In studying the effectiveness of different instructional programs, a criterion measure can favor one of the programs because there is greater overlap between the content covered on the test and in that program. This overlap can be measured using teacher estimates or teacher estimates combined with curriculum analysis. (Author/BW)

The authors argue that personnel who select standardized achievement tests have been led to believe that the major achievement test batteries differ very little in terms of the topics they test; but that the content covered by these major tests is different, and that such differences have consequences for instructional content. To test this…