Comparing Alignment of a State Test and District Formative Assessments with State Content Standards using Three Methods Public Deposited

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  • March 22, 2019
  • Greive, Elizabeth Lynn
    • Affiliation: College of Arts and Sciences, Department of Psychology and Neuroscience
  • Alignment between tests and content standards is an essential piece of validity evidence. This study examines the alignment of a district, fourth grade, mathematics, formative assessment to state content standards using three commonly-used methods, including the Webb method, Achieve method, and the Surveys of an Enacted Curriculum (SEC) method. Alignment sessions were conducted separately for each method by the researcher with educators and graduate students. Findings across methods suggest that each alignment method highlights different components of alignment. Suggestions are made for integrating the essential pieces of alignment evidence across methods. The alignment of the district formative assessment to the state standards is compared to the alignment of the state test and the state content standards using the Webb method. The findings comparing the alignment of the state test and the formative assessment to the state content standards using the Webb method indicate that the state test is more aligned to the standards than the district formative assessment.
Date of publication
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Rights statement
  • In Copyright
  • Cizek, Gregory J.
  • Master of Arts
Degree granting institution
  • University of North Carolina at Chapel Hill
Graduation year
  • 2012

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