Correlational evidence suggests that high school GPA is better than admission test scores in predicting first-year college GPA, although test scores have incremental predictive validity. The usefulness of a selection variable in making admission decisions depends in part on its predictive validity, but also on institutions' selectivity and…

English language learners (ELLs) and their teachers, schools, and communities face increasingly high-stakes consequences due to test score gaps between ELLs and non-ELLs. It is essential that the field of educational assessment continue to investigate the meaning of these test score gaps. This article discusses the findings of an exploratory study…

Given the changing landscape of educational accountability at the local, state, and national levels, and the changes in the uses of the National Assessment of Educational Progress (NAEP), including the evolving uses of NAEP as a policy tool to interpret state assessment and accountability systems, an explicit statement of the current and potential…

Research on the validity of psychosocial factors (PSFs) and other noncognitive predictors of college outcomes has largely ignored the practical benefits implied by the validity. We summarize evidence of the validity of PSF measures as predictors of college outcomes and then explain how this validity directly translates into improved identification…

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…

This study examines the effect and validity of accommodations for limited English proficiency (LEP) students in the National Assessment of Educational Progress (NAEP) and the impact of language factors on the assessment and accommodation of these students. Results indicate that accommodations used in NAEP did not reduce the performance gap between…

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)

Using portfolios in assessing literacy is explored, considering student portfolios and the teacher's class portfolio. Portfolio assessment is a valuable complement to externally mandated tests, but technical issues must be addressed if the portfolio movement is to survive. Portfolios must be linked to the broader task of instructional improvement.…

Results of an investigation of the construct validity of measurements of social and academic competencies of 175 3rd graders, 193 7th graders, and 159 11th graders made by the students themselves, teachers, parents, and peers suggest that researchers should consider making greater use of parent ratings for elementary school students. (SLD)