• Move from traditional norm-referenced testing toward theory-based measurement, emphasizing criterion-referenced interpretations, information-theoretic modeling, and adaptive/test-collection designs (CRT, IRT, and generalizability). Exemplified by criterion-referenced measurement work [4], [18], logistical modeling [9], self-scoring adaptive testing [8], and item-sampling studies [11].

• Validity and fairness concerns in predictive educational measurement across racial groups gain prominence, examining differential prediction, bias in tests, and cross-group validity. Foundational studies compare Negroes and Whites and assess SAT validity across integrated institutions [2], [1], [13].

• Test-taking strategies and nonintellective factors emerge as influential predictors of achievement, with attention to test-wiseness, anxiety, motivation, and programmed/test design shaping measurement outcomes [3], [10], [20], [15], [16], [14].

• Measurement practice and reliability across education emphasize instrument evaluation, reliability reporting, and cross-disciplinary methodological diversification, highlighting the Kith-and-Kin of educational measurers and measurement guidance [6], [19], [17], [5], [11].