Consequential validity: A practitioner’s perspective

Educational Measurement: Issues and Practice

Volumn 17, Issue 2, 1998, Pages 20-23

  Taleporos, Elizabeth ^a  

^a Professional Examination Service   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0039222116     PISSN: 07311745     EISSN: 17453992     Source Type: Journal    
DOI: 10.1111/j.1745-3992.1998.tb00829.x     Document Type: Article

References (6)

1. Green, D. R. (1998). Consequential aspects of the validity of achievementtests: A publisher’s point of view. Educational Measurement: Issues and Practice, 17(2), 16–19, 34.
2. Mehrens, W. A., & Kaminski, J. (1989). Methods for improving standardized test scores: Fruitful, fruitless, or fraudulent Educational Measurement: Issues and Practice, 8(1), 14–22.
3. Mehrens, W. A., & Lehmann, I. J. (1991). Measurement and evaluation in education and psychology (4th ed.). Fort Worth, TX, Holt Rinehart & Winston.
4. Nitko, A. J. (1993). Designing tests that are integrated with instruction. In R. L. Linn (Ed.), Educational measurement (3rd ed., pp. 468–469). Phoenix, AZ: Oryx Press.
5. Phillips, G. W. (1990). The Lake Wobegon effect. Educational Measurement: Issues and Practice, 9(3), 3, 14.
6. Yen, W. M. (1993). Scaling performance assessments: Strategies for managing local item dependence. Journal of Educational Measurement, 30(3), 187–213.