What gets tested gets taught: avoiding the unintended consequences of education reform

Ms Stone starts with the premise that, ‘what gets tested gets taught.’

She explains:

“It’s a mistake to think that assessment systems are independent of curriculum and teaching. If high-stakes exams go online, it will inevitably drive more classroom teaching and more routine assessment online, whether or not that’s best for learning. Schools that are conscientiously preparing their pupils for high-stakes exams are duty-bound to give them familiarity with the modes of testing that are ultimately used. So that means more reliance on digital devices in day-to-day school life.

“There are some cases where devices can help but we know that reading, writing and maintaining focus are all harder when using digital devices than when using pen and paper. It’s like driving with the handbrake on.

“Now, schools everywhere are already experiencing pressure to move pupils onto laptops even where it is unwarranted (and let’s be clear – there are cases where it is justified, although nothing like the number of requests received).

“The fact that high-stakes examinations are administered on paper supports schools in holding the line. They can tell pupils and parents, ‘You’re going to have to write on paper eventually, so best to practise it along the way.’

“Once that support goes, the encroachment of devices beyond their proper bounds is inevitable. We thus run the risk that for the sake of more efficient administration of examinations for a few hours at the age of 18, we compromise daily learning for the 14 years leading up to them.”