Assembled Validity: Rethinking Kane’s Argument-Based Approach in the context of International Large-Scale Assessments (ILSAs)

Addey, Camilla, Maddox, Bryan and Zumbo, Bruno (2020) Assembled Validity: Rethinking Kane’s Argument-Based Approach in the context of International Large-Scale Assessments (ILSAs). Assessment in Education: Principles, Policy and Practice. ISSN 0969-594X (In Press)

[img] PDF (Accepted_Manuscript) - Submitted Version
Restricted to Repository staff only until 31 December 2099.

Download (378kB) | Request a copy

Abstract

Drawing on Kane’s argument-approach to validity and Toulmin’s later work on cosmopolitanism and diversity, this paper asks whose validity arguments and evidence are being presented in International Large-Scale Assessments (ILSAs), where and when. With a case study of the OECD’s PISA for Development, we demonstrate that validity arguments are assembled, negotiated and transformed by the network of actors who come together in ILSAs. We claim that the challenge of ILSAs is not to establish a single authoritative argument through the displacement of plural interpretations and uses. We argue that one of the tasks of an argument-based approach to validity is to create a democratic space in which legitimately diverse arguments and intentions can be recognised, considered, assembled and displayed. We therefore suggest that 1) this socio-material practice of assembling validity should be integrated into validity theory and practice, and 2) the task of assembling validity should be informed by democratic principles of diversity and inclusion.

Item Type: Article
Faculty \ School: Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User: LivePure Connector
Date Deposited: 13 Oct 2020 23:57
Last Modified: 13 Oct 2020 23:58
URI: https://ueaeprints.uea.ac.uk/id/eprint/77240
DOI:

Actions (login required)

View Item View Item