ABSTRACT
This chapter provides the arguments related to the sub-claim of meaningfulness. The sub-claim is illustrated with warrants and backing and with brief descriptions of findings from relevant empirical studies. Lyle Bachman and A. S. Palmer used the term "meaningfulness" as an alternative to validity, as the term is not technical and could be clearer than validity to teachers, students, and other stakeholders. The meaningfulness of an assessment is traditionally known as the validity of an assessment—or evidence from its content, criterion, construct, and consequences. The meaningfulness included aspect of content-related evidence for meaningfulness, including its blueprint, specifications, curricula objectives, and items and tasks including task prompts for speaking and writing and listening and reading material. The term meaningfulness is a cover-all term that is used interchangeably with validity. In describing the different conceptualizations of meaningfulness or validity, M. T. Kane classified the meanings, interpretations, and consequences—collectively considered conceptions of validation
