1 Introduction
Pfadt et al. (Reference Pfadt, Molenaar, Hurks and Sijtsma2026) provide a valuable tutorial on estimating the precision of individual test scores. They follow the prevailing convention in psychometric research and pedagogy, in which classical test theory (CTT) primarily refers to the framework developed by Lord and Novick (Reference Lord and Novick1968). Their practical recommendation is compelling: Individual score interpretation often requires conditional standard errors of measurement (CSEMs) rather than a single unconditional standard error of measurement (SEM). I do not argue that Pfadt et al. mischaracterize the Lord–Novick framework. Rather, their tutorial highlights the need to clarify how different formulations of CTT locate SEM and CSEM within test theory.
CTT has long suffered from imprecise exposition, not weak mathematical foundations. Ambiguous statements about true scores, error scores, reliability, and SEM have contributed to persistent misunderstandings (Kroc & Zumbo, Reference Kroc and Zumbo2020; Novick, Reference Novick1966; Zumbo & Kroc, Reference Zumbo and Kroc2019). Those ambiguities can also affect how researchers understand CSEM. Although I do not claim that the Lord–Novick formulation is especially well suited to CSEM, I support Pfadt et al.’s practical recommendation and aim to sharpen its theoretical basis.
I develop this argument using operator-theoretic formulations of test theory. These formulations build on Hilbert space methods grounded in measure-theoretic probability. Measure theory provides the framework for expectations, variances, and covariances; Hilbert space geometry represents true scores as projections and error scores as residuals. This approach has been developed by Zimmerman (Reference Zimmerman1975), Zimmerman and Zumbo (Reference Zimmerman and Zumbo2001), and Zumbo (Reference Zumbo2026a, Reference Zumbo2026b). From this perspective, conditional precision is not merely a computational refinement of SEM. It is a different estimand: a local precision function indexed by the information structure relevant to the intended score interpretation.
The commentary first develops the mathematical structure of test theory, then briefly considers a functional approach to estimation. It concludes by discussing software development, theory, education, and the special role of Psychometrika in setting standards for the responsible use of psychometric methods.
2 CSEM from the perspective of operator-theoretic test theory: Formal model statement
Let
$\left(\Omega, \mathcal{F},P\right)$
be a probability space, and let
$X$
,
$T$
, and
$\varepsilon$
be real-valued random variables. Let
$f:\Omega \to \Phi$
map measurement outcomes to individuals in the population
$\Phi$
. For
$\varphi \in \Phi$
, the set
${f}^{-1}\left(\left\{\varphi \right\}\right)$
contains the measurement outcomes associated with individual
$\varphi$
, and
denotes the corresponding possible observed scores. More generally, for a measurable function
$A:\left(\Omega, \mathcal{F}\right)\to \left(\Lambda, \mathcal{L}\right)$
, the
$\sigma$
-algebra generated by
$A$
is
This probability structure formalizes how individuals are linked to possible observed scores.
Definition (True Score).
Let
$X\in {L}^2\left(\Omega, \mathcal{F},P\right)$
, and let
$\mathcal{G}\subseteq \mathcal{F}$
be a sub-
$\sigma$
-algebra. The true score of
$X$
with respect to
$\mathcal{G}$
is,
$T:= \mathbb{E}\left(X\mid \mathcal{G}\right),$
equivalently,
$T={P}_{\mathcal{G}}X,$
where
${P}_{\mathcal{G}}$
denotes the orthogonal projection from
${L}^2\left(\Omega, \mathcal{F},P\right)$
onto
${L}^2\left(\Omega, \mathcal{G},P\right)$
.
Definition (Error Score).
The error score is the projection residual
$\varepsilon =X-T,$
with
The sub-
$\sigma$
-algebra
$\mathcal{G}$
encodes the information structure relative to which systematic variation is defined. It generates the true-score subspace
${L}^2\left(\Omega, \mathcal{G},P\right)$
, and the conditional expectation
${P}_{\mathcal{G}}X$
isolates the systematic component of the observed score. The residual
$\varepsilon =X-T$
represents variation not explained by that information structure.
This formulation separates the projection operation from the substantive interpretation of
$\mathcal{G}$
. The sub-
$\sigma$
-algebra is not itself an operator; it is a collection of measurable events that specifies which person-, situation-, ecological-, or contextual-level features count as systematic for the measurement problem at hand (Anastasi, Reference Anastasi, Wainer and Messick1983; Steyer, Reference Steyer1988, Reference Steyer1989; Steyer & Schmitt, Reference Steyer and Schmitt1990; Steyer et al., Reference Steyer, Ferring and Schmitt1992, Reference Steyer, Mayer, Geiser and Cole2015; Zumbo, Reference Zumbo, Rao and Sinharay2007, Reference Zumbo2017, Reference Zumbo2023; Zumbo et al., Reference Zumbo, Liu, Wu, Shear, Olvera Astivia and Ark2015). The corresponding operator
${P}_{\mathcal{G}}$
projects observed scores onto the closed subspace generated by that information structure.
