Investigating Test Content and Curriculum Content Overlap to Assess Opportunity to Learn

Abstract

Opportunity to learn test content may be defined as the provision of adequate and timely instruction of specific content and skills prior to taking a test. At a global level, opportunity to learn might be inferred from student achievement. Different curricula are associated with varied patterns of instructional emphases and achievement (Walker & Schaffarzick, 1974). However, the mere presence of a curriculum does not necessarily guarantee opportunity to learn. At a more specific level, opportunity to learn might also be measured by such components as time spent in reviewing, practicing, or applying a particular concept, or by the amount and depth of content covered with particular groups of students. Content coverage and academically engaged time have been found to be important correlates of student achievement (Fisher et al., 1980; Rosenshine & Stevens, 1984). These components, however, may be considered necessary but not sufficient conditions for opportunity to learn. This construct is also determined by the quality of teacher-student interaction (Brophy & Good, 1974) and by the nature of academic tasks (Doyle, 1983). Opportunity to learn has typically been neglected as an area of study in compensatory education. Program evaluations of Chapter 1 have attempted to determine the impact of student achievement over the instructional year and to assess whether improved performance has been sustained over a longer period. Traditionally, such evaluations have been conducted to satisfy federal or state requirements, and the information obtained has been of little use in assisting teachers or administrators in