The "Standards for Educational and Psychological Testing" recommend an argument-based approach to validation that involves a clear statement of the intended interpretation and use of test scores, the identification of the underlying assumptions and inferences in that statement--termed the interpretation/use argument, and gathering of…

The Cattell-Horn-Carroll (CHC) taxonomy of cognitive abilities married John Horn and Raymond Cattell's Extended Gf-Gc theory with John Carroll's Three-Stratum Theory. While there are some similarities in arrangements or classifications of tasks (observed variables) within similar broad or narrow dimensions, other salient theoretical features and…

Contingent argument-based approaches to validity require a unique argument for each use, in contrast to more prescriptive approaches that identify the common kinds of validity evidence researchers should consider for every use. In this article, we evaluate our use of an approach that is both prescriptive "and" argument-based to develop a…

In many large-scale assessment programs, achievement level descriptors (ALDs) provide a critical role in communicating what scores on the assessment mean and in interpreting what examinees know and are able to do based on their test performance. Based on their test performance, examinees are often classified into performance categories. The…

The assessment of differential item functioning (DIF) in polytomous items addresses between-group differences in measurement properties at the item level, but typically does not inform which score levels may be involved in the DIF effect. The framework of differential step functioning (DSF) addresses this issue by examining between-group…

This commentary on articles in this special issue generally agrees with the viewpoints expressed, although it argues that in some cases the authors of these articles should have expanded on certain issues. Many comments relate to the legal defensibility of the positions taken. (SLD)

This overview of the role of error and tolerance for error in measurement asserts that the generic precision associated with a measurement procedure is defined as the root mean square error, or standard error, in some relevant population. This view of precision is explored in several applications of measurement. (SLD)

An extension of the Rasch model is used to obtain objective measurements for examinations graded by judges. The model calibrates elements of each facet of the examination on a common log-linear scale. Real examination data illustrate the way correcting for judge severity improves fairness of examinee measures. (SLD)

The validity of interpretations of National Assessment of Educational Progress (NAEP) achievement levels is evaluated by focusing on evidence regarding three types of discrepancies: (1) between standards; (2) among descriptions of achievement levels; and (3) between assessments and content standards. All of these discrepancies raise serious…

When item response data do not satisfy the unidimensionality assumption, multidimensional item response theory (MIRT) should be used to model the item-examinee interaction. This article presents and discusses MIRT analyses designed to give better insight into what individual items are measuring. (SLD)

An ideal process is outlined for test item development and the study of item responses to ensure that tests are sound. Qualitative and quantitative methods are used to assess the item-level validity evidence for high-stakes examinations. A checklist for assessment is provided. (SLD)

Federal law requires that individuals with handicapping conditions be administered assessments in ways that accommodate their disabilities without penalizing them. Validation studies are needed to evaluate the meaning of scores resulting from nonstandard test administrations. The limited number of these studies to date is reviewed. (SLD)

Four main approaches to customized testing are described, and their resulting scores' valid uses and interpretations are discussed. Customized testing can yield valid normative and curriculum-specific information, although cautious application is needed to avoid misleading inferences about student achievement. (SLD)

Issues pertaining to the quality of performance assessments, including reliability and validity, are discussed. The relatively limited generalizability of performance across tasks is indicative of the care needed to evaluate performance assessments. Quality control is an empirical matter when measurement is intended to inform public policy. (SLD)