ABSTRACT
The planning, designing, creating, and administering of any testing program for any purpose are highly dependent on a body of knowledge that comes from research and experience. The chapters in this volume share the experiences of test developers and provide a body of knowledge about test development. This volume also provides a substantial body of research to support concepts, principles, and procedures that these test developers advocate. Downing (chap. 1, this volume) offers a 12-step planning process toward the end of creating a testing program. An important aspect of that process involves validation (Kane, chap. 7, this volume), Linn (chap. 2, this volume) shows why the Standards for Educational and Psychological Testing (American Educational Research Association [AERA], American Psychological Association [APA], & National Council on Measurement in Education [NCME], 1999) are so important for test developers.
