The early 1990s brought standards and benchmarks, reflecting a shift toward the application of learning. C ontemporary high-stakes tests, sample essential knowledge and skills as students apply these in realistic contexts. Most current standards and benchmarks require that students know content declaratively and procedurally, and that they apply learning in decision making contexts. The official purpose is to develop lifelong learners able to adjust to changing intellectual opportunities and demands. Einstein's longing to learn has become an essential skill.
Contextual applications place new challenges on curriculum design, teaching style, and evaluation.
Classroom experiences must reflect the situations in which students will apply knowledge. Classroom assessment must ensure balanced mastery of content and context. All subjects have become performing arts. Competent observers evaluate students' academic performances by using criteria that assess how well students apply knowledge, rather than simply by scoring or grading. Most national and state tests follow the lead of the National Assessment of Educational Progress, which samples factual learning and emphasizes applied learning.