Beyond Alignment Claims: Analyzing Content Validity Evidence in K-8 Mathematics State Testing Programs

• In Event: Innovations in Validity Evaluation and Measurement Development

Abstract

This study examines the content validity evidence of K-8 mathematics state testing programs in the U.S., with a focus on transparency and methodological rigor in alignment studies. Using systematic document analysis, it explores how states report and document evidence supporting test content validity. Results reveal significant transparency gaps; most states do not adequately document domain delineation, domain sampling, item development, or alignment study methods. The lack of transparency makes it difficult for stakeholders to evaluate the appropriateness of score interpretations. The study emphasizes the critical need for clearer documentation and rigorous alignment processes to substantiate content validity, ensuring that test items meaningfully represent the intended educational constructs and support valid interpretations of test scores.

Authors

• Eunjung Myoung, Stanford University

• Maria Araceli Ruiz-Primo, Stanford University