In the simplest sense, a measure is said to be valid to the degree that it measures what it is hypothesized to measure (Nunnally 1967, p. 75). More precisely, validity has been defined as the degree to which a score derived from a measurement procedure reflects a point on the underlying construct it is hypothesized to reflect (Bohrnstedt 1983). In the most recent Standards for Educational and Psychological Testing (American Psychological Association 1985), it is stated that validity "refers to the appropriateness, meaningfulness, and usefulness of the specific inferences made from . . . scores." The emphasis is clear: Validity refers to the degree to which evidence supports the inferences drawn from a score rather than the scores or the instruments that produce the scores. Inferences drawn for a given measure with one population may be valid but may not be valid for other measures. As will be shown below, evidence for inferences about validity...