There can be no doubt that students perform better on tests when they study and understand the material beforehand. However, it is students often retain academic information better when linked to real world experiences and cross curriculum studies. This leaves a teacher with a dilemma; to what extent should teachers design the classroom instruction and assessments so that they align with state standards and assessments? Assuming that aligning classroom instruction with testing and assessment standards is effective, a corollary then is to determine to what extent students perform better on their assessment tests when teachers improve their curriculum alignment. This is especially true for students with HDAD.
The theoretical background for this topic rests on the high emphasis placed upon students’ performance on standardized testing. Standardized testing was instituted insure that students have a firm knowledge base so that as they progress and integrate their studies so they do not have to backtrack and learn information that should have been absorbed in earlier years. However, test performance is not the sole criteria on which their understanding should be evaluated. Students are individuals, this means some do very well on tests, and others do not. Students with HDAD in particular often lack the focus to spend long hours in a testing situation. These students know information and be able to use it in subsequent academic situations and real world situations yet not be able to successfully complete a standardized test. Understanding this is vital in designing a curriculum that provides for all the students’ needs.
The understanding that, a teacher needs to design their curriculum so that the classroom instruction and assessments align with standard tests is important. This will help the students achieve higher grades on their tests. However, higher standardized test scores are only a vehicle to evaluate how much learning took place by a given point in time. Some students might benefit from more focused instruction, some might find cross-curriculum and integrated education beneficial, while others, especially students with HDAD, may need to develop their test taking skills.
References
HelpGuide. (2013). ADD/ADHD and School. Retrieved 05 15, 2013, from HelpGuide.org: http://www.helpguide.org/mental/adhd_add_teaching_strategies.htm
HelpGuide. (2013). Teaching Students with ADHD. Retrieved 05 15, 2013, from HelpGuide.ORG: http://www.helpguide.org/mental/teaching_tips_add_adhd.htm
U.S. Department of Education . (2013). Teaching Children With Attention Deficit Hyperactive Disorder. Retrieved 05 15, 2013, from U.S. Department of Education : http://www2.ed.gov/rschstat/research/pubs/adhd/adhd-teaching.html
U.S. Fish & Wildlife Service. (2011). Project WILD K-12 Curriculum & Activity Guide. Houston, Texas, USA: Project WILD National Office.
