Educational Test Scores: Interpretation and Use through an Argument-Based Framework

In educational settings, tests and assessment tasks serve various purposes, such as placement, achievement, and certification. However, the key question remains: "To what extent are the test scores valid for the purposes they are used?" The interpretation and use of test scores can significantly privilege some test-takers and disadvantage others if the tests are not valid, that is, not meant for or are not appropriate for the purpose they are used. For example, will an IELTS test be valide (meaningful) to assess 11-graders’ English langauge proficiency? Traditionally, the answer to the this question was yes as long as IELTS was considered a valid and reliable test. However, a recent approach to test score interpretation and use, the argument-based framework, will question the use of IELTS for this purpose by providing rebutalls. This paper draws on the argument-based framework to outline how this approach establishes a chain of reasoning—articulating assumptions and inferences—that links individual test responses to meaningful score interpretations and use for specific applications.