A 1997 research monograph, by Norman Webb of the National Institute for Science Education at the University of Wisconsin-Madison suggests that establishing alignment of standards and assessments is an early indicator that helps assure a state's standards and assessments will reach their full potential. He also points out on his report that a test, or tests, and a curriculum framework that are in alignment will work together to communicate a common understanding of what students are to learn, to provide consistent
Authentic assessment is aligned with the curriculum. It assesses what we teach and what we value (Stiggins, 1994; Valencia, 1990; Wiggins, 1989). Deciding the important outcomes is not always easy, but it is a critical first step in creating authentic assessments. There are many helpful resources for teachers : state and district curriculum guides, published instructional materials, national standards documents, and professional colleagues (Au, 1994; Valencia & Place, 1994).
Research findings indicate that the practice of aligning assessments and instruction to content standards can be linked to increased learning outcomes for both students with and without disabilities (Browder, 2006; Thurlow, 2003; Wiener, 2005).