ABSTRACT
Since the publication of the 1999 edition of the Standards for Educational and Psychological Testing (American Educational Research Association [AERA], American Psychological Association [APA] & National Council on Measurement in Education [NCME], 1999), some old concerns regarding test preparation activities have continued to gain importance (e.g., students, teachers and other school personnel unethically transforming test preparation into cheating). Topics that have implications for test preparation, such as access for students with special needs and use of performance and innovative item types, continue to receive emphasis (see Lane & Iwatani, this volume, and Swygert & Williamson, this volume, for a discussion on performance assessments and Sireci & Zenisky, this volume, for a discussion on computerized innovative item types).
