In this article, we highlight the need for a precisely defined construct in score-based validation and discuss the contribution of cognitive theories to accurately and comprehensively defining the construct. We propose a framework for integrating cognitively based theoretical and empirical evidence to specify and evaluate the construct. We apply…

As with any test administered across linguistically and culturally diverse groups, evidence suggesting the equivalence of score meaning across countries is needed for valid comparisons. The current study examines the cross-cultural equivalence of score interpretations from the Trends in International Mathematics and Science Study (TIMSS)-1999 from…

Many significant changes in perspective have to take place before efforts to learn the content and capabilities of children's minds can hold much sway in educational testing. The language of testing, especially of high stakes testing, remains firmly in the realm of "behaviors", "performance" and "competency" defined…