ABSTRACT
As early as 1984, Frederiksen published a paper called ‘The real test bias’, in which he suggested that because test information is important in attempting to hold schools accountable, the influence of tests on what is taught was potentially great. In 1987 Popham was advocating what he called ‘measurement-driven instruction’ (MDI) as the most cost-effective way of improving the quality of public education (Popham, 1987a). By 1988 there were several major reviews of the impact of testing on teaching and curriculum (Crooks, 1988; and Madaus, 1988); the information began to build that testing (as opposed to assessment) had significant effects not only on teaching, but also on the curriculum and student motivation. Now one of the universally accepted facts about testing, particularly high-stakes testing, is that it will indeed have powerful effects on the way that teachers construe the nature of their task.
