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Bergman, D. J., & Bergman, C. C. (2010). Elements of

stylish teaching: Lessons from Strunk and

White. Phi Delta Kappan, 91(4), 28–31.

Bryk, A. S. (2010). Organizing schools for improvement.

Phi Delta Kappan, 91(7), 23–30.

Cunningham, P., & Allington, R. (1994). Classrooms

that work. New York: HarperCollins College

McDermott, M. (2014, December 11). How Standardized Testing Harms Urban Communities - UNITED OPT OUT: The Movement to End Corporate Education Reform. Retrieved February 8, 2016, from http://unitedoptout.com/2014/12/11/how-standardized-testing-harms-urban-communities/

Penner-Williams, J. (n.d.). Tested Curriculum. Retrieved February 01, 2016, from http://sk.sagepub.com/reference/curriculumstudies/n464.xml

Tested Curriculum

How is tested curriculum implemented?

1. Student is tested via national norm-referenced achievement tests, state criteria-referenced tests, and teacher-made tests.

2. Test scores are viewed by many parents, school board members, and politicians as the true assessment of a school's success.

3. The tested curriculum then becomes the measure of the school's success. Teachers are often encouraged to teach to the goals and objectives of the test ...

No Child Left Behind

Federal education act of 2002

  • High Stakes Testing
  • Emphasis on content
  • Closing Achievemnt Gap
  • Annual yearly Progress

Work Cited

Disadvantages

Standardized tests often represent the poorest assessment of the other curriculum.

Not reassuring to those who value higher-order of learning.

Tested curriculum narrows the overall curriculum because if only certain subjected are tested in that grade level other subject are not focused on that school year.

teachers are only teaching to the test the students

Student lose: creativity skills, networking skills, social conscious, and problem solving skills

Roles of the teacher

What is that?

Roles of the community, political, and social...

Tested curriculum that exemplifies in tests developed by the state, school system, and teachers. The term "test" is used broadly to include standardized tests, competency tests, and performance assessments.

The problem with standardize testing:

Let teachers teach and let students learn

• Understand the impact that the design of the curriculum (written, taught, tested) has on student achievement

• Measure student progress

• Guide students’ learning

• Look for holes in student learning

• Guide teachers’ design and redesign of instruction at appropriate levels of challenge

• Guide district/campus improvement of curriculum alignment and programmatic decisions

• Communicate progress to parents to support learning at home

Great teachers are forced to teach to the test, and teachers who need to improve are not given the opportunity to grow in a test obsessed climate.

This climate is experienced most by children in urban schools where fear of low test scores drive schools to eliminate art, music and recess for test practice “power sessions”

In 1984, David Berliner pointed out that achievement was lower in schools where there was not a close cur between what was taught and what was tested.

The Power of Curriculum Based Testing

Achievement was lower in schools where there was not a close fit between what was taught and what was tested. Students were put at a disadvantage when the teaching and testing did not match, and their grades and scores were probably not a valid measure of what they had learned. With test taking they are focusing on a standards met for each grade level.

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