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MEASUREMENT Interdisciplinary Research and Perspectives |
About the Measurement Journal
Editorial Scope
| Audience
| Editorial Board
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Editorial Scope
Devoted to the interdisciplinary study of measurement in the human sciences, Measurement features focus articles along with commentaries that embody dialogue and debate across multiple perspectives. The journal's overarching theme is to promote the development, critique, and enrichment of the concepts and practices of measurement. Contributors share a common link, the serious study of measurement from a broad range of disciplines and perspectives, including psychometrics, ethnography, social theory, psychology, education, linguistics, sociology, policy studies, history and law. Through peer commentary and authors' responses, Measurement provides an opportunity for discussion to the general readership outside the specific authors and reviewers of a particular manuscript.
Focus articles include seminal papers on important issues in the field in the form of single papers, sets of linked papers, or summaries of recently published books on one of the following genres.
- A report and/or discussion of empirical research with a broader scope and/or implication than found in other measurement-associated journals.
- An unusually significant theoretical article that systematizes or gives new perspectives on a body of theory, research, and/or practice in measurement.
- A novel interpretation, synthesis, or critique of existing measurement work.
- A summary and commentary on a field of application of measurement that either is a significant contribution to measurement in that field, or which contains an important message for measurement work in general.
- A rigorous, evidence-based critique of measurement theory and practices from outside the discipline.
- A rigorous, evidence-based critique from within measurement on measurement theory and practices, either generally, or within particular areas.
Researchers in measurement theory, application and criticism, including psychometricians, sociometricians, mathematical psychologists, clinical psychologists, educational curriculum developers, policy researchers, social scientists, educational and psychological test developers and assessment designers, and professionals in medical and public health fields.
Paul Black
King's College, University of London, UK
Lloyd Bond
Carnegie Foundation for the Advancement of Teaching, USA
Peter Borkenau
Martin-Luther University, Halle-Wittenberg, Germany
Roy D'Andrade
University of California, San Diego, USA
Boele de Raad
University of Groningen, Netherlands
Michael Eid
University of Geneva, Switzerland
Susan Embretson
University of Kansas, USA
Uwe Engel
University of Bremen, Germany
George Engelhard,
Jr.
Emory University, USA
Kurt Fischer
Harvard University, USA
James Greeno
Stanford University, USA
Edward H. Haertel
Stanford University, USA
Willem Heiser
Leiden University, The Netherlands
Paul W. Holland
Educational Testing Service, USA
Marie Johnston
University of St. Andrews, Scotland
Brian Junker
Carnegie Mellon University, USA
Michael T. Kane
University of Wisconsin, Madison, USA
Jean-Francois Laslier
Ecole Polytechnique, Paris, France
George A. Marcoulides
California State University, Fullerton, USA
Geoff N. Masters
Australian Council for Educational Research, Australia
Tim McNamara
The University of Melbourne, Australia
Robert Mislevy
University of Maryland, USA
Theodore Porter
University of California, Los Angeles, USA
Diana Pullin
Boston College, USA
Vincenc Quera
University of Barcelona, Spain
Stephen W. Raudenbush
University of Michigan, USA
Mark Reckase
Michigan State University, USA
Paul R. Sackett
University of Minnesota, USA
Lorrie A. Shepard
University of Colorado at Boulder, USA
Kenneth I. Wolpin
University of Pennsylvania, USA