About this Research Topic
Invalid educational assessments can have tremendous implications for a person’s academic success and social well-being. Examples of invalid assessments may represent false positive cases for a learning disability, dyslexia, emotional problems, attention deficit disorders etc. Such erroneous decisions may have salient implications for a person success and well-being as they may be implicated with special placement, diagnoses leading to stigma, and limited opportunities for academic success and beyond.
The purpose of the present research topic is to present:
• Novel methodologies and statistical advances related to educational assessments and measurement practices.
• Appropriate topics relate to the reliability and validity of educational assessments using novel approaches;
• Methods related to item bias, reliability analysis, evaluation of factor structures, measurement invariance, adaptive testing, multistage testing, multitrait-multimethod models, person-based analyses and their contribution to reliability and validity, aberrant responding, model fit, simulation studies of various statistical criteria, the roles of test length, test modality, scoring procedures, the roles of systematic sources of measurement error such as fatigue, test length, scaling system, network psychometrics, taxometric analyses, network analyses and more are relevant for this research topic.
This collection does not target manuscripts that are applications only such as validity studies or instrument adaptations unless they contain novel methodological and/or analytical advances related to educational assessment.
The goal of this topic is to advance our knowledge on new methodological and statistical procedures that are linked to valid educational assessments. These approaches must be presented along with illustrated examples that demonstrate their applicability and utility. Given the severe implications invalid educational assessments may have on students’ academic success and well-being it is imperative to develop and evaluate methodologies that contribute valid information on students’ attributes, skills, and competencies.
The purpose of the present research topic is to present:
• Novel methodologies and statistical advances related to educational assessments and measurement practices.
• Appropriate topics relate to the reliability and validity of educational assessments using novel approaches;
• Methods related to item bias, reliability analysis, evaluation of factor structures, measurement invariance, adaptive testing, multistage testing, multitrait-multimethod models, person-based analyses and their contribution to reliability and validity, aberrant responding, model fit, simulation studies of various statistical criteria, the roles of test length, test modality, scoring procedures, the roles of systematic sources of measurement error such as fatigue, test length, scaling system, network psychometrics, taxometric analyses, network analyses and more are relevant for this research topic.
This collection does not target manuscripts that are applications only such as validity studies or instrument adaptations unless they contain novel methodological and/or analytical advances related to educational assessment.
The goal of this topic is to advance our knowledge on new methodological and statistical procedures that are linked to valid educational assessments. These approaches must be presented along with illustrated examples that demonstrate their applicability and utility. Given the severe implications invalid educational assessments may have on students’ academic success and well-being it is imperative to develop and evaluate methodologies that contribute valid information on students’ attributes, skills, and competencies.
Keywords: Reliability, validity, factor model, Item response theory, measurement invariance, multitrait-multimethod methods, person-based methodologies, adaptive testing procedures
Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.
