This article represents a first turn of talk in an ongoing dialogue. Our focus here is on the value of sustained dialogue across the boundaries of research discourses. We argue that such dialogue can illuminate the categories of thought and action (Bourdieu & Wacquant, 1992) that "we" in a given discourse take for granted, situate them as choices…

This article presents a rejoinder on the commentaries of the authors' article titled, "The Idea of Testing: Psychometric and Sociocultural Perspectives." In different ways, each commentary has made a productive contribution to a multidisciplinary dialogue about educational assessment. The authors acknowledge that dialogue across disciplinary…

Standards-based score reports interpret test performance with reference to cut scores defining categories like "below basic," "proficient," or "master." This article first develops a conceptual framework for validity arguments supporting such interpretations, then presents three applications. Two of these serve to introduce new standard-setting…