Negative Consequences:

• Any time the intent associated with a given test preparation activity is focused more on the improvement of scores instead of the improvement of student learning, the activity has the potential to interfere with making sound inferences regarding student learning. In this case, student performance in the area of fractions is likely to suffer because of time being reallocated to measurement. How does this realignment of emphasis impact the overall math score? What types of inferences could be made about changes in performance?

See Positive Consequences