The community of educational measurement researchers and practitioners has made many positive contributions to education, but has also become complacent and lost the public trust. In this article, reasons for the lack of public trust in educational testing are described, and core values for educational measurement are proposed. Reasons for distrust of educational measurement include hypocritical practices that conflict with our professional standards, a biased and selected presentation of the history of testing, and inattention to social problems associated with educational measurement. The five core values proposed to help educational measurement serve education are: (a) everyone is capable of learning; (b) there are no differences in the capacity to learn across groups defined by race, ethnicity, or sex; (c) all educational tests are fallible to some degree; (d) educational tests can provide valuable information to improve student learning and certify competence; and (e) all uses of educational test scores must be sufficiently justified by validity evidence. The importance of these core values for improving the science and practice of educational measurement to benefit society is discussed.

中文翻译：

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NCME 2020年总统致辞：重视教育评估

教育测量研究人员和从业人员社区为教育做出了许多积极的贡献，但也变得自满并失去了公众的信任。在本文中，描述了公众对教育测验缺乏信任的原因，并提出了教育测评的核心价值。不信任教育评估的原因包括与我们的专业标准相抵触的虚伪做法，对考试历史的偏见和选择，以及对与教育评估有关的社会问题的漠不关心。为帮助教育测量服务教育而提出的五个核心价值是：（a）每个人都有学习的能力；（b）不同种族，种族或性别所定义的群体的学习能力没有差异；（c）所有的教育测验在一定程度上都是错误的；（d）教育测试可以提供有价值的信息，以改善学生的学习并证明能力；（e）必须使用有效性证据充分证明对教育考试成绩的所有使用。讨论了这些核心价值对于改进教育测量的科学和实践以造福社会的重要性。