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The authors (a) discuss the importance of alignment for facilitating proper assessment and instruction, (b) describe the three most common methods for evaluating the alignment between state content standards and assessments, (c) discuss the relative strengths and limitations of these methods, and (d) discuss examples of applications of each method. They conclude that choice of alignment method depends on the specific goals of a state or district and that alignment research is critical for ensuring the standards-assessment-instruction cycle facilitates student learning. Additional potential benefits of alignment research include valuable professional development for teachers and better understanding of the results from standardized assessments.
KEYWORDS: assessment, test theory and development, test validity and reliability, teacher education and development, psychometrics.
(ProQuest: ... denotes formulae omitted.)
A great deal of discourse and debate exists, both professional and political, regarding state-mandated testing including testing under the No Child Left Behind (NCLB) legislation. The main criticisms of mandated testing in our nation's schools are reduced teaching time, a narrowed curriculum, limited opportunity to assess higher order thinking skills, and decreased morale of teachers and students (Roach, Niebling, & Kurz, 2008; M. L. Smith & Rottenberg, 1991). There is evidence, however, to support the view that mandated testing provides a necessary lens to view the educational opportunities presented to students. Without a means to understand what goes on in the classroom and a way to compare how students are performing, it is difficult to truly understand if all students are provided with adequate educational opportunities. Well-designed tests provide important data to learn about student performance and aid in decisions regarding funding (Cizek, 2001).
Although politicians, educators, and parents debate the merits of standardized testing, the psychometric characteristics of the tests are rarely the basis of concern. Rather, criticisms have focused on "opportunity to learn" issues such as failure to test students on what they are taught and a narrowing of the curriculum because of mandated testing (Resnick, Rothman, Slattery, & Vranek, 2004; Roach et al., 2008). Ideally, to address such claims, researchers must demonstrate that what is covered on mandated tests aligns with what occurs in the classroom, both in terms of the curriculum and the instruction. Alignment research is one means to demonstrate or evaluate the connection between testing, content...