摘要：The purpose of the study was to look at the two forms of validation, i.e. face validity and construct validity, of an attitudinal scale measuring learners' attitude towards Euclidean geometry. The article teases out elements involved in face and construct validation and then engages in a discourse to highlight and investigate those elements in validation that may be untenable in the light of existing practice. With the support of empirical data, the argument presented is that the use of face and construct validity should be a given in studies involving the measurement of attitude. South African Journal of Education Vol.24(1) 2004: 1-4
