departments, and school districts. He is a Fellow of the American Educational Research Association.



Matthias von Davier is Distinguished Research Scientist at the National Board of Medical Examiners (NBME), in Philadelphia, Pennsylvania. Until 2016, he was a senior research director in the Research & Development Division at Educational Testing Service (ETS), and co-director of the center for Global Assessment at ETS, leading psychometric research and operations of the center. He earned his Ph.D. at the University of Kiel, Germany, in 1996, specializing in