Abstract
Typically, instructional validity is assessed by asking expert judges whether the population of test takers have had the opportunity to learn the content of individual items. The wide variation in content of teacher certification tests makes it necessary for expert judges to assess the instructional validity of items that are learned prior to entry into a teacher education program or content covering different areas in education. Thus, the assessment required of expert judges can be best characterized as retrospective. In this paper, we examine the validity of these judgments in an evaluation of the NTE Core Battery. The instructional validity ratings are examined in relation to actual test performance, as well as the panelists' ratings of item difficulty and relevance.
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