Instructional Insensitivity of Tests: Accountability's Dire Drawback

By James Popham. 2007

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The Test Matters (2014, background): “Different student assessments may be differentially sensitive to the more ambitious, cognitively demanding forms of teaching measured by classroom observation instruments (Popham, 2007; Yoon & Resnick, 2007).”
Instructional Alignment as a Measure of Teaching Quality (2014, background): “Empirical and conceptual work illustrates that these kind of assessments tend to be, at best, weakly sensitive to carefully measured indicators of instructional content or quality (e.g., D’Agostino et al., 2007; Greer, 1995; Popham, 2007; Ruiz-Primo et al., 2002).”
How Well Aligned Are State Assessments of Student Achievement With State Content Standards? (2011, background): “Instructional sensitivity is an important reemerging issue in the development of criterion-referenced tests (Polikoff, 2010; Popham, 2007), and research investigating the interplay between alignment and sensitivity would further the field.”