ABSTRACT
Accountability systems have particular goals, variables, and processes that compel reconsideration of established validity models and operations. The chapter is intended to present an argument that accountability-related validity compels attention toward not only individual student scores but also aggregate scores and systems (e.g., educational, economic, and social) where key interpretations and decisions are made. In such systems, it is a grave error not to attend to issues of consequences as part of the technical documentation of a testing program. Communication and engagement with policy makers, education professionals, and other key stakeholder groups beyond the measurement community are also vital. Moreover, anticipatory research is called for to help facilitate the design of more viable educational reform policies that can better utilize testing systems that anchor test development and related processes in targeted deliverables and goals.
