The Role of Consequences in validity Theory

By P. Moss. 2005

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Certification Testing as an Illustration of Argument-Based Validation (2004, background): “As noted earlier, the extent to which proposed interpretations and uses of tests scores can stand up to serious criticism is a central concern in validation (Cronbach, 1971; Messick, 1989; Moss, 1998a, 1998b).”
A Suggested Change in Terminology and Emphasis Regarding Validity and Education (2007, background): “The reader interested in this issue might refer to Linn (1997), Reckase (1998), or Moss (1998) for some converging and diverging opinions.”
Reconceptualizing Validity for Classroom Assessment (2005, background): “Others see a larger role for consequences in their conception of validity (e.g., Cronbach, 1988; Shepard, 1993, 1997; see Moss, 1998, for a brief review), focusing on whether the test serves the purpose it was intended to serve and on unintended (positive and negative) consequences.”
The Reliability, Validity, and Utility of Self-Assessment (2006, background): “(1) Most frequently heard is the claim that involving students in the assessment of their work, especially giving them opportunities to contribute to the criteria on which that work will be judged, increases student engagement in assessment tasks.”