Instructional Change in the Science Classroom Brought about from Curriculum Alignment due to Standardized Testing Kerry M. Fergason University of Texas at Dallas November 23, 2004

Introduction Most U.S. states have instituted a high-stakes or standardized test. Tests are used to make instructional decisions and guide instructional practice.

The Controversy: Critics Denies students of experiences Teachers “teach to the test” Performance does not transfer to other measures Increased pressure on students and teachers

The Controversy: Supporters More focus on state curriculum Even distribution of education Accountability – higher expectations Support for low performing schools Allows parents/students to make informed decisions

Short-Term Strategies Purchased preparation workbooks and software Emphasis on test taking skills Assessments that mimic standardized testing styles Administration of practice tests Individual student conferences Professional development workshops

Long-term Strategies Developing clear instructional goals from the analysis of existing standards documents Restructuring and re-focusing curriculum Increased collaboration to promote improved learning Understanding how assessment promotes high quality learning environments

How does the relate to Texas? The Texas Assessment of Knowledge and Skills (TAKS), aligned with the Texas Essential Knowledge and Skills (TEKS), has replaced the Texas Assessment of Academic Skills (TAAS). How will this change instruction?

Research Design Hypothesis: If students apply biology concepts in chemistry situations, then TAKS scores will increase. Compare 2 student groups. One with biology concepts and one without.

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