Toward Appropriate Preparation for Standardized Achievement Testing

Abstract

Standardized achievement testing has become a pervasive feature of schooling in Canada. Unfortunately, the pressure to do well on these tests has facilitated teachers' utilization of inappropriate test preparation practices. This paper distinguishes between appropriate and inappropriate test preparation by examining three key issues: time spent directly on test preparation, content of preparation instruction, and the teaching of test-taking skills. Steps are proposed for test developers as well as individuals at the policy, district, and school level, to help facilitate teachers' utilization of appropriate strategies. The latter are essential if we are to promote authentic learning and strengthen the validity of standardized achievement measures.