The vast majority of measures have, at their core, a purpose of personal and social change. If test developers and users want measures to have personal and social consequences and impact, then it is critical to consider the consequences and side effects of measurement in the validation process itself. The consequential basis of test interpretation and use, as introduced in Messick's (Educational measurement, Macmillan, New York, pp. 13-103, 1989) progressive matrix model of unified validity theory, has been misunderstood by many measurement experts, test developers, researchers, and practitioners. The purposes of this paper were to (a) review Messick's unified view of validity and clarify his consequential basis of test interpretation and use, (b) discuss the kinds of questions evoked by value implications and social consequences and their role in construct validity and score meaning, (c) present a reframing of Messick's model and a new model of unified validity and validation, (d) bring the concept of multilevel measures under the same validation umbrella as individual differences measures, and (e) offer some thoughts and directions for more explicit consideration of value implications, intended social consequences, and unintended side effects of legitimate test interpretation and use. This paper has implications for the interpretation, use, and validation of both individual differences and multilevel measures in education, psychology, and health contexts.