This focus article provided the author with an opportunity to unpack the consensus definition of validity and to explore its implications in the light of recent debates. He proposed an elaboration of the consensus definition, which was intended to express the spirit of the "Standards for Educational and Psychological Testing" with increased precision, highlighting a range of features. He is very grateful to all of the authors for their interesting and provocative analyses, which have helped him to shape his own thinking on validity and which he is sure will help to shape thinking on validity for some time to come. In responding to these commentaries, he identifies a number of important issues, beginning with the least fundamental and ending with the most. In the focus article, he ended by identifying a number of outstanding conceptual and pragmatic challenges. In his response, the author extends these ideas and develops additional points from the commentaries to offer a more penetrating critique of certain core principles of the consensus definition and of his clarification of the consensus definition. (Contains 2 footnotes.)