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Grounding Meaning and Warranting Inference in Educational Measurement: Theory, Epistemology, and Practice in Mislevy's Sociocognitive Framework

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Title: Grounding Meaning and Warranting Inference in Educational Measurement: Theory, Epistemology, and Practice in Mislevy's Sociocognitive Framework
Language: English
Authors: David Torres Irribarra, Joshua A. McGrane
Source: Educational Measurement: Issues and Practice. 2026 45(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 9
Publication Date: 2026
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Educational Assessment, Educational Theories, Epistemology, Educational Practices, Psychometrics, Cognitive Processes, Models, Social Theories, Bayesian Statistics
DOI: 10.1111/emip.70023
ISSN: 0731-1745
1745-3992
Abstract: Educational measurement has long been characterized by a productive tension between technical sophistication and the conceptual frameworks used to interpret what measurement outcomes mean. While the field has produced major methodological advances, comparatively fewer contributions have reshaped how psychometric evidence is connected to theories of cognition, epistemology, and use. This article examines Robert J. Mislevy's "Sociocognitive Foundations of Educational Measurement" as a landmark effort to address this imbalance. We argue that Mislevy's framework advances the field along three dimensions: reframing constructs through sociocognitive theories of learning and practice; grounding assessment in an epistemology of evidentiary reasoning under uncertainty, aligned with Bayesian inference; and articulating a principled pluralism across methodological traditions. Central to this contribution is a disciplined stance toward inference that treats epistemic restraint as rigor. We discuss the framework's relevance for contemporary challenges, including fairness, socially responsible use, and artificial intelligence in assessment.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507077
Database: ERIC
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Educational measurement has long been characterized by a productive tension between technical sophistication and the conceptual frameworks used to interpret what measurement outcomes mean. While the field has produced major methodological advances, comparatively fewer contributions have reshaped how psychometric evidence is connected to theories of cognition, epistemology, and use. This article examines Robert J. Mislevy's "Sociocognitive Foundations of Educational Measurement" as a landmark effort to address this imbalance. We argue that Mislevy's framework advances the field along three dimensions: reframing constructs through sociocognitive theories of learning and practice; grounding assessment in an epistemology of evidentiary reasoning under uncertainty, aligned with Bayesian inference; and articulating a principled pluralism across methodological traditions. Central to this contribution is a disciplined stance toward inference that treats epistemic restraint as rigor. We discuss the framework's relevance for contemporary challenges, including fairness, socially responsible use, and artificial intelligence in assessment.
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