Mathematics Assessment for Students with Mild Disabilities: An Exploration of Content Validity

Abstract

This article examines the content validity of selected standardized tests of mathematics achievement as it pertains to students with disabilities. Psychometricians have traditionally focused their analyses of standardized tests on technical aspects. The present paper focuses on content from the perspective of educators who are the primary consumers of test results. Therefore, our analyses are directed towards relating existing tests to curricula and instructional approaches. The Assessment Standards presented by the National Council of Teachers of Mathematics are used as a framework with which to evaluate the appropriateness and adequacy of assessment instruments. Problems with content validity of the tests are identified, including inadequate representation of content domains, inappropriate sequencing and placement of items, inappropriate use of age and grade-equivalent scores, and incorrect descriptor assigned to items.