Our Unit 871 ESL Instructor, Nick, details how he circumvents the pitfalls of teaching to the test and helps students develop lasting skills.
In class Alpha, we use the strategy of reading out loud and presenting content. This is a deliberate effort to resist the pull of “teaching to the test.” A common educational practice is plan lessons that focus strictly on the format and specific items of an upcoming exam. While it may seem effective, this method is detrimental to true lasting knowledge (1). It prioritizes short-term performance over deep understanding, ultimately short-changing a student’s future capabilities (2). The focus shifts from skill development to mere score optimization.
The Peril of Rote Memorization
Teaching to the test often relies on rote memorization and repetitive drills that mirror the test questions (3). While this approach might temporarily inflate a score on the ALCPT, it does not build a genuine, flexible command of the material. Students may become adept at selecting the right multiple-choice answer without truly grasping the underlying grammatical rules. Further, they may not be able to apply the vocabulary in a novel conversation. When instruction is narrowed to this minimal standard, the knowledge acquired is shallow and fleeting. It does not last after the test day.
Neglecting Deeper Skill Development
A test is only a narrow sample of a vast domain of knowledge (3). By targeting only the test’s content, teachers are forced to neglect crucial elements that contribute to long-term understanding. For Class ALPHA, this means losing time on critical thinking, complex problem-solving, and the ability to synthesize information across different topics—skills essential for real-world professional use (3). Their reading out loud and presentation practice forces them to engage in active retrieval and explanation, which is scientifically proven to cement knowledge in long-term memory, unlike passive cramming. The act of teaching a concept demands a level of mastery that simply bubbling an answer sheet does not.
The Illusion of Progress
When a curriculum is driven by the test, a high score can create an illusion of progress. It suggests students have mastered the full range of required skills, when in reality, they’ve only mastered a specific set of test-taking tactics. This practice corrupts the true purpose of education: to equip students with a robust, adaptable knowledge base. True lasting knowledge comes from grappling with complex concepts, practicing varied applications, and connecting ideas in meaningful ways. Teaching to the test is a shortcut that sacrifices this future benefit for an immediate, but ultimately misleading, data point. By embracing active, comprehensive review, Class Alpha is making an investment in genuine skill development that will serve them long into their careers.
Sources:
- FairTest, The National Center for Fair and Open Testing. (n.d.). The Dangerous Consequences of High-Stakes Testing.
- Karpicke, J. D., & Roediger, H. L., III. (2008). The critical importance of retrieval for long-term retention. Science, 319(5865), 966-968.
- Koretz, D. M. (2008). Measuring Up: What Educational Testing Really Tells Us. Harvard University Press.