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ERIC Number: EJ876930
Record Type: Journal
Publication Date: 2010
Pages: 11
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: ISSN-0731-1745
Does an Argument-Based Approach to Validity Make a Difference?
Chapelle, Carol A.; Enright, Mary K.; Jamieson, Joan
Educational Measurement: Issues and Practice, v29 n1 p3-13 Spr 2010
Drawing on experience between 2000 and 2007 in developing a validity argument for the high-stakes Test of English as a "Foreign Language[TM]" (TOEFL[R]), this paper evaluates the differences between the argument-based approach to validity as presented by "Kane (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. (Contains 2 tables and 4 figures.)
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A