Standards-based reform, as codified by the No Child Left Behind Act, relies on the ability of assessments to accurately reflect the learning that takes place in U.S. classrooms. However, this property of assessments--their instructional sensitivity--is rarely, if ever, investigated by test developers, states, or researchers. In this paper, the literature on the psychometric property of instructional sensitivity is reviewed. Three categories of instructional sensitivity measures are identified--those relying on item or test scores only, those relying on item or test scores and teacher reports of instruction, and strictly judgmental methods. Each method identified in the literature is discussed alongside the evidence for its utility. Finally, recommendations are made as to the proper role of instructional sensitivity in the evaluation of assessments used under standards-based reform. (Contains 2 figures.)