Paul Newton (2010), with his characteristic concern about theory, has set out two different ways of thinking about the basis upon which equivalences of one sort or another are established between test score scales. His reason for doing this is a desire to establish "the defensibility of linkages lower on the continuum than concordance."…

This article presents the author's rejoinder to thinking about linking from issue 8(1). Particularly within the more embracing linking frameworks, e.g., Holland & Dorans (2006) and Holland (2007), there appears to be a major disjunction between (1) classification discourse: the supposed basis for classification, that is, the underlying theory…

"Linking" is a term given to a general class of procedures by which one represents scores X on one test or measure in terms of scores Y on another test or measure. A recent taxonomy by Holland and Dorans (2006; Holland, 2007) organizes the various types of links into three broad categories: prediction, scale aligning, and equating. In…

Newton's article (2010) makes three main contributions to the literature. First, it is transatlantic, bringing together literatures that have been dealing with similar problems, using sometimes different methods and certainly with distinctive educational, cultural perspectives. He points out that neither of these literatures has all of the…

The article "Thinking About Linking" by Newton (2010) presents a novel philosophical perspective on the way that educational assessments should be linked. Newton starts by describing the linking framework as it was characterized in various publications and identifies a cross-cultural dimension in the definitions and uses of test…

The article considers issues of objectivity in regard to evaluating a child's performance on a test. Quantum theory is invoked to illustrate the close relationship of the child's "score" to the specific conditions of the evaluation experience. Educators are encouraged to remember that the score cannot be isolated from the testing experience. (DB)

Responds to an article questioning the construct validity of the Beck Hopelessness Scale. Suggests that social desirability should not be invoked as a potential confound unless the obtained covariation is theoretically inconsistent or is so overlapping as to make the respective scales redundant with respect to factorial content. (Author/RC)

Computer-based test interpretation (CBTI) is discussed in terms of its potential dangers to the public interest, problems with professional review of CBTI systems, and needed policies for these systems. Several problems with CBTI systems are outlined: (1) they may be nicely packaged, but it is difficult to establish their value; (2) they do not…

States that the correlation between social desirability (SD) and hopelessness is open to several interpretations, but, in the absence of further data, concern for false-negative rates dictates caution in interpreting hopelessness scores when assessing suicidal behavior. Presents data on the relationship of SD, hopelessness, and prediction of…

The concepts of language proficiency, limited language proficiency, and comparably limited language proficiency are examined. Studies critical of the instruments used for making assessments according to these concepts are reviewed. The effects of these concepts on proposed legislation involving bilingual education are discussed. It is suggested…

Although agreeing that the System of Multicultural Pluralistic Assessment (SOMPA) has an important purpose, the author questions some perceived weaknesses: test validity; medical model measures; sociocultural scales; estimated learning potential (ELP); and the incompleteness of SOMPA manauls for use in evaluating the system. (See also TM 504 174).…

This article criticizes the generally held assumption that psychological test scores are trait measures. Reasons for the continuing belief in this fallacy, as well as the social consequences of its general acceptance, are discussed. Suggestions for avoiding the test-trait fallacy are made. (EB)

Increasing public understanding of school testing programs is seen as the joint responsibility of test publishers and schools, and also as a primary responsibility on the part of test publishers to increase the schools' understanding of tests. The most common areas of misunderstanding about tests are addressed: purpose of the testing program; the…

Standardized test scores (STS) should be used on a local level: (1) as one component of evaluation of a student, school, or district; (2) to draw as much interpretive meaning from a norm-referenced test (NRT) as their structure will support; (3) as a communication device with students, parents, the public, and professional staff; (4) to check…

The 1978 New York City Test Report indicates that forty-three percent of those tested in that year in the City's public schools are reading at or above grade level. These results, however, when summarized in this way, are meaningless. The graph prepared for this article traces the reading levels of the school system and its 32 districts for…