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…

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…

Describing the types and uses of tests may seem to be an easy task, but it is not as straightforward as it may first appear. Tests vary on many different characteristics, are used in many different ways, cross the typical assessment categories, and in some cases are so unique as to from a category unto themselves. This chapter explores many…

Describes results of research by the Test User Qualifications Working Group that can be applied to improving testing practices, including 86 test use competencies and 7 factors accounting for misuse; a test classification system; and empirically based test purchaser qualification forms. (SLD)

Methods of adjusting group differences in assessment and test scores are described, classified, and evaluated. Investigation of the relationship between intended use of test scores and the appropriate meaning of scores is essential for fair treatment in assessment. (SLD)

Major changes in educational and psychological theories that have come about since the cognitive and affective taxonomies of educational objectives were published in 1956 and 1964 are traced. The changes emphasize the need to understand thinking in the context of students' beliefs and self-directed cognitions. (SLD)

Argues that high-stakes primary grade testing increases pressure on low-achieving schools to improve test performance and increases chances that low achieving children will be retained in grade or classified as handicapped. It is suggested that current practices be modified to eliminate motives to engage in such placement practices. (SLD)