In this article the issues of validity and reliability in the assessment of the learning outcomes of WIL curricula are considered. An argument is made that there are three classes of learning outcome for WIL curricula: experience of the work-world; the development or refinement of skills; and the application of disciplinary knowledge in work…

Background/Context: The target of assessment validation is not an assessment but the use of an assessment for a purpose. Although the validation literature often provides examples of assessment purposes, comprehensive reviews of these purposes are rare. Additionally, assessment purposes posed for validation are generally described as discrete and…

Psychometric practice does not always converge with the advances of psychometric theory. In order to investigate this gap, the authors focus on the 10 most used psychological tests in Europe, as identified by recent surveys. The article analyzes test manuals published in 6 different European countries for these 10 most used tests. A total of 32…

The National Staff Development Council (NSDC), a private, nonprofit association, has outlined high standards for educator professional learning. One demonstration of NSDC's commitment to the goal of ensuring all schools support and use high standards for professional learning is the organization's investment in developing an instrument to assess…

This handbook is designed as a quick reference for first-year teachers who find themselves in an assessment driven environment with little experience to help make sense of the language, underlying philosophy, or organizational structure of the assessment system. The handbook begins with advice on developing and evaluating effective learning…