Two papers are presented that resulted from the Instructional Assessment Project of the Center for Research on Evaluation, Standards, and Student Testing. Both relate to models for assuring assessment validity. The first paper--"Assessing the Content Validity of Teachers' Reports of Content Coverage and Its Relationship to Student Achievement" by B. Yoon and others--studied the validity of teachers' reports of students' instructional experiences by examining the reported content coverage for teachers across two consecutive years (1988 and 1989). It also examined the sensitivity of tests to instruction by linking student performance patterns to students' instructional experiences. Analyses were based on data from approximately 300 mathematics class sections, with about 2,000 students (examinees) and 20 teachers for each of 2 tests for each year. The second paper--"Conceptual Considerations in Instructionally Sensitive Assessment" by L. Burstein--describes the project's operating model, with its intellectual rationale and the guiding concept of instructionally sensitive psychometrics. Implications for the application of the methodology to other large-scale achievement contexts are discussed. Three figures and 3 appendices with 9 tables are included. (SLD)