The efficiency of cognitive component skills is typically assessed with speeded performance tests. Interpreting only effective ability or effective speed as efficiency may be challenging because of the within-person dependency between both variables (speed-ability tradeoff, SAT). The present study measures efficiency as effective ability…

Although there exists an extensive amount of research on subscores and their properties, limited research has been conducted on categorical subscores and their interpretations. In this paper, we focus on the claim of Feinberg and von Davier that categorical subscores are useful for remediation and instructional purposes. We investigate this claim…

To validate an interpretation or use of test scores is to evaluate the plausibility of the claims based on the scores. An argument-based approach to validation suggests that the claims based on the test scores be outlined as an argument that specifies the inferences and supporting assumptions needed to get from test responses to score-based…

Kane distinguishes between two kinds of argument: the interpretation/use argument and the validity argument. This commentary considers whether there really are two kinds of argument, two arguments, or just one. It concludes that there is just one argument: the validity argument. (Contains 2 figures and 5 notes.)

Kane (this issue) presents a comprehensive review of validity theory and reminds us that the focus of validation is on test score interpretations and use. In reacting to his article, I support the argument-based approach to validity and all of the major points regarding validation made by Dr. Kane. In addition, I call for a simpler, three-step…

According to Kane (this issue), "the validity of a proposed interpretation or use depends on how well the evidence supports" the claims being made. Because truth and evidence are distinct, this means that the validity of a test score interpretation could be high even though the interpretation is false. As an illustration, we discuss the case of…

The interpretability of score comparisons depends on the design and execution of a sound data collection plan and the establishment of linkings between these scores. When comparisons are made between scores from two or more assessments that are built to different specifications and are administered to different populations under different…

Kane's paper "Validating the Interpretations and Uses of Test Scores" is the most complete and clearest discussion yet available of the argument-based approach to validation. At its most basic level, validation as formulated by Kane is fundamentally a simply-stated two-step enterprise: (1) specify the claims inherent in a particular interpretation…

A vertical score scale is needed to measure growth across multiple tests in terms of absolute changes in magnitude. Since the warrant for subsequent growth interpretations depends upon the assumption that the scale has interval properties, the validation of a vertical scale would seem to require methods for distinguishing interval scales from…

This response to the comments contains three main sections, each addressing a subset of the comments. In the first section, I will respond to the comments by Brennan, Haertel, and Moss. All of these comments suggest ways in which my presentation could be extended or improved; I generally agree with their suggestions, so my response to their…

Studies of data use illuminate ways in which education professionals have used test scores and other evidence relevant to students' learning--in action in their own contexts of work--to make decisions about their practice. These studies raise instructive challenges for a validity theory that focuses on intended interpretations and uses of test…

The use of the regression equation derived from the Anglo-American sample to predict grades of Mexican-American students resulted in overprediction. An examination of the standardized regression weights revealed a significant difference in the weight given to the Scholastic Aptitude Test Mathematics Score. (Author/BB)

Test bias, assumed as equal regression lines between two different tests for different populations was investigated to predict Metropolitan Achievement Tests from the Wechsler Intelligence Scale for Children--Revised. Subjects were 1,040 children in grades 1, 3, 5, 7, and 9: Anglo American, Black, Mexican American, and Native American Papago. (JKS)

A computer-based system for converting test data into locally-validated counseling information was developed and field tested with potential vocational school students. Two data information conversion procedures were used: similarity (centour) scores based on discriminant analyses and success estimates based on experience tables. Illustrations of…

Out-of-level'' testing is the assigning of pupils to levels of a standardized test on the basis of previous test scores rather than their present grade assignment. Test results of 1500 children were reviewed to see if their performance supported the rationale behind the practice. (Author/CB)