ABSTRACT
As the Standards makes clear, the application of the standards is a matter of professional judgment, and decisions about validity, reliability, and fairness need to be linked to specific contexts, uses, and interpretations. Indirect assessments are assessments that measure any of the expected outcomes of a program other than those that are direct measures of the student learning outcomes. Different indirect assessments may necessitate different types of evidence of reliability, validity, or fairness. The test development process includes formal reviews by testing and content experts and clients/examinees that provide information along with formal and informal data to address validity and fairness. The types of validity evidence accumulated will vary in different contexts and uses of the tests. As with classical test theory, generalizability theory provides estimates of reliability coefficients and standard errors based on observed scores.
