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)

An expanded framework for validating tests is needed to include the perspectives of teachers and students as well as of test makers and scientists. The development of educational assessments must take place within an understanding of how tests are used in context. (SLD)

Explores the relationship between measurement theory and practice, considering five broad categories of: (1) models, assumptions, and terminology; (2) reliability; (3) validity; (4) scaling; and (5) setting performance standards. It must be recognized that measurement is not an end in itself. (SLD)