Traditionally, experimentalists strive for internal validity, which enables clear causal conclusions, discrimination of constructs, and predictions regarding future performance.
Learning sciences researchers instead often emphasize an aspect of external validity: ecological validity (i.e., the assessment’s alignment with realistic contexts of learning).
Recently, developmental scientists Hirsh-Pasek, Kochanoff, Newcombe, and deVilliers (2005) introduced the concept of empirical validity to stress that assessments should be based on solid research foundations.