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

Carol A. Chapelle; Mary K. Enright; Joan Jamieson

doi:10.1111/j.1745-3992.2009.00165.x

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

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

English

Research output: Contribution to journal › Article › peer-review

89 Scopus citations

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 language	English (US)
Pages (from-to)	3-13
Number of pages	11
Journal	Educational Measurement: Issues and Practice
Volume	29
Issue number	1
DOIs	https://doi.org/10.1111/j.1745-3992.2009.00165.x
State	Published - Mar 2010

Keywords

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

ASJC Scopus subject areas

Education

Access to Document

10.1111/j.1745-3992.2009.00165.x

Cite this

@article{47c2e8e440f94da6bef49d439819bcb1,

title = "Does an argument-based approach to validity make a difference?",

abstract = "Drawing on experience between 2000 and 2007 in developing a validity argument for the high-stakes Test of English as a Foreign Language{\texttrademark} (TOEFL{\textregistered}), 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.",

keywords = "Claim, Construct, High-stakes, Inference, Interpretive argument, Standards, TOEFL, Validity argument",

author = "Chapelle, {Carol A.} and Enright, {Mary K.} and Joan Jamieson",

year = "2010",

month = mar,

doi = "10.1111/j.1745-3992.2009.00165.x",

language = "English (US)",

volume = "29",

pages = "3--13",

journal = "Educational Measurement: Issues and Practice",

issn = "0731-1745",