Examining content validity of tests using teachers’ reported opportunity to learn

Abstract

ABSTRACTValidity evidence based on content is critical for making inferences about examinees’ responses to test items. Traditionally, content validity has been established by specifying the content domain of an instrument, through reviews by subject-matter experts, through alignment studies, or by reporting measures of internal consistency, such as Cronbach’s alpha or Rasch reliability. In this article, we use data from curriculum research to propose another measure of content validity, specifically, teachers’ self-reported measures of students’ opportunity to learn the mathematics needed to answer test items.