Different test-theoretic frameworks define
$\mathcal{G}$
differently. Across frameworks, the choice of
$\mathcal{G}$
encodes theoretical commitments by distinguishing construct-relevant variation from residual variation. In a narrow latent-variable formulation,
$\mathcal{G}$
may represent events generated by the latent attribute of interest, such as ability, proficiency, or trait level. In an ecological formulation,
$\mathcal{G}$
may also include person-in-situation features that explain item responding and score interpretation. Context, therefore, does not distort measurement; it helps define the measurement process.
Thus, Zumbo’s (Reference Zumbo2026a, Reference Zumbo2026b) operator-theoretic framework treats true scores, error scores, reliability, SEM, and CSEM as information-relative objects. Conditioning on
$\mathcal{G}$
identifies the predictable component of the measurement process, while the residual captures variation outside that structure. This formulation provides a rigorous basis for variance decomposition and score precision while keeping the intended construct and interpretive context explicit.
2.1 Conditional precision as a test-theoretic estimand
In the operator-theoretic formulation, CSEM is a conditional norm of the projection residual. Let
$T={P}_{\mathcal{G}}X=\mathbb{E}\left(X\mid \mathcal{G}\right)$
, and let
$\varepsilon =X-T$
. The unconditional SEM is the global residual norm,
The observed-score CSEM localizes this residual norm by conditioning on the observed score:
If observed-score intervals
${B}_1,\dots, {B}_K$
group respondents, the score-band CSEM is
Equivalently,
The unconditional SEM is recovered as the weighted average of the squared score-band CSEMs:
This result clarifies the test-theoretic status of conditional precision. As Zumbo (Reference Zumbo2026c) observed, score- and score-band-based CSEMs do not introduce new kinds of measurement error. They describe how the same projection residual varies when localized to observed-score values or observed-score intervals. The central question shifts from what would happen under indefinitely repeated identical administrations to which
$\sigma$
-algebra defines systematic variation. Different conditioning structures encode different theoretical commitments about persons, contexts, occasions, constructs, and sources of error.
More generally, a conditional SEM replaces the unconditional second moment with a conditional one:
where
$\mathcal{H}$
specifies the information relative to which measurement precision is described. Score-conditional, trait-conditional, person-conditional, and multilevel standard errors need not represent different kinds of error. They can be understood as different conditionings of the same projection residual. From this perspective, the central psychometric question is not merely which SEM has been reported, but with respect to which information structure residual variation has been localized.
2.2 Observed-score conditional precision for individual score interpretation
The observed-score conditional SEM corresponds to the norm of the projection residual conditioned on an examinee’s observed score. In operator-theoretic terms,
where
$\varepsilon =X-\mathbb{E}\left(X\mid \mathcal{G}\right)$
. This expression is identical to the observed-score conditional standard error of measurement,
${\mathrm{CSEM}}_X(x)$
, defined in the preceding section. In short, because the conditioning event is
$X=x$
, this quantity is score-conditional rather than person-conditional; examinees with the same observed score therefore share the same value.
The purpose of the present subsection is therefore interpretive rather than definitional: it explains how this conditional precision measure is understood for an individual examinee within the operator-theoretic framework. In essence,
$\mathrm{SEM}(x)$
is a conditional standard deviation that need not be constant across individuals. It depends on the examinee’s observed score rather than the examinee as an individual. Consequently, all examinees with the same observed score share the same observed-score conditional SEM. This formulation does not introduce a new notion of individual conditional precision. Rather, it provides a unified operator-theoretic framework in which individual-, score-, trait-, and context-specific precision are all expressed as conditional manifestations of the same projection residual. The contribution is therefore not a new concept of conditional precision but a common mathematical framework that unifies these quantities within a single test-theoretic formulation. Different conditioning structures yield distinct conditional manifestations of the same projection residual and, consequently, distinct conditional precision estimands.
In summary, the individual SEM,
$\mathrm{SEM}(x)$
, is the length of the error component of the observed score vector, conditional on the examinee’s observed score. Consequently, examinees with different observed scores may have different CSEMs, whereas examinees with the same observed score receive the same observed-score conditional SEM. Like conditional precision measures in item response theory, this formulation permits measurement precision to vary across the score continuum. Its derivation, however, rests on the more general framework of conditional expectation and orthogonal projection rather than on a particular latent-variable model. More broadly, the operator-theoretic framework shows that individual-, score-, trait-, and context-specific precision all arise by conditioning the same projection residual on different information structures. Conditional expectation and orthogonal projection, therefore, provide a unified mathematical framework for defining and interpreting conditional precision estimands across test-theoretic formulations.
The observed-score conditional SEM considered here is one member of a broader class of conditional precision estimands. Other conditioning structures—for example, person-, trait-, or context-specific information—would define different conditional precision estimands within the same operator-theoretic framework. It is, therefore, notable that the operator-theoretic framework described herein is more general than this subsection currently suggests. The observed-score CSEM corresponds to conditioning on
$\sigma (X).$
A genuinely person-specific precision measure would instead condition on an information structure containing person-level information, for example, using the notation from the preceding section,
${\mathcal{H}}_{\mathrm{person}}$
, which highlights the main theme that changing the conditioning structure changes the estimand.
