In validating uses of testing, it is helpful to distinguish those that rely directly on the information provided by scores or score distributions ("direct" uses and consequences) versus those that instead capitalize on the motivational effects of testing, or use testing and test reporting to shape public opinion ("indirect" uses and consequences).…

The author is deeply gratified by the commentators' thoughtful responses and finds almost nothing to disagree with in any of them. Each offers additional insights prompting further reflection. In drawing out just a few common themes, this brief rejoinder omits many important ideas from the individual contributions. As stated in his title, the…

A unified framework for validating criterion-referenced test (CRT) interpretation is proposed. Using functional literacy as an illustration, the instructional outcomes assessed are called achievement constructs, and described in psychological and behavioral terms. The proposed construct validation methods can yield tests more closely linked to…

The history of the relation between achievement tests and curriculum programs is reviewed, and it is concluded that content specialists are best qualified as sources of curricular goals to specify content, kinds of attainment, and standards. The specification of instructional intents is also considered from the perspective of modern cognition…