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Review and Other Views: “Alignment” as a Psychometric Issue

This article addresses the set of articles in this special issue of Applied Measurement in Education and reflects on the issues that underlie the articles. The authors, as a set, represent many of the professionals who have developed and studied the methodological procedures related to instruction–assessment alignment over the past decade. This article provides a few observations about the process and politics of “alignment” and then comments briefly about selected issues raised in the articles, as a whole and individually.