Consequences That Cannot Be Avoided: A Response to Paul Newton

摘要

Paul E. Newton's "Clarifying the Consensus Definition of Validity" offers an interesting and constructive discussion about how we think about validity. In this reaction, I comment on some of the issues he raises. The premise of Newton's article appeal's to be that the concept and definition of validity are unclear. With respect to the definition offered by the Standards for Educational and Psychological Testing (American Educational Research Association, American Psychological Association, & National Council on Measurement in Education, 1999, p. 9), Newton notes that the Standards "can be read in a variety of ways, each with potentially different implications for how validation is to be understood and tackled."