Validity is a fundamental consideration of test development and test evaluation. The purpose of this study is to define and reify three key aspects of validity and validation, namely test-score interpretation, test-score use, and the claims supporting interpretation and use. This study employed a Delphi methodology to explore how experts in…

This paper provides the basis for understanding score equating through item response theory (IRT). Theoretical justifications and practical advantages of IRT true-score test procedures are discussed. Three steps in the equating process are specified, and a self-test is included. (SLD)

Although stanine scores are used by many schools for posting students' test results in permanent records, not all teachers are confident in their interpretation of what stanine scores signify. This quiz and accompanying correct answers and explanations are offered to help make these scores more useful to practitioners. (LC)

This quiz and its explanations are designed to help teachers and counselors assist students in deciding the meaning of their scores on the Scholastic Aptitude Test and the American College Test. (BW)

Percentile scores appear to be the easiest standardized test scores for parents to understand. Yet in this true-false test, Hills reveals commonly held misconceptions about percentile score reports. (LC)

Normal Curve Equivalents (NCEs), a new score system for standardized tests, are used by school districts in reporting results to federal funding agencies. The author uses a quiz format to answer questions on the use of NCE scores. (EGS)

The first of a series of quizzes on types of derived scores concerns interpreting grade-equivalent (GE) scores. The true-false items require a response about whether the stated interpretation of the GE score is sound. An answer key explains specific scoring methods. (CM)

This module describes a method for weighting various measures of student achievement, such as examinations and home assignments, in order to combine these measures into a final grade. Standard deviation methods receive extensive attention. (TJH)

An instructional module is presented to promote a conceptual understanding of test form equating using traditional methods. Equating is distinguished from scaling. The equating methods described are: (1) mean; (2) linear; and (3) equipercentile. The module includes a self-test. (SLD)