[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597400-105":59,"doc-detail-597400-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","teaching-to-the-test-what-every-educator-and-policy-maker-should-know","Teaching To the Test: What Every Educator and Policy-maker Should Know","","Teaching To the Test examines how high-stakes standardized testing in North America shapes classroom goals, teaching practices, and public accountability. It contrasts authentic learning objectives with assessment systems that use norm-referenced and criterion-referenced measures, and it discusses how test results feed rankings and requirements such as Ontario’s grade 10 literacy test and U.S. NCLB annual testing. The document highlights risks including narrowed curricula, excessive drilling, and unethical preparation, arguing educators must respond critically to these pressures.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teaching-to-the-test-what-every-educator-and-policy-maker-should-know/597400/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teaching-to-the-test-what-every-educator-and-policy-maker-should-know/597400.png","ImageObject",300,407,{"name":92,"@type":93},"Blue Pony","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the document’s main concern about standardized testing?","Question",{"text":112,"@type":113},"It argues that high-stakes standardized testing interferes with authentic classroom learning and creates pressure that can distort teaching priorities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are standardized tests categorized in the document?",{"text":117,"@type":113},"The document distinguishes between norm-referenced tests that compare students to a representative norm group and criterion-referenced tests that compare performance to a preset standard.",{"name":119,"@type":110,"acceptedAnswer":120},"What kinds of test preparation practices does the document criticize?",{"text":121,"@type":113},"It criticizes relentless drilling, eliminating curriculum content not covered by the test, and providing overly long practice sessions using actual test items, including documented cases of providing answers.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597400,1792230520,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Teaching to the Test Page 1 of 6  \nCanadian Journal of Educational Administration and Policy, Issue \\#35, September 25, 2004. © 2004 by CJEAP and the author.  \nTeaching To the Test:  \nWhat Every Educator and Policy-maker Should Know  \nby Louis Volante, Concordia University  \nIntroduction  \nThe job of any teacher is first and foremost to promote learning in their students. Student learning should emphasize applied learning and thinking skills, not just declarative knowledge and basic skills (Jones, 2004) . Ideally, students are able to develop the skills necessary to take what they have learned and apply this knowledge in a novel situation. In this sense, teachers are promoting authentic learning within their classrooms . In North America, however, high-stakes testing procedures have interfered with these goals, and are increasingly used to measure student knowledge and gauge the effectiveness of instruction . Each spring teachers throughout Canada are required to administer a series of provincially mandated tests to students in their classrooms (Simner, 2000) . These standardized tests are often used to make comparisons across students, schools, and boards of education . Individual teachers and schools are often blamed for poor test results, which are typically reported in the press .  \nStandardized tests, when used appropriately, help teachers identify student strengths and weaknesses (McMillan, 2000) . A standardized test is one that is administered and scored under uniform and controlled conditions (Payne, 2003) . Used most commonly in K-12 schools, standardized tests are intended to measure learning outcomes and skills that are common to the curricula in a vast number of schools and school districts (Chatterji, 2003) . Students typically complete norm-referenced tests that compare their performance to a representative sample of students in a norm group (e.g., a group of students at the national, regional, or provincial/state level) (Gronlund, 2003) . Other students undertake criterion-referenced tests that compare their performance to a preset standard of acceptable performance in a particular area (Borich & Tombari, 2004) . Both norm-referenced and criterion-referenced test results are increasingly used as benchmarks of success in North American schools .  \nDespite calls for the tracking of school performance with a broad range of outcomes, standardized tests continue to be touted as the most important measure of student performance (Mitchell, 1997) . A recent study of student assessment in Canada called for a broad level of testing in all provinces in order to measure and improve school and student performance (Taylor & Tubianosa, 2001) . Similarly, in a recent survey of U.S. public attitudes about education reform, almost one-half of the respondents noted the benefits of these tests for improving education (Hart & Teeter, 2001) . Thus, despite the limitations of standardized testing, the majority of the public continues to view this type of assessment as an essential mechanism for measuring school performance .  \nStandardized test results often connect to high-stakes accountability for students, teachers, and schools (Linn, 2000) . For example, students are required to pass the grade 10 literacy test in Ontario in order to receive a high school diploma. Assessment results in this province are also published in local newspapers ranking schools from highest to lowest on the basis of grades 3, 6, 9, and 10 results . Similarly, recent reforms precipitated by the No Child Left Behind Act (NCLB) in the United States have expanded testing and toughened standards for schools, teachers and students. Signed into law in 2002, NCLB requires all elementary students be tested annually from grades three through eight, with the public release of results . Schools that fail to meet Adequate Yearly Progress (AYP), as reflected in mandated improvements in test scores, are labeled as \"failing\". Although pressure on administrators, teachers","cbCaifZLb1cZfOQi","https://ap.wps.com/l/cbCaifZLb1cZfOQi","pdf",56877,"English","# Introduction\n## Standardized tests and learning outcomes\n## Benchmarks, public attitudes, and limitations\n## High-stakes accountability and test-driven reforms\n## Test preparation practices and related challenges","[{\"question\":\"What is the document’s main concern about standardized testing?\",\"answer\":\"It argues that high-stakes standardized testing interferes with authentic classroom learning and creates pressure that can distort teaching priorities.\"},{\"question\":\"How are standardized tests categorized in the document?\",\"answer\":\"The document distinguishes between norm-referenced tests that compare students to a representative norm group and criterion-referenced tests that compare performance to a preset standard.\"},{\"question\":\"What kinds of test preparation practices does the document criticize?\",\"answer\":\"It criticizes relentless drilling, eliminating curriculum content not covered by the test, and providing overly long practice sessions using actual test items, including documented cases of providing answers.\"}]","Teaching To the Test: What Every Educator and Policy-maker Should Know | PDF",1792084941,15]