Curriculum development is an ongoing process.  Based on my experience working with schools, some teachers and administrators err on the side of celebrating when standardized test scores increase and search for a "quick fix" when there is a decrease in test scores.  While standardized tests are one method of assessing student learning, the best teachers I have observed and worked with understand that a focus on testing is a narrow approach to curriculum development.  One example of the consequences of focusing on standardized tests is curricular reductionism.  

The authors of the revised Bloom's Taxonomy Teachers recommend that teachers and administrators ask the questions below.

Four Important Organizing Questions:

1.  What is important for students to learn in the limited school and
     classroom time available? 
     (the Learning Question)
 
2.  How does one plan and deliver instruction that will result in high levels
     of learning for large numbers of students?
     (the Instruction Question)

3.  How does one select or design assessment instruments and procedures
     that provide accurate information about how well students are learning?
     (the Assessment Question)
 
4.  How does one ensure that the objectives, instruction, and assessment
     are consistent with one another?
     (the Alignment Question)
 
 Source:
             A taxonomy for learning, teaching, and assessing: A revision of 
                       Bloom’s taxonomy of educational objectives (2001)

 


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