Teaching for the Test: Validity, Fairness, and Moral Action

Abstract

In response to heightened levels of assessment activity at the K‐12 level to meet requirements of the No Child Left Behind Act of 2001, measurement professionals are called to focus greater attention on four fundamental areas of measurement research and practice: (a) improving the research infrastructure for validation methods involving judgments of test content; (b) expanding the psychometric definition of fairness in achievement testing; (c) developing guidelines for validation studies of test use consequences; and (d) preparing teachers for new roles in instruction and assessment practice. Illustrative strategies for accomplishing these goals are outlined.

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