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

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

Research output: Contribution to journalArticlepeer-review

84 Scopus citations


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
Issue number1
StatePublished - Mar 2010


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

ASJC Scopus subject areas

  • Education


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