The use of multiple informants is common in assessments that rely on the judgments of others; however, ratings obtained from different informants often vary as a function of their perspectives and roles in relation to the target of measurement, as well as causes unrelated to the trait being measured. The current project extended its framework to include assessments of linkages between the resulting trait factors and potential outcomes that might be used for addressing questions of substantive interest or providing evidence of concurrent validity. The approach is illustrated with data obtained from student and teacher reports of two dimensions of school climate, student engagement, and the prevalence of teasing and bullying in their schools. (Publisher abstract modified)