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Brookhart and Nitko (2019) suggest that increased teaching, teacher effort, and working more effectively constitute “positive test preparation” because these actions result in increased student learning (p. 779). The authors, however, dissuade the use of high-stakes test preparation strategies such as coaching and the reallocation of instructional time and resources because they narrow the scope of what is taught in classrooms to cover only sample test items. In today's high-stakes testing environment, consider how you, as a K–12 administrator, would respond to Brookhart and Nitko’s assertions. Write a 250- to 300-word response to the following: Describe how Brookhart and Nitko’s assertion might apply to your school or school district. Share specific examples of how you might work with faculty to provide a learning environment that is not high stakes test centered. Include at least 3 steps that must be taken to ensure that this conversation with your faculty might result in improved teaching and learning at the classroom level.

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As a K–12 administrator, embracing the insights of Brookhart and Nitko (2019) is vital for fostering a holistic learning environment that prioritizes meaningful student learning over narrow test preparation. Their assertion that increased teaching effort and effective instructional strategies promote student achievement aligns with the goal of creating a classroom culture that values deep understanding rather than rote learning for high-stakes assessments. In my school district, this perspective necessitates a shift from traditional test-focused approaches toward nurturing critical thinking, creativity, and engagement among students. For instance, rather than solely preparing students for standardized tests, teachers could incorporate project-based learning, inquiry-driven lessons, and formative assessments that provide ongoing feedback. These activities develop skills that are transferable beyond tests and support overall academic growth.

To work with faculty in establishing a non-high-stakes test-centered environment, the first step involves providing professional development that emphasizes pedagogical strategies promoting authentic learning. Workshops and collaborative planning sessions can explore how to design tasks that foster critical thinking, inquiry, and real-world problem-solving. The second step is encouraging a cultural shift within the school towards valuing formative assessments and student growth over mere test scores. This can be achieved through recognition programs, sharing success stories, and establishing a school-wide emphasis on meaningful student achievement. The third step involves ongoing dialogue with faculty to monitor the impact of these changes, gather feedback, and adjust instructional practices accordingly. Regular meetings, observations, and data analyses will ensure that changes contribute to sustained improvements in teaching quality and student learning outcomes.

References

• Brookhart, S. M., & Nitko, A. J. (2019). Educational assessment of students. Pearson.
• Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31.
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
• Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
• Resnik, L., & Sankaran, S. (2020). Rethinking assessment strategies: Beyond high-stakes testing. Journal of Educational Change, 21(3), 341–358.
• Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social-cognitive theory. Contemporary Educational Psychology, 60, 101828.
• Stiggins, R. (2005). From formative assessment to assessment FOR learning: A pathway to success in standards-based schools. Phi Delta Kappan, 87(4), 324–328.
• Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4–14.
• Popham, W. J. (2014). Classroom assessment: What teachers need to know. Pearson Education.
• Wiliam, D. (2011). Embedded formative assessment. Solution Tree Press.