Human raters' assessment of interpreting is a complex process. Previous researchers have mainly relied on verbal reports to examine this process. To advance our understanding, we conducted an empirical study, collecting raters' eye-movement and retrospection data in a computerised interpreting assessment in which three groups of raters (n = 35)…

Background: Professional standards for validity of achievement tests have long reflected a consensus that validity is the degree to which evidence and theory support interpretations of test scores entailed by the intended uses of tests. Yet there are convincing lines of evidence that the standards are not adequately followed in practice, that…

Several issues are related to the use of educational tests. First, test users must be able to choose appropriate tests, interpret scores, and make decisions based on scores. In the field of educational testing, few test users have adequate training in these areas. Second, test makers must clearly specify directions for administration, allowable…

In September 1991, the National Assessment Governing Board (NAGB) announced standards for basic, proficient, and advanced achievement in mathematics and reported that few American students had reached these standards. Expert reviewers noted technical problems with the NAGB approach and questioned its results. In this report, the NAGB…