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a Faculty of Behavioral, management and social sciences (Bms), university of twente, enschede, the netherlands; b citolab, cito institute for educational measurement, Arnhem, the netherlands; c Psychometric research centre, cito institute for educational measurement, Arnhem, the netherlands ABSTRACT This study investigated (1) the extent to which presentations of measurement error in score reports influence teachers' decisions and (2) teachers' preferences in relation to these presentations. Three presentation formats of measurement error (blur, colour value and error bar) were compared to a presentation format that omitted measurement error. The results from a factorial survey analysis showed that the position of a score in relation to a cut-off score impacted most significantly on decisions. Moreover, the teachers (N = 337) indicated the need for additional information significantly more often when the score reports included an error bar compared to when they omitted measurement error. The error bar was also the most preferred presentation format. The results were supported in thinkaloud protocols and focus groups, although several interpretation problems and misconceptions of measurement error were identified.

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Validity is the most important quality aspect of tests and assessments, but it is not clear how validity can be evaluated. This article presents a procedure for the evaluation of validity and validation which is an extension of the argument-based approach to validation. The evaluation consists of three criteria to evaluate the interpretive argument, the validity evidence provided, and the validity argument. This procedure is illustrated with an existing assessment: the driver performance assessment. The article concludes with recommendations for the application of the procedure. Keywords Competence assessment, validity, validation, argument-based approach, evaluation. Expressive Reading Aloud on IEA-PIRLS 2006 Gabriella Agrusti This in-depth research study was aimed at investigating the effects of readaloud modification on students' performance on PIRLS 2006 reading comprehension tests, in two different forms: expressive reading and neutral reading. In Italy international comparative surveys often represent the main reference measure for student achievements in basic skills, but few experimental designs descending from secondary analyses attempt to investigate possible relationships among variables in order to translate results in suggestions for teaching practices. The present study was intended as a first step in this direction, analyzing if specific aspects of reading aloud can influence students' achievements in comprehension. Differences in means between groups were found statistically significant between expressive reading aloud administration and silent standard administration, though the strong concurrent validity of PIRLS 2006 test items allowed only a small variance in results due to experimental modification. Neutral reading aloud alone did not have significantly different effects on test results, confirming the general assumption that at this age word recognition skill is at an advanced level. More evident results were shown in items focused on the processes of interpreting and integrating ideas and information, highlighting how inferential more than retrieval processes are influenced by reading aloud, that efficiently convey the gist of the story and some of the implications in meaning of complex semantic topics, such as the identification and description of main characters' feelings.

In educational practice, test results are used for several purposes. However, validity research is especially focused on the validity of summative assessment. This article aimed to provide a general framework for validating formative assessment. The authors applied the argument‐based approach to validation to the context of formative assessment. This resulted in a proposed interpretation and use argument consisting of a score interpretation and a score use. The former involves inferences linking specific task performance to an interpretation of a student's general performance. The latter involves inferences regarding decisions about actions and educational consequences. The validity argument should focus on critical claims regarding score interpretation and score use, since both are critical to the effectiveness of formative assessment. The proposed framework is illustrated by an operational example including a presentation of evidence that can be collected on the basis of the framework.