ABSTRACT
Testing is a situated cultural practice and is shaped by the values and beliefs held by those who design and mandate tests. Moving to an inclusive testing paradigm requires a critical lens to examine what is and what is not valued throughout the testing process. The argument-based approach to validity provides a mechanism for attending to the validity of score interpretations and uses for students with diverse cultural and linguistic backgrounds. Interpretation and use arguments and validity arguments for assessments must be shaped to account for the cultural diversity in the student population. In this chapter, we propose an interpretation and use argument and validity argument for culturally responsive assessments, drawing on insights from validity theorists, situated learning theories, and principled assessment design practices.
