Skip to main content
Open Access Publications from the University of California

Writing Assessment Validity: Adapting Kane's Argument-Based Validation Approach to the Assessment of Writing in the Post-Process Era

Creative Commons 'BY-NC-ND' version 4.0 license

This article examines the translatability of Kane's (1992, 2006, 2013, 2016) argument-based validation approach to the aims and needs of college writing assessment, particularly given (a) the elusive ways in which writing is theorized in the post-process era, and (b) the composition/writing assessment community's concern for matters of social justice. As part of this process, I review current conceptualizations of writing in the composition literature; I then discuss some overarching implications of assessment as a decision-making process; and then I review the underlying principles of Kane's approach. From there, I discuss which elements of Kane's theory apply more to testing and test development and less to writing assessment as theorized and practiced today; and then I offer criticism of Kane's theory and call for adaptations that could be made to help forge a theory of assessment validity more suited to the goals of writing assessment and composition studies at large.

Main Content
For improved accessibility of PDF content, download the file to your device.
Current View