MATHEMATICS ASSESSMENT FOR STUDENTS WITH MILD DISABILITIES - AN EXPLORATION OF CONTENT VALIDITY

This article examines the content validity of selected standardized te sts of mathematics achievement as it pertains to students with disabil ities, Psychometricians have traditionally focused their analyses of s tandardized tests on technical aspects, The present paper focuses on c ontent from the perspective of educators who are the primary consumers of test results, Therefore, our analyses are directed towards relatin g existing tests to curricula and instructional approaches, The Assess ment Standards presented by the National Council of Teachers of Mathem atics are used as a framework with which to evaluate the appropriatene ss and adequacy of assessment instruments. Problems with content valid ity of the tests are identified, including inadequate representation o f content domains, inappropriate sequencing and placement of items, in appropriate use of age and grade-equivalent scores, and incorrect desc riptor assigned to items.