Select Papers from EdMeas25: Sydney Educational Measurement and Assessment Symposium 2025
A special issue of Education Sciences (ISSN 2227-7102).
Deadline for manuscript submissions: 7 April 2026 | Viewed by 11
Special Issue Editors
Interests: learning analytics; student and teacher motivation; self-regulation; equity in education; research methodology
Special Issues, Collections and Topics in MDPI journals
Interests: educational assessment and measurement; assessment policy; curriculum evaluation; assessment and data literacy
Special Issues, Collections and Topics in MDPI journals
Interests: educational systems: administration, management and leadership; learning sciences; psychology of education; health and sport
Special Issues, Collections and Topics in MDPI journals
Special Issue Information
Dear Colleagues,
This Special Issue contains papers from selected presenters at the second Sydney Educational Measurement and Assessment Symposium, hosted by the Centre for Educational Measurement and Assessment (CEMA) at the University of Sydney, Australia in 2025. The symposium gathered a diverse community of researchers, educators, policymakers, and technologists from across sectors—including schools, universities, government departments, and other educational organisations—to engage in rigorous, cross-disciplinary dialogue about the future of educational measurement. It reaffirmed a central challenge for our field: how to design and use assessments that are technically robust, contextually meaningful, and ethically grounded.
The contributions selected for this issue reflect that challenge and collectively push the boundaries of what educational measurement can and should do. Authors explore innovation in methodology, the relationship between assessment and learning, and key themes of equity and purpose. Together, they reveal a shared concern not just with what we measure, but with why we measure it, and how those choices shape learners’ opportunities and outcomes.
We hope this issue provokes thoughtful engagement and inspires new research, partnerships, and practices that honour the complexity—and the possibility—of educational measurement in contemporary education.
Contribution: This Special Issue addresses key challenges in educational measurement and assessment by showcasing empirical and conceptual work that advances validity, equity, and system relevance. Contributions examine how disengaged or extreme test-taking behaviours can distort ability estimates, propose technology-agnostic assessment frameworks resilient to generative AI, and explore differentiated assessment in classrooms to ensure fair measurement across diverse learners. System-level innovations include improving the measurement of socio-educational advantage, which applies advanced psychometric methods to develop more nuanced equity indicators, and large-scale analyses that link educational contexts to student outcomes. A critical review of Australia’s measurement framework for schooling proposes more holistic, strength-based approaches to capture student agency and well-being. Together, these papers demonstrate how methodological rigour, innovative design, and data-driven insight can reshape assessment practices for greater validity, fairness, and impact.
Dr. Kathryn Bartimote
Dr. Sofia Kesidou
Prof. Dr. Rachel Wilson
Guest Editors
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
Keywords
- assessment validity and evidence
- technology-enhanced educational measurement
- equity and differentiated assessment
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