Assembled validity: rethinking Kane’s argument-based approach in the context of International Large-Scale Assessments (ILSAs)

Addey, Camilla, Maddox, Bryan and Zumbo, Bruno D. (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, 27 (6). pp. 588-606. ISSN 0969-594X

[img] PDF (Accepted_Manuscript) - Accepted Version
Restricted to Repository staff only until 18 May 2022.

Download (378kB) | Request a copy

Abstract

Drawing on Kane’s argument-based 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. We claim that the challenge of ILSAs is not to establish a single authoritative argument through the displacement of plural interpretations and uses. Instead, the tasks of an argument-based approach should be to create a democratic space in which legitimately diverse arguments and intentions can be recognized, considered, assembled and displayed.

Item Type: Article
Uncontrolled Keywords: assembled validity,international large-scale assessments in education (ilsas),kane,oecd,pisa for development (pisa-d),validation,validity,education ,/dk/atira/pure/subjectarea/asjc/3300/3304
Faculty \ School: Faculty of Social Sciences > School of Education and Lifelong Learning
Related URLs:
Depositing User: LivePure Connector
Date Deposited: 13 Oct 2020 23:57
Last Modified: 12 Jun 2021 11:46
URI: https://ueaeprints.uea.ac.uk/id/eprint/77240
DOI: 10.1080/0969594X.2020.1843136

Actions (login required)

View Item View Item