On December 4th, 2024, the TIMSS 2023 International Report and Results was released, offering an overview of global educational achievement trends. During the event, Dr. Matthias von Davier, Executive Director at the TIMSS and PIRLS International Study Center, spoke of the importance of shifting focus from the fluctuations in average achievement levels to understanding what students can do, as captured by international benchmark scales. This broader perspective encourages looking beyond surface-level changes to gain deeper insights into the contexts and patterns underlying different levels of achievement.

In line with the earlier discussion in Beyond Benchmarks: The Real Impact of Global Assessment Initiatives, this policy-level recommendation to promote a more holistic understanding of students, rather than prioritizing scores, could apply to broader national test-based accountability practices, particularly in addressing the shift from holistic learning to expectation-based teaching. So, educators often criticize this test-focused approach, as it tends to concentrate narrowly on specific knowledge and skills needed for test success, neglecting a broader and deeper understanding of the subject.

Additionally, high test scores that reward narrow teaching and studying behaviors may create the illusion of learning or achievement, reflecting the psychological principle of positive reinforcement. In such a scenario, educators, pressured to meet accountability metrics, and learners, driven by the pursuit of measurable achievements, become trapped in this feedback loop. But at what cost? Are we unintentionally validating a system that rewards superficial performance while neglecting meaningful learning? In doing so, we risk normalizing a culture where snapshots of understanding are mistaken for comprehensive knowledge.

At the same time, standardized testing plays an important role in objectively measuring specific aspects of learning, while formative testing can identify learning gaps, provided both are used for their intended purposes and align with the validity argument of the test. However, problems arise when testing is extended beyond its intended scope to address broader assessment needs by the frequent use of test-specific classwork in formative assessment to boost test performance, neglecting gaps that require alternative types of assessment. In this context, wisely applied technology can guide learning toward deeper understanding and critical thinking, promoting measurement avenues as a means to support holistic student learning.

This article focuses on the side effects of “teaching to the test” embedded deeper in the education and social systems and elaborates on possible ways out through the use of technology and best practices.

Impact of Teaching to the Test

The practice of teaching to the test has become a dominant approach in education, often prioritized for improving test performance but raising concerns about its impact on genuine learning and broader subject mastery, as elaborated in the section below.

Question of Validity

The dominance of teaching to the test may create an illusion of genuine learning, particularly with the growing prevalence of shadow education, where tutoring replaces traditional schooling. Students, whether in school or through external tutoring, are then exposed only to a fragment of the subject, specifically what the test deems important, while remaining unaware of broader contexts or deeper intricacies. Consequently, learners may feel confident in their abilities based on their test performance, yet their proficiency may often lack the in-depth thinking needed for real-world application. Eventually, a false sense of mastery, reflected in scores, certificates, or qualifications, is cultivated, signaling a lack of validity and carrying hidden consequences for both the public and policymakers, echoing Goodhart’s Law, which states that a measure ceases to be meaningful once it becomes a target.

Final Touch on Teaching to the Test and Hope

In a study by Baumert et al. (2021) examining the impact of teaching to the test, defined as test-specific preparation involving test-specific classwork and increased frequency of practice tests, on both specific knowledge tests in high-stakes assessments and international assessments such as PISA and TIMSS (considered comprehensive proficiency tests), the researchers found that test-specific preparation improved scores on a curriculum-specific placement test in secondary education but had little impact on alternative tests, such as PISA and TIMSS, which measure broader subject knowledge. 

In principle, test-specific preparation works well as a method for preparing for a specific test but does not support holistic learning. However, such a practice could potentially be turned into something of a solution from within by incorporating a diverse set of interim and formative assessments. These complementary assessments could potentially supplement the holistic learning gap of test-specific preparation by acting as informative assistants of learning to guide toward a deeper and more well-rounded understanding of subjects. 

A Call for Deep and Sustained Learning

A study, widely known as the Stanford Marshmallow Experiment, conducted by Mischel et al., (1972) illustrates the broader implications of prioritizing immediate results over long-term growth. The rise of social media and fast culture, with its emphasis on instant gratification and quick results, reflects the tendency toward teaching to the test from a different perspective. 

From school settings to everyday communication in society, this cultural shift among youth prioritizes speed and surface-level engagement, making deeper, holistic learning, which requires time, reflection, and critical thinking, seem less attainable. Especially in education, educators increasingly speak out about these societal trends, including the illusion of learning through test performance, which sidelines meaningful student growth in favor of immediate outcomes.

