ABSTRACT
This vignette is common in these times of world-class standards and standards-based
large-scale tests. Administrators of districts and schools believe that they are helping
teachers align their curricula to state standards and are providing the kinds of in-service
necessary so that teachers can help students do well on tests. Teachers think they are
preparing students for the tests. Yet good students find that, although they do well in
school, they do not meet performance standards on large-scale tests. Given that
large-scale tests are “a single moment of potential failure” (Resnick & Resnick, 1991),
Rachel must retake the test even if other evidence suggests the test scores do not reflect
her knowledge, conceptual understanding, and skills.
