The Burden of Proof: Validity as Improvement of Instructional Practice

Abstract

This article examines the validity of three recent efforts to improve instructional assessment in mathematics for special education students. In our view, to claim that an assessment is valid for informing instruction, researchers must present evidence indicating that the assessment information is in fact used by teachers as intended and that it results in improved student learning. We use examples from the three research efforts to illustrate these points and suggest fruitful areas for further research. This discussion highlights crucial relationships among constructs underlying effective practice and assessment in the context of the mathematics reform movement.