One test question, from the New Standards Reference Examination, which is administered in several states, postulates that a child received three teddy bears when he was born, and two more on each birthday. It then asks how old the child will be when he has 13 bears and how many bears he will have when he is 38 years old. This type of question reveals whether the student added, devised a formula to calculate answers, made a table, or used some other means to find the answers. It shows the thought processes used to solve problems. Facts and procedures are, of course, part of knowledge.
Problems arise, however, when knowing facts becomes the primary goal of learning.
As tests increase in importance but remain fundamentally unchanged, I believe they will guarantee the continued narrowing of instruction. The damage to the education of children is widespread but most severely affects students from low-income communities, disproportionate numbers of whom are children of color. Most state tests now include writing samples. But the typical state examination treats writing as a completely formulaic exercise. What gets evaluated is not writing but compliance with the state scoring guide.