2.3 Pooling adjacent low-frequency score groups
Pfadt et al. (Reference Pfadt, Molenaar, Hurks and Sijtsma2026) recommend pooling adjacent low-frequency score groups to stabilize estimation in sparse regions of the score distribution. As Zumbo (Reference Zumbo2026c) describes, this recommendation is statistically sensible, but it has a test-theoretic consequence: pooling changes the estimand. Once adjacent score groups are merged, the target is no longer pointwise score-conditional precision at (X = x), but precision conditional on membership in a score band. Thus, pooling does not merely improve estimation of the same quantity; it changes the quantity being estimated.
3 On the functional approach to estimation
The operator-theoretic formulation naturally admits a functional approach to estimation. From this perspective, the CSEM is viewed as a statistical functional of the underlying probability distribution rather than as a fixed computational formula. For an observed score
$x$
,
where
$P$
denotes the population distribution and
$\varepsilon =X-\mathbb{E}\left(X\mid \mathcal{G}\right)$
. The corresponding plug-in estimator is obtained by replacing the unknown population distribution with the empirical distribution,
where
${\widehat{P}}_n$
denotes the empirical distribution.
This formulation reinforces the distinction among the estimand, estimator, and estimate. Different conditioning structures define different conditional precision functionals and therefore different estimands. The plug-in principle provides a common framework for constructing estimators once the target estimand has been specified. A broader treatment of functional estimation—including statistical functionals, plug-in estimation, robustness, influence functions, and related asymptotic theory—is given in Zumbo (Reference Zumbo2026a, Reference Zumbo2026c, Reference Zumbo and Sinharay2026d), where these ideas are developed for operator-theoretic reliability and extend naturally to conditional precision estimands.
4 Software development, theory, and education: The special role of Psychometrika
Pfadt et al.’s (Reference Pfadt, Molenaar, Hurks and Sijtsma2026) tutorial highlights a broader point about Psychometrika tutorial papers. Given the journal’s long history of advancing quantitative methods and mathematically oriented psychological research, such papers should do more than demonstrate software routines. They should set disciplinary expectations for the background knowledge required to use those routines responsibly.
Psychometric models are not neutral computational tools. They encode assumptions about the target quantity, the measurement model, the estimation procedure, and the conditions under which estimates support interpretation. User-friendly software has made sophisticated methods widely accessible, increasing the need for conceptual clarity. Accessibility is valuable, but it can also encourage analysts to treat procedures as technical recipes rather than inferential acts.
Measurement specialists, therefore, share responsibility for clarifying the implications of analytic choices, especially when those choices affect individual score interpretation and the fairness of score-based decisions. This responsibility does not require applied users to master every mathematical detail before using psychometric software. It does require tutorial articles to identify the conceptual commitments that matter for responsible practice: What is the estimand? What assumptions identify it? What does the estimator approximate? What changes when analysts group scores, simplify models, or accept software defaults?
In the context of conditional SEM, tutorials should make explicit that software does not simply compute a standard error. It operationalizes a precision estimand whose meaning depends on the conditioning structure selected for score interpretation. Clarifying this point strengthens the connection among psychometric theory, methodological implementation, and responsible applied use.
4.1 Practical implications for responsible score interpretation
When interpreting individual test scores, first determine the precision question you want to answer. Do you need precision for a specific observed score, a score range, a person, or a particular measurement context? This choice determines the conditional precision estimand. Next, select an estimation procedure that targets that estimand, and verify that its assumptions match your testing situation. Finally, interpret the reported SEM or CSEM in light of those assumptions rather than treating it as a universal property of the test.
Therefore, before reporting or interpreting a CSEM:
-
1. Identify the precision question you want to answer.
-
2. Specify the conditioning information that defines the estimand.
-
3. Choose an estimator whose assumptions match that estimand.
-
4. Interpret the resulting CSEM only within those assumptions.
5 Take-home messages
Pfadt et al.’s (Reference Pfadt, Molenaar, Hurks and Sijtsma2026) most important contribution is best understood as a shift in the estimand. For individual score interpretation, the relevant uncertainty quantity is often not a single unconditional SEM but a conditional precision function indexed by the score scale, person, trait level, or measurement context relevant to the decision. The issue is therefore not whether conditional standard errors are useful in practice, but how test theory should define the target of estimation. Distinguishing theory, estimand, estimator, and estimate places Pfadt et al.’s recommendations on firmer conceptual ground and clarifies the central shift: from reporting a single average-error summary to identifying the conditional-precision estimand appropriate to the intended use .
Data availability statement
No data was created or analyzed. This is a conceptual paper.
Funding statement
This research was supported by the Canada Research Chairs Program (University of British Columbia) under Funder ID 501100005247; and the UBC Paragon Research Initiative (Award AWD-024645), administered by the University of British Columbia (Funder ID 501100005247). The funders had no role in study design, data collection, analysis, interpretation, or manuscript preparation.
Competing interests
The author declares none.