Metaphors, Mantras, and Mnemonics: Communication Competencies in Educational Measurement

Abstract

I provide evidence and arguments for increased investment in communication competencies in educational measurement. Building on the 2024 framework for Foundational Competencies in Educational Measurement, I emphasize communication as both a distinct domain and an interactive amplifier of collaboration, technical, and measurement competencies. I draw empirical and conceptual support from labor economics, psychometric job postings, and longstanding calls within measurement scholarship. I then propose a conceptual toolkit called the “3-4-5 Triangle” of measurement mnemonics: the three Ws of test context, the four quadrants of testing purpose, and the five Cs of validity evidence. I illustrate this toolkit in teaching, research, and policy engagement, and situate it within broader commitments to collaboration, community engagement, and transformative research. I conclude by arguing that systematic cultivation and assessment of communication competencies are necessary for the continued relevance, impact, and legitimacy of educational measurement.