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As early as Descartes (1637/1970), logic and reason have been positioned as tools for individuals to advance their own understanding. By contrast, argumentation is an interactive, social exercise used for persuasion, collective cognition, and to advance shared knowledge (Mercier & Sperber, 2011, 2017). When one advances an argument, subjects it to the tests and challenges of others, and responds to questions and counterarguments, one’s thinking improves (Mercier & Sperber, 2017). Through argumentation, groups produce correct solutions more often than individuals (Moshman & Geil, 1998) and individual accuracy improves as well (Castelain, Girotto, Jamet, & Mercier, 2016). Since it was formally introduced by Kane (1990, 1992), the argument-based approach to validation has been promoted in the field of educational and psychological measurement as the preferred method for validating interpretations and uses of test scores (AERA, APA, & NCME, 2014; Kane, 2013; Schilling & Hill, 2007). Scholars continue to debate the best approaches for developing and supporting validity arguments, however (for examples, see Brennan, 2013; Kane, 2007).