Despite the call for an argument-based approach to validity over 25 years ago, few examples exist in the published literature. One possible explanation for this outcome is that the complexity of the argument-based approach makes implementation difficult. To counter this claim, we propose that the Assessment Triangle can serve as the overarching…

This overview of the role of error and tolerance for error in measurement asserts that the generic precision associated with a measurement procedure is defined as the root mean square error, or standard error, in some relevant population. This view of precision is explored in several applications of measurement. (SLD)

When item response data do not satisfy the unidimensionality assumption, multidimensional item response theory (MIRT) should be used to model the item-examinee interaction. This article presents and discusses MIRT analyses designed to give better insight into what individual items are measuring. (SLD)

Scores from 324 Louisiana schools on the Louisiana Graduation Exit Examination and a within-school split sample of 255 schools indicate that a single subject or grade provides a less consistent and more narrow perspective on school effectiveness than a subcomposite made up of 2 subject areas. (SLD)

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)

Issues pertaining to the quality of performance assessments, including reliability and validity, are discussed. The relatively limited generalizability of performance across tasks is indicative of the care needed to evaluate performance assessments. Quality control is an empirical matter when measurement is intended to inform public policy. (SLD)