In the first section is a summary of the emerging consensus among measurement scholars-not reflected in the 1985 Standards for Educational and Psychological Testing (American Educational Research Association, American Psychological Association, & National Council on Measurement in Education )-about the centrality of construct validity to the evaluation of any assessment-based interpretation and about the importance of expanding the concept of validity to include explicit consideration of the consequences of assessment use. My intent is to provide an integrative and critical review of the guidance available for conducting validity inquiry in the context of performance assessment. The problem for validity researchers is finding the appropriate set of criteria and standards to simultaneously support the validity of an assessment-based interpretation and the validity of its impact on the educational system. Recent developments in the philosophy of validity, highlighting the importance of investigating the consequences of assessment use, provide theoretical support for the move toward performance assessment.
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