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Indeed, it seems at least possible, if not likely, that the indirect effects are greater in magnitude. For the remainder of this response, however, the author wants to focus on the first of Haertel's mechanisms--use of assessment for instructional guidance.
As a result of the work in which he and Paul Black have been engaged over the last two decades, the author is now firmly convinced that the use of assessment for instructional guidance offers one of the most powerful ways for improving schooling. However, during this time, he has become increasingly certain that traditional forms of testing have little to contribute here, for three reasons.
The first relates to what one is learning about the ability of even well-designed tests to support inferences about multiple aspects of individual performance. The second relates to the "grain size" of the constructs on which the assessment is focused, and the third relates to the practical problems of using such test data in real classroom settings.
Psychology Press. Peer reviewed Direct link. Measurement: Interdisciplinary Research and Perspectives , v11 n p Validation research for educational achievement tests is often limited to an examination of intended test score interpretations. This article calls for an expansion of validation research in three dimensions. First, validation must attend to actual test use and its consequences, not just score meaning. Second, validation must attend to unintended as well as intended testing consequences.
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