ABSTRACT
The evaluation of student knowledge and ability employing a variety of assessment procedures has been advocated in measurement theory and ignored in measurement practice for decades. Traditional belief about the value of using multiple measurements is reflected in a chapter by Mehrens (1990) on combining evaluation data from multiple sources when making decisions about teachers. Mehrens wrote, “In general, the more data that are gathered, the better the decision is likely to be. Certainly it is conventional psychometric wisdom that one should use more than one piece of data as the basis for important decisions” (p. 332).
