Validating placement: Local means, multiple measures

This study outlines a response to composition placement review based on the understanding that demonstrating validity is an argumentative act. The response defines the validity argument through principles of sound assessment: using multiple, local methods in order to improve program performance. The study thus eschews the traditional course-grade correlation methodology, and develops a local teacher- or expert-rater system combined with a matched-pair analysis. While the results do not quite meet the hypothesized level, ultimately the study was successful in creating an effective argument as part of a successful program review.