Haertel's argument is that one must "expand the scope of test validation to include indirect testing effects" because these effects are often the "rationale for the entire testing program." The author strongly agrees that this is essential. However, he maintains that Haertel's argument does not go far enough and that there are two additional…

E. L. Thorndike contributed significantly to the field of educational and psychological testing as well as more broadly to psychological studies in education. This article follows in his testing legacy. I address the escalating demand, across societal sectors, to measure individual and group competencies. In formulating an approach to measuring…

This focus article provided the author with an opportunity to unpack the consensus definition of validity and to explore its implications in the light of recent debates. He proposed an elaboration of the consensus definition, which was intended to express the spirit of the "Standards for Educational and Psychological Testing" with increased…

We describe some of Merl's more subtle contributions that extended beyond his own prodigious scholarly record, his high-quality teaching, and his mentoring of students. The context of our remarks on Programmatic R&D focuses on his contribution to the University of California, Los Angeles, Department of Education. Merl was the first director of…

In this keynote address, the author shares his reflections on politics, economics, and testing. He focuses on assessment and accountability and begins with some data from large scale written educational testing, "circa 1840". The author argues that people's penchant for accountability and their appetite for standardized testing are, in…

Last May, the seven most recent New York State Teacher of the Year award winners joined the 1993 recipient in sounding the alarm bell over the state's new plan to stake 40 percent of teachers' performance evaluations on students' standardized test scores. In their letter to Chancellor Merryl Tisch and the state Board of Regents, the teachers said…

In DIF studies, a Type I error refers to the mistake of identifying non-DIF items as DIF items, and a Type I error rate refers to the proportion of Type I errors in a simulation study. The possibility of making a Type I error in DIF studies is always present and high possibility of making such an error can weaken the validity of the assessment.…

Many children find school tests difficult, but children who are deaf or hard of hearing may find them especially so. Reports from the 2008 Test Equity Summit indicate that disproportionate numbers of students who are deaf or hard of hearing at all grade levels are failing critically important tests even though their classroom work may show that…

This study examined the correlation between the grades a student earns in his or her classroom and the scores that each student earned on the Colorado Student Assessment Program tests in Writing, Math, and Science. The study also examined the mean scores of varying sub-groups to determine if certain sub-groups demonstrated higher means, dependent…

The purpose of this study was to determine the statistical difference of a proficient score on the third and forth grade teacher-created criterion-referenced math assessments, aligned to state standards, on the Tennessee Comprehensive Achievement Program (TCAP). This study examined if this statistical difference relates to minority,…

Principals can play a pivotal role in the improvement of student learning by helping teachers develop and use sound classroom assessments that will strengthen instruction and student learning. The typical teacher will spend a quarter to a third of her or his available professional time involved in assessment-related activities. If they do it well,…

Comprehension tests (a short article on a topic of scientific interest followed by a series of test questions) and data tests (collection of data followed by questions) are being used more frequently. These tests are described and examples are given. (RH)

The advantages and disadvantages of four curriculum monitoring systems are presented. (MD)

Discusses the sociology of examinations, their interaction with teachers, with aims and philosophy of teaching programs, and with students. Emphasizes the need to (1) construct valid tests, (2) test for understanding instead of memory, and (3) use meaningful grading procedures. (LC)