Introduction

Facing the Scourge of the Test Score Zeitgeist

Culprits

Some popular myths about tests

The nature of curriculum alignment

Key concepts of this chapter

Applications

References

Understanding the Dynamics of the Playing Field

The basic construct: the curriculum and the test

The United States: one nation---except for a curriculum

The genius of the norm-referenced standardized test: an exam that doesn't need a curriculum or political decisions to determine passing or mastery scores

Understanding the forces that comprise the ``playing field''

The fallacy of ``value added'' measures: using test score gains to pay teachers

The ``teaching to the test'' conundrum: what is ethical?

Key concepts of this chapter

Applications

References

Initiating Actions to Level the Competitive Playing Field

Frontloading or backloading?

Curriculum as organizational memory

Where to start the alignment process?

Steps in developing a frontloaded curriculum

Key concepts of this chapter

Applications

References

Engaging in Deep Curriculum Alignment

The emerging research on curriculum alignment

The Zellmer study

The Price-Baugh study

The Moss-Mitchell study

The practice of pedagogical parallelism

A step-by-step guide to pedagogical parallelism as the key to deep curriculum alignment

Key concepts of this chapter

References

Creating a Viable Alternative to Testing as Mass Inspection

Problems with current forms of high-stakes accountability tests

Positive trends in state assessment programs

Re-asserting the primacy of curriculum in the testing debate

The terrain of struggle: what does it mean to teach social justice?

Colleges of education: solutions or problems?

Key concepts of this chapter

Applications

References

Author Index

Subject Index

About the Authors