In his article, Paul E. Newton has conducted a review of selected perspectives on validity theory with the goal of disambiguating the definition of validity and describing a consensus definition of validity. Newton provides a nuanced discussion of the evolution of the concept of validity over the years. His Focus article has two major goals: (1) to clarify how validity is defined in the "Standards for Educational and Psychological Testing"; and (2) to propose an improved definition of validity. His major critique is that the Standards are too vague as currently written and that they have allowed researchers far too much leeway in determining validity. Newton is also concerned that a number of current researchers have returned to the simplistic conception of validity as the degree to which a test measures what it purports to measure. This commentary stresses the idea of epistemic iterations as a process for evaluating progress in defining the concept of validity. This commentary addresses the following three guiding questions: (1) What are the major aspects of a consensus definition of validity identified by Newton?; (2) What are epistemic iterations?; and (3) Can epistemic iterations illuminate and extend one's views of the concept of validity in the human sciences?