Standards-based reform, as codified by the No Child Left Behind Act, relies on the ability of assessments to accurately reflect the learning that takes place in U.S. classrooms. However, this property of assessments--their instructional sensitivity--is rarely, if ever, investigated by test developers, states, or researchers. In this paper, the…

The instructional impact of criterion-referenced testing during the past three decades is reviewed, and a method of devising criterion-referenced tests is suggested that departs from the usual model. Adding verification along the lines of panel review that newly constructed test items do elicit appropriate information is suggested. (SLD)