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This article describes tools for measuring the content of instruction, the content of instructional materials, and the alignment between these. Illustrative findings about the use of these tools are reported, and possible additional uses, both for research and practice, are discussed. The validity of data produced through use of these tools is found to be quite good. An agenda for future work is sketched—both for improvement of the quality and versatility of the tools and for use of the tools in research and practice.
Andrew C. Porter (Tue,) studied this question.