Abstract
The work of educational measurement is a highly collaborative endeavor that brings together professionals from many disciplines. While the introduction of the “Foundational Competencies in Educational Measurement” acknowledges this, the explanation of the framework itself falls short in acknowledging the competencies and skills of those from disciplines other than psychometrics, such as content development professionals (CDPs). Therefore, it is unable to sufficiently address the nature of validation work or other work not led by psychometricians. It also underexplores the vital competencies that underlie effective collaboration. As a result, it defines the competencies of psychometric work instead of the larger field of educational measurement.