Raymond, Jacqueline;
Dai, David Wei;
McAllister, Sue;
(2024)
The interpretation-use argument– the essential ingredient for high quality assessment design and validation.
Advances in Health Sciences Education
10.1007/s10459-024-10392-6.
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Abstract
There is increasing interest in health professions education (HPE) in applying argument-based validity approaches, such as Kane’s, to assessment design. The critical first step in employing Kane’s approach is to specify the interpretation-use argument (IUA). However, in the HPE literature, this step is often poorly articulated. This article provides guidance on developing the IUA using a worked example involving a workplace performance assessment tool. In developing the IUA, we have drawn inspiration from approaches used in the discipline of language assessment to situate the inferences, warrants and assumptions in the context of the assessment tool. The worked example makes use of Toulmin’s model of informal logic/argumentation as a framework to structure the IUA and presents Toulmin diagrams for each inference such that the reader can connect the argument chain together. We also present several lessons learned so the reader can understand the issues we grappled with in developing the IUA. A well laid out IUA allows the argument to be critiqued by others and provides a framework to guide collection of validity evidence, and therefore is an essential ingredient in the work of assessment design and validation.
| Type: | Article |
|---|---|
| Title: | The interpretation-use argument– the essential ingredient for high quality assessment design and validation |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1007/s10459-024-10392-6 |
| Publisher version: | https://doi.org/10.1007/s10459-024-10392-6 |
| Language: | English |
| Additional information: | This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. |
| Keywords: | Validity, Argument-based approach, Inferences, Workplace-based assessment, Clinical competence |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10200745 |
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