1No Child Left Behind Act of 2001, Pub. L. No. 107-110, 115 Stat. 1425 (2002).450.
2Blank, R. (2002). Models for Alignment Analysis and As- sistance to States. Council of Chief State School Officers Summary Document. Washington, DC: Council of Chief State School Ot/icers.2.
3Webb, N.L. (1997). Criteria for Alignment of Expectations and Assessments in Mathematics and Science Education (Council of Chief State School Oteers and National Insti- tute for Science Education Research Monograph No. 6). Madison: University of Wisconsin, Wisconsin Center for E- ducation Researeh.l-38./Webb, N. L. (2002). Alignment Study in Language Arts, Mathematics, Science, and Social Studies of State Standards and Assessments for Four States. Washington, DC: Council of Chief State School Officers. 1-66.
4http://wat.wceruw.org/2011-09-10.
5Porter, A. C. (2002, October). Measuring the Content of In- struction: Uses in Research and Practice. Educational Re- searcher, 31(7): 3-14.
6Porter, A., Smithson, J., Blank, R., & Zeidner, T. (2007/This Issue). Alignment as a Teacher Variable. Applied Measure- ment in Education, 20:27-51.
7Lauren B. Resnick, Robert Rothman, Jean B. Slattery and Jennifer L. Vranek. Benchmarking and Alignment of Stan- dards and Testing. Educational Assessment, 9(1&2): 1 -27.
8Subkoviak, M. J. (1988). A Practitioner's Guide to Compu- tation and Interpretation of Reliability Indices for Mastery Tests. Journal of Educational Measurement, 25:47-55.
9Feuerstein, R., Rand, Y., Hoffman, M. &,.Miller, M. (1980). Instrumental enrichment : An intervention programme for cognitive modifiability. Baltimore, MD: University Park Press.
10Osborn, A. F. (1963). Applied imagination. Charles Scribner's Sons. New York.
