The 1999 "Standards for Educational and Psychological Testing" defines validity as the degree to which evidence and theory support the interpretations of test scores entailed by proposed uses of tests. Although quite explicit, there are ways in which this definition lacks precision, consistency, and clarity. The history of validity has taught us…

Describes the development of the International Guidelines for Test Use through the International Test Commission (ITC) project. These guidelines are designed to provide an international view of areas in which there is consensus on what constitutes good practice in testing. Describes why such guidelines are needed, and discusses their use. (SLD)

Explores the basis of negative sentiments toward high-stakes student testing and current critiques of the practice from within the education profession. Provides evidence for 10 unintended, unrecognized, or unarticulated positive consequences. Also examines the relationship between high-stakes testing and accountability systems. (Author/SLD)

The International Test Commission formed a 13-person committee of psychologists representing a number of international organizations to prepare a set of guidelines for adapting educational and psychological tests. The committee has worked for 3 years to produce near final drafts of 22 guidelines organized into 4 categories: (1) context; (2)…

Proposes additional ways for people in the measurement profession to think about the fairness of assessments and about the fairness of the uses of assessments. Suggests that measurement professionals must pay more attention to reducing group differences at the design stage of test development, to providing all examinees an opportunity to…

Discusses the intellectual history supporting the use of educational testing and describes four current tensions in testing: (1) learning and change versus measurement models; (2) quality of information and policy use; (3) precision versus utility; and (4) individual attainment versus standardized attainment. (SLD)

Discusses the long-term estrangement of psychology and educational testing, a breach that occurred as a result of differences in the goals of experimental psychologists and correlational psychologists who studied the measurement of aptitude and ability. Discusses the development of a new field merging modern knowledge of cognition and learning and…

Within the context of standards-based educational systems, states are using large scale reading assessments to help ensure that all children have the opportunity to learn essential knowledge and skills. The challenge for developers of accessible reading assessments is to develop assessments that measure only those student characteristics that are…

This paper describes the Myers-Briggs Type Indicator (MBTI), developed by I. Myers and K. Briggs (1940s) to assess personality type. Based on Jungian theory, the MBTI has become a tool for identifying the 16 different patterns of action into which every person fits. The 16 personality types are based on patterns of: (1) extraversion-introversion;…

Statements from six major professional educational organizations describe their points of view about testing and measurement. The organizations include the National Education Association; American Association of School Administrators; National Association of Secondary School Principals; National School Boards Association; National Association of…

Discusses how online programs are using new strategies of testing, both to teach students and to prove that distance education works; however, some educators question their efficacy. (EV)

Given the difficulty of admissions decisions, admissions officers must use all of the information they can secure to evaluate a student's potential for graduate study. The various admissions procedures and uses of standardized tests in the 10 schools of the University of Virginia are described. (Author/CM)

The importance of educational accountability and assessment literacy is recognized as a long-term challenge to the educational system. The complexities in becoming an assessment literate and provide an opportunity to the educators to display their effective learning is discussed.

Discusses the direction large-scale educational testing is heading, pointing out pitfalls in current and future use of such tests. The large-scale assessment community seems to be unconcerned about the central mission of education, the instruction of children. (SLD)

Describes educational assessment in Singapore and discusses changes planned to focus assessment on more real-life situations while taking into account research on learning and critical thinking. (SLD)