It is increasingly common to hear about teachers “teaching to the test.” So, what does that mean? In short, teaching to the test means that teachers focus on specific items to ensure that their students achieve higher scores during standardized tests. While it is understandable that teachers may feel pressure for their students to perform well, the problem with teaching to the test is that this method of instruction does not accurately gauge a student’s understanding of a subject.
Additionally, the practice of teaching to the test does not provide students with a full understanding of a topic. By only focusing on specific items within a particular subject, a teacher provides a narrow scope of information, often overlooking important concepts, ideas and context that are necessary for deeper-level student comprehension.
Educators enrolled in the online Master of Science (M.S.) in Education in Curriculum & Instruction program from Arkansas State University (A-State) learn how to help students develop meaningful comprehension of a subject. Coursework explores how to design curriculum that conveys a larger body of knowledge, while still giving students the skills and knowledge necessary to thrive in testing situations.
What Is Teaching to the Test?
As noted above, educators who teach to the test focus instruction on teaching commonly tested, specific items or subject content, thus preparing students for standardized assessments. This approach to teaching also emphasizes developing students’ test-taking strategies.
Imparting test-taking strategies and improving student assessment results can certainly benefit students. However, prioritizing these goals over more in-depth learning experiences can detract from broader student learning outcomes, deeper comprehension, engagement in learning and the development of critical thinking skills and creativity.
The Pitfalls of Item-teaching
As a teacher operating in today’s educational system, it is important to understand why teaching to the test is not constructive for student learning. While it may be tempting to teach the memorization of specific vocabulary words or math problems that will show up on a test, this practice, called “item-teaching,” does not increase a student’s overall knowledge base.
This aspect of teaching to the test fosters rote memorization, as opposed to a true understanding of concepts. It lessens opportunities for students to understand how concepts interrelate, minimizing the ability to build knowledge across disciplines and apply it to dynamic, real-world situations. In general, item-teaching deprives students of understanding broader concepts and ideas.
Embracing Curriculum Teaching and Formative Assessment
On the flip side, teachers who practice “curriculum teaching” focus on a wide range of skills and concepts within a particular subject. Thus, students receive instruction that allows them to fully understand an area of study. This practice supports more sophisticated cognitive development and problem-solving as opposed to the drill-like memorization of item-teaching.
Formative assessment complements curriculum teaching through an ongoing, low- or no-stakes process of assessing a student’s developing comprehension of subjects and achievement of learning outcomes. Students and teachers both participate in this type of informal assessment, collaboratively working to improve teaching practices, student understanding and learning. Coupled with curriculum teaching, formative assessment supports responsive teaching, engagement and self-directed learning, all while deepening student comprehension and helping students develop both critical thinking and test-taking skills.
Move Past Teaching to the Test Through Leading Curriculum Design and Instructional Strategy
Though teaching to the test is an unfortunate reality in some school systems, teachers should avoid it when possible. Not only does it warp the validity of tests, it also presents our students with the short end of the educational stick. It is a short-term, narrow solution that does not prepare students for the world outside of the classroom.
Curriculum leaders can help tackle this issue by designing and implementing curricula that foster deeper-level student learning and understanding across subjects. Similarly, instructional designers can help teachers learn to engage students in the learning process beyond rote memorization and test prep, employing methods like curriculum teaching and formative assessment. Future curriculum and instruction professionals enrolled in A-State’s online master’s in education program will discover the tools to avoid teaching to the test and empower our nation’s children with the well-rounded instruction that they deserve.
Learn more about the online M.S. in Education in Curriculum & Instruction program from Arkansas State University.