This article discusses how comparability relates to current mainstream conceptions of validity, in the context of educational assessment. Relevant literature was used to consider the relationship between these concepts. The article concludes that, depending on the exact claims being made about the appropriate interpretations and uses of the results of an assessment, several comparability concerns fall within the remit of validation. The current exploration supports the addition of comparability to validation studies and may be useful in the context of a growing emphasis on the provision of validity evidence for public examinations.