Some critics argue that teachers are pushed in the direction of narrowing instruction to what they think is on the test. Further, test preparation sometimes becomes the instruction, with instructional materials mimicking the formats and exercises that appear on such tests. Educational reformers note that curriculum content, instructional methods, and assessment should be closely aligned. We should test what we teach, and teach what we test. In recent years, such ideas have formed the basis for an increasing emphasis on authentic assessment.
Authentic assessments are performance-based, realistic, and instructionally appropriate.
Wiggins and others argue that if the assessment methodologies are appropriate, then teaching to test is not only appropriate, it is also highly desirable. Many schools, school districts, and states are now making use of portfolio assessment. IT makes it possible to store a wide variety of portfolio items in a computer, and then to develop a specific portfolio to fit the particular needs of a given situation. Within most CAL software there is considerable alignment among curriculum content, instructional methodology, and assessment. Substantial CAL software is limited-scope and might focus on a specific topic at a specific grade level.