The purpose of this paper is to explicate the role of validity in psychological measurement for applications in school psychology. The emergence of psychologicaltesting and validity is briefly renriewed. An essential quality of measurement, namely validity, is subsequently examined with a focus on delimitations and limitations of tests. The statistical determination of various types of validity is also presented to assist school psychologists in determining the precision of individualtest scores and degree of validity. In addition, factors that reduce validity are considered. The paper concludes with an emphasis on integrating data fromn various sources to substantiate interpretations of test results.
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