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 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 .
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Chapelle et al. (2010) studied this question.
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