Student performance in assessments is a criterion regularly used to determine the effectiveness of school and instruction. Valid interpretation requires that outcomes are affected by instruction to a significant degree. Hence, instruments need to be capable of detecting effects of instruction, that is, instruments need to be instructionally sensitive. However, the empirical investigation of the instructional sensitivity of tests and items is under-researched. In consequence, in many cases, it remains unclear whether teaching was ineffective, or the instrument was insensitive.
While there is a living discussion on the instructional sensitivity of tests and items in the USA, the concept of instructional sensitivity is rather unknown in German-speaking countries. Thus, the present study aims at (a) introducing the concept of instructional sensitivity, (b) providing an overview on current approaches of measuring instructional sensitivity, and (c) identifying further research directions.