ABSTRACT
During the COVID-19 pandemic, as pedagogical practices shifted to various forms of remote learning, considerations for navigating remote language assessment also quickly became relevant and at times challenging. Language assessment researchers were aware of the need to investigate score interpretation and use with tests that had been designed for an intended purpose had changed with the remote and emergency administration protocols. However, professionals have relied on different frameworks for language test validation such as test usefulness, socio-cognitive framework, test fairness framework, argument-based validation, or no framework at all. This chapter will discuss the application of an argument-based validity framework to language assessments during the time of the COVID-19 pandemic with consideration as to how adaptations using technology may influence the validity of language test interpretation and use.
