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CBAL (Cognitively Based Assessment of, for, and as Learning) is a research initiative intended to create a model for an innovative K-12 assessment system that documents what students have achieved (of learning); helps identify how to plan instruction (for learning); and is considered by students and teachers to be a worthwhile educational experience in and of itself (as learning). Because CBAL intends to not only measure student achievement but also facilitate it, CBAL, like any similar assessment program, requires a theory of action. This paper describes the notion of theory of action, offers a preliminary version of such a theory for CBAL, and outlines a provisional research program for evaluating that theory. [ABSTRACT FROM AUTHOR]

The author discusses the article "Clarifying the Consensus Definition of Validity," by Paul E. Newton which examines the validity of the educational and psychological measurement and assessment in the U.S. He comments on the issues identified by Newton about the concept and definition of validity and how validation should be discussed and understood. He also looks at the consequences in defining and measuring validity in the context of interpretive argument and test interpretations.