Lissitz and Samuelsen (2007) have proposed an operational definition of "validity" that shifts many of the questions traditionally considered under validity to a separate category associated with the utility of test use. Operational definitions support inferences about how well people perform some kind of task or how they respond to some kind of…

This article explores epistemological awareness and instantiation of methods, as well as uninformed ambiguity, in qualitative methodological decision making and research reporting. The authors argue that efforts should be made to make the research process, epistemologies, values, methodological decision points, and argumentative logic open,…

Presents a unified concept of test validity that integrates both the scientific and ethical considerations of test interpretation and use. Argues that the appropriateness, meaningfulness, and usefulness of score-based inferences are inseparable, and that this integration is based on construct validity. (FMW)

Cites the opinions of several writers who hold that the results of educational and social research are obvious, then demonstrates that people tend to regard even contradictory research results as obvious. Concludes that the scientific method is appropriate for the study of human affairs. (DM)

Value-added models help to evaluate the knowledge that school districts, schools, and teachers add to student learning as students progress through school. In this article, the well-known Education Value-Added Assessment System (EVAAS) is examined. The author presents a practical investigation of the methodological issues associated with the…

Discusses the evaluation of a teacher's craft knowledge, or wisdom of teaching. Uses case studies from a national board certification assessment to illustrate the problems of test design and validation. (FMW)

Argues that the regularity theory of causation, which underlies traditional conceptions of validity, is inadequate for describing and explaining many causal inferences made in professional practice and everyday life. Advocates an expanded, pluralistic conception of validity that allows for the validity of inferences made in a variety of ways. (FMW)

Discusses the problems of using chronometric analysis, a common cognitive psychological method, for educational assessment. Suggests that cognitive assessment has not reached the precision needed to analyze individual differences. (FMW)

Criticizes an earlier essay that questioned the validity of contemporary educational research practices, especially those involving experimentation. Argues that research using experimentation is valid and can lead to new and generalizable knowledge. (FMW)

Proposes a systemically valid testing system that induces curricular and instructional changes in education systems to foster the development of the cognitive traits that tests are designed to measure. Analyzes test characteristics and outlines the principles of a systemically valid testing system. (FMW)

Discusses the generalizability of critical thinking and the disposition to think critically. Argues that verbal reports of examinees' thinking on multiple-choice tests can explain the reasoning behind their answers and, thus, can be used to assess the inability to make credibility judgments. (FMW)

Discusses issues involved in the construction, validity, and use of tests that evaluate educational progress, especially those that assess higher-order cognitive functioning. Reviews the four articles in this special issue. (FMW)

Reviews new conceptions of cognitive and conative aptitude, learning, development, and achievement and their assessment. Argues that different purposes for educational assessment require different levels and models of assessment. Strongly suggests research on construct validity and teacher understanding and use of assessment. (FMW)