Assessing the Content Validity of Teachers’ Reports of Content Coverage and Its Relationship to Student Achievement

The purposes of the present study are (a) to investigate the validity of teachers’ reports of students’ instructional experiences (content exposure or coverage) and content validity of a given course by examining the consistency of reported content coverage for teachers across two consecutive years (1988 and 1989), and (b) to examine the sensitivity of the test to instruction by linking student performance patterns to instructional experiences of students as possible corroborating evidence of their relationship.