ABSTRACT
The chapter extends the sociocognitive re-interpretation of assessment argument to assessment-use arguments. Assessment-use arguments take the (uncertain) claims from assessment interpretation arguments, to reason to decisions, evaluations, predictions, or instructional actions. Of particular importance is the role of a user’s knowledge about the relationships among students’ previous experience, the demands of the assessment situations, and the criterion situations. Users with different knowledge may encounter alternative explanations of performance that differ in nature and strength, affecting the validity and the fairness of their inferences.
