In the service of educational accountability, student achievement tests are being used to measure constructs quite unlike those envisioned by test developers. Scores are compared to cut points to create classifications like “proficient”; scores are combined over time to measure growth; student scores are aggregated to measure the effectiveness of teachers, schools, and school districts; indices are created to measure college and career readiness. These and other new uses rely on derived scores created to measure new constructs. The field of educational and psychological measurement has largely ignored these significant, consequential measurement applications. The conceptual frameworks and analytical tools of educational and psychological measurement should be used to study such derived scores and the validity of their uses and interpretations.

中文翻译：

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测验，测验分数和构造

在教育问责制方面，学生成绩测验被用来衡量结构，这与测验开发者所设想的完全不同。将分数与切分进行比较，以创建“熟练”等分类；随着时间的推移将分数合并以衡量增长；将学生分数汇总，以衡量教师，学校和学区的有效性；创建指数来衡量大学和职业准备情况。这些和其他新用途依赖于创建的分数来衡量新结构。教育和心理测量领域在很大程度上忽略了这些重要的，随之而来的测量应用。应当使用教育和心理测量的概念框架和分析工具来研究这样得出的分数及其使用和解释的有效性。