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MEASURING INSTRUCTIONAL VALIDITY: A REPORT OF AN INSTRUCTIONAL VALIDITY STUDY FOR THE ALABAMA HIGH SCHOOL GRADUATION EXAMINATION
Author(s) -
HARDY ROY A.
Publication year - 1984
Publication title -
journal of educational measurement
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.917
H-Index - 47
eISSN - 1745-3984
pISSN - 0022-0655
DOI - 10.1111/j.1745-3984.1984.tb01036.x
Subject(s) - graduation (instrument) , medical education , psychology , mathematics education , test validity , psychometrics , medicine , clinical psychology , mathematics , geometry
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.