Does an Argument-Based Approach to Validity Make a Difference?

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 .