Measuring Instructional Validity: A Report of an Instructional Validity Study for the Alabama High School Graduation Examination

Abstract

Prior to the initial administration of the Alabama High School Graduation Exam, this study was conducted to determine to what extent competencies to be measured by the exam were being taught in the public schools of Alabama.Teachers of grades 7, 8, 9, and 10 were asked to report the proportion of students in their classes who had received instruction on each competency. The survey identifies a number of competencies that were not being extensively taught and provides insight as to possible reasons certain competencies are not uniformly taught.

Fifty reasons why student achievement gain does not mean teacher effectiveness

“…Very often it is simply assumed or implied that evidence of curricular validity means that the objectives guided the instruction and the curricular materials were used in the classroom. This does not necessarily follow, as several studies have demonstrated (Hardy, 1984;Leinhardt & Seewald, 1981;Leinhardt, Zigmond, & Cooley, 1981;Poynor, 1978;Schmidt et al, 1983). What is measured by the test is not always the same as what is taught, especially with regard to standardized tests.…”