In this article, John Papay argues that teacher evaluation tools should be assessed not only on their ability to measure teacher performance accurately, but also on how well they inform and support ongoing teacher development. He looks at two major approaches to teacher evaluation reform: value-added measures and standards-based evaluations. Papay…

Details the philosophical and practical dimensions of five types of validity used in qualitative research: descriptive, interpretive, theoretical, generalizable, and evaluative, with corresponding issues of understanding. Presents this typology as a checklist of the kinds of threats to validity that may arise. (SK)

The authors discuss the major points of Jackson's reply to their criticisms of the Scholastic Aptitude Test (SAT), and reassert their claim that, if the SAT is judged on the basis of its predictive validity, it should be dropped as a college admission requirement. (SK)

Responding to allegations about the effect of coaching on the Scholastic Aptitude Test (SAT) and its predictive validity ("Harvard Educational Review," May 1980), Jackson evaluates Slack and Porter's arguments and addresses the issues of the utility of SAT scores as admissions criteria and the alleged misrepresentation of negative…

Contrary to findings of the Educational Testing Service and the College Board, the authors contend that coaching can effectively help raise student scores on the Scholastic Aptitude Test (SAT). They argue that the SAT is not in fact a measure of "aptitude" and that high school grades and achievement tests are better predictors of…

Defines validation as a process by which researchers evaluate the trustworthiness of a study through a tacit understanding of actual practices. Proposes an approach to validation based on the concept of exemplars--concrete models of research practice. Uses three studies of narrative--life history, oral narrative, and narrative strategy--as…

Reviews validation studies on ten procedures for diagnosing learning disabilities. Evaluates special knowledge claims of learning-disabilities specialists. Author finds procedures often lack sound empirical base, yet diagnosis/labeling of children as learning disabled continues. Concludes that specialists resort to bilogical explanations for…

I see much to be pleased with in Dorans' interesting response to my article, "Correcting the SAT's Ethnic and Social-Class Bias: A Method for Reestimating SAT Scores." However, I need to deal with several unstated assumptions and errors that underlie his presentation. In the process of enumerating his covert assumptions, I will take up…