State legislatures in record numbers are enacting laws that mandate new testing programs. Many assessment programs are not realizing the greatest positive impact on student achievement. In this charged climate, many practitioners feel they have been presented with the daunting tasks of meeting the educational demands for relevance and responsiveness, the political demands for accountability, and the technical requirements for quality and legal defensibility.
Validity Evidence for Assessments
Suzanne Lane, University of Pittsburgh
Setting Performance Standards on Assessments and Criteria for Evaluating the Process
Ronald Hambleton, University of Massachusetts