The main problem of the educational evaluation validity is that it just copies the conceptual framework system of validity from educational measurement to its own conceptual system. The validity conceptual system that fits the need of theory and practice of educational evaluation has not been established yet. According to the inherent attributive…

The authors of this volume's stimulus papers have taken on the challenge of developing measures of teachers' mathematical knowledge for teaching (MKT). This task involves multiple decisions and considerations, including: (1) How does one specify the body of knowledge being assessed? What warrants are offered for those choices?; (2) How does one…

The author offers some thoughts on commentator's reactions to the substance of the measures, particularly those about measuring teacher learning and change, based on the major uses of the measures, and because this is a significant challenge facing test development as an enterprise. If teacher learning results in more integrated knowledge or…

In this article, the author echoes his co-author's and colleague's pleasure (Hill, this issue) at the thoughtfulness and far-ranging nature of the comments to their initial attempts at test validation for the mathematical knowledge for teaching (MKT) measures using the validity argument approach. Because of the large number of commentaries they…