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. This article is based on the address the author delivered as President of the National Council on Measurement in Education at the NCME Annual Meeting, April 25, 2025, Denver, Colorado. A video of the address as delivered is available at https://www.youtube.com/watch?v=QDQxkl9ypLU&t=143s.