the extent to which a test actually samples the subject matter about which conclusions are to be drawn

tests in which the absence of predetermined or absolutely correct responses require the judgement of teacher to determine the correct and incorrect answer

the extent to which results of a test are used to gauge future performance

the extent to which the linguistic criteria of the test are measured and implied predetermined levels of performance are actually reached

measures that are used to evaluate student academic achievement and to show that students have reached certain standards

the extent to which the results of a test are supported by other relatively recent performance beyond the test itself

planned objectives, features, methods and structure of a test

any theory, hypothesis mor models that attemppts to explain observed phenomena in one's universe of perceptions

using 2 or more performances on an assessment or 2 or more different assessment to make a decision about a persons ability

the extent to which inferences made from assessment resuts are apropriate and meaningful and useful in terms of the purpose of the assessment

test items that require test taker to select rather than produce a response such as true false or multiple choice items

a tests impact, including such considerations as its accuracy in measuring intended criteria its effects on preparation on test takes and the social consequences of the test interpretation and use

comprehending language by first attending to larger elements such as paragragh, prag matics and then decomposing them into smaller unit until the entire passage has been processed