Search results for: Jennings Jennifer L.
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“Teaching to the Test” in the NCLB Era: How Test Predictability Affects Our Understanding of Student Performance
This article explores one variant of the concept “teaching to the test'. It analyzes test item–level data from three states’ mathematics and reading tests. The article finds that students performed better on items testing frequently assessed standards—those that composed a larger fraction of the state test in prior years. These findings suggest that teachers targeted their instruction towards these predictably tested skills.
Updated: Feb. 11, 2015