Ho, AndrewAckerman, Terry A.Bandalos, Deborah L.Briggs, Derek C.Everson, Howard T.Lottridge, Susan M.Madison, Matthew J.Sinharay, SandipRodriguez, Michael C.Russell, Michaelvon Davier, Alina A.Wind, Stefanie A.2024-08-262024-08-12Ho, A. D., Ackerman, T., Bandalos, D., Briggs, D., Everson, H., Lottridge, S., Madison, M., Sinharay, S., Rodriguez, M., Russell, M., von Davier, A., & Wind, S. (2024). Foundational competencies in educational measurement: A rejoinder. Educational Measurement: Issues and Practice.0731-17451745-3992https://nrs.harvard.edu/URN-3:HUL.INSTREPOS:37379435What are foundational competencies in educational measurement? We published a framework for these foundational competencies in this journal (Ackerman et al.) and were grateful to receive eight commentaries raising a number of important questions about the framework and its implications. We identified five cross‐cutting recommendations among the eight commentaries relating to (1) our process and purpose, (2) Artificial Intelligence, (3) ethical competencies, (4) qualitative, critical, and culturally responsive commentaries, and (5) intersecting professions in, for example, classroom assessment and content development. In this rejoinder, we respond to these five recommendations and to each of the eight commentaries in turn. We hope that discussion and consensus about foundational competencies in educational measurement continue to advance in our journals and our field.en-USJournal Article2024-08-2610.1111/emip.12623Ho, A. D., Ackerman, T., Bandalos, D., Briggs, D., Everson, H., Lottridge, S., Madison, M., Sinharay, S., Rodriguez, M., Russell, M., von Davier, A., & Wind, S. (2024). Foundational competencies in educational measurement: A rejoinder. Educational Measurement: Issues and Practice.