Does an argument-based approach to validity make a difference?

Carol A. Chapelle, Mary K. Enright, Joan M Jamieson

Research output: Contribution to journalArticle

53 Citations (Scopus)

Abstract

Drawing on experience between 2000 and 2007 in developing a validity argument for the high-stakes Test of English as a Foreign Language™ (TOEFL®), this paper evaluates the differences between the argument-based approach to validity as presented byKane (2006)and that described in the 1999 AERA/APA/NCME Standards for Educational and Psychological Testing. Based on an analysis of four points of comparison-framing the intended score interpretation, outlining the essential research, structuring research results into a validity argument, and challenging the validity argument-we conclude that an argument-based approach to validity introduces some new and useful concepts and practices.

Original languageEnglish (US)
Pages (from-to)3-13
Number of pages11
JournalEducational Measurement: Issues and Practice
Volume29
Issue number1
DOIs
StatePublished - Mar 2010

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research results
foreign language
interpretation
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Keywords

  • Claim
  • Construct
  • High-stakes
  • Inference
  • Interpretive argument
  • Standards
  • TOEFL
  • Validity argument

ASJC Scopus subject areas

  • Education

Cite this

Does an argument-based approach to validity make a difference? / Chapelle, Carol A.; Enright, Mary K.; Jamieson, Joan M.

In: Educational Measurement: Issues and Practice, Vol. 29, No. 1, 03.2010, p. 3-13.

Research output: Contribution to journalArticle

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