Raymond Jacqueline, Dai David Wei, McAllister Sue
School of Health Sciences, Faculty of Medicine and Health, The University of Sydney, Sydney, Australia.
UCL Institute of Education, University College London, London, UK.
Adv Health Sci Educ Theory Pract. 2024 Nov 26. doi: 10.1007/s10459-024-10392-6.
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.
健康职业教育（HPE）领域越来越关注将基于论证的效度方法（如凯恩的方法）应用于评估设计。采用凯恩方法的关键第一步是明确解释与使用论证（IUA）。然而，在HPE文献中，这一步往往阐述得很糟糕。本文通过一个涉及工作场所绩效评估工具的实例，为制定IUA提供指导。在制定IUA时，我们从语言评估学科中使用的方法中汲取灵感，将推理、依据和假设置于评估工具的背景下。该实例利用图尔敏的非形式逻辑/论证模型作为构建IUA的框架，并为每个推理呈现图尔敏图表，以便读者能够将论证链连接起来。我们还介绍了一些经验教训，以便读者了解我们在制定IUA过程中遇到的问题。精心设计的IUA能够让他人对论证进行批判，并提供一个指导效度证据收集的框架，因此是评估设计和验证工作的重要组成部分。
