Misconceptions at the Intersection of Measurement Theory and Practice.

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A Suggested Change in Terminology and Emphasis Regarding Validity and Education (2007, background): “Brennan (1998) said, “In my experience those who are actually responsible for validation almost always require detailed and concrete guidance for conducting validation activities, and the ‘unitary’ notion is simply not helpful for them” (p. 7).”
Distorting Value Added: The Use of Longitudinal, Vertically Scaled Student Achievement Data for Growth-Based, Value-Added Accountability (2006, background): “Finally, not considered in this paper is an additional requirement of VAA models that student scores exist on an equal- interval scale, and that whether this requirement is met is controversial (e.g., Angoff, 1971; Brennan, 1998; Camilli, 1999; Cliff, 1991; Schulz & Nicewander, 1997; Williams, Pom”