On a final note on this call, quick results or gains often create a pleased learner, but this state is short-lived and driven by dopamine. In contrast, serotonin, the hormone associated with a truly happy and fulfilled learner, is achieved through deeper, more sustained experiences, and has a longer-lasting impact. Considering learners' limited attention spans and the demand for instant information, technologies like adaptive learning platforms, personalized feedback systems, and analytics-based formative assessments can identify knowledge gaps, provide instant feedback, foster critical thinking, and guide learners toward long-term mastery, nurturing truly fulfilled and happy learners.

Embracing Technology for Holistic Learning

Technology has a double-edged sword in the teaching-to-the-test debate. Technology provides tools that can enhance assessment validity, such as adaptive testing and analytics-driven insights into student learning, which, when thoughtfully designed and implemented, offer a more nuanced understanding of learners' abilities. On the other hand, technology can exacerbate the focus on snapshot learning through automated evaluation systems and algorithm-driven assessments that prioritize efficiency over depth.

For instance, technology-enabled platforms often use data to optimize teaching for test performance, identifying gaps and targeting them directly. While efficient, this approach can further marginalize holistic learning, as it often limits exploration beyond the test's boundaries. The danger lies in mistaking the data-driven alignment with test success for genuine educational growth. In such cases, technology becomes an unwitting accomplice in reinforcing the illusion of proficiency.

Practical Solution Scenario. In jurisdictions where transparent exam administration and timely score reporting take precedence in the context of public and political accountability, validity often becomes a secondary concern. The lack of validity evidence in assessments leads to limited open discussions about assessment validity among stakeholders. This hesitation, in turn, largely stems from the absence of a regulatory mechanism for quality assurance and insufficient resource allocation for conducting validity studies. The use of technology, including field testing items with a smaller student sample and applying AI to achieve sample representativeness, could afford to generate validity evidence of assessments and promote open discussions among stakeholders on the side effects of snapshot-based assessments. Additionally, conducting voluntary international reviews of assessments and implementing mandatory government audits could foster a stronger culture of accountability, with a list of compliance, quality, and innovation measures available here.

Moving Beyond the Illusion of Learning

The dominance of "teaching to the test" continues to raise significant concerns about the validity of assessments and the quality of student learning. While test-specific preparation may improve performance on targeted assessments, it often fails to cultivate the broader subject knowledge and critical thinking skills necessary for real-world application. The illusion of mastery, reinforced by narrow teaching practices, undermines the true purpose of assessments and reflects systemic issues such as the lack of regulatory frameworks, insufficient validity studies, and overemphasis on accountability metrics. This is further exacerbated by societal trends, like fast culture and instant gratification, which prioritize short-term results over deep, sustained learning.

Ultimately, the responsibility for "teaching to the test" and the resulting illusions is shared. Educators, policymakers, technology developers, and learners themselves need to acknowledge the limitations of this approach and work collaboratively to build systems that prioritize depth, context, and transferable skills. With such modalities in mind, jurisdictions can move closer to a model that prepares students for tests and supports lifelong learning, equipping them with the skills and knowledge needed to succeed in a rapidly changing world.

To address these challenges, a shift toward holistic learning practices is essential. Integrating interim and formative assessments alongside test-specific preparation can help bridge learning gaps and provide actionable insights into student progress. Leveraging technology, such as AI-driven tools for field testing, personalized feedback systems, and adaptive learning platforms, offers promising solutions to enhance validity and foster critical thinking. Additionally, implementing international reviews and government audits can promote accountability and encourage open discussions among stakeholders. By embracing these measures, we can move toward an educational model that prioritizes depth, context, and transferable skills, nurturing learners who are truly prepared for lifelong success.

About the Author

Vali Huseyn is an educational assessment specialist, recognized for his expertise in development projects of various aspects of the assessment cycle. His capability to advise on the improvement of assessment delivery models, administration of different levels of assessments, innovation within data analytics, and creation of quick, secure reporting techniques sets him apart in the field. His work, expanded by collaborations with leading assessment technology firms and certification bodies, has greatly advanced his community's assessment practices. At The State Examination Centre of Azerbaijan, Vali significantly contributed to the transformations of local assessments and led key regional projects, such as unified registration and tracking platform of international testing programs, reviews of CEFR-aligned language assessments, PISA-supported assessment literacy trainings, and the institutional audit project, all aimed at improving the assessment culture across the country and former USSR region. 

Vali has received two prestigious scholarships for his studies: he completed an MA in Education Policy Planning and Administration at Boston University on a Fulbright Scholarship and also studied Educational Assessment at Durham University on a Chevening Scholarship.

Discover guided practices in modernizing assessments and gain insights into the future of educational assessments by connecting with Vali on LinkedIn.