Yearbook of the National Society for the Study of EducationVolume 103, Issue 2 p. 189-202 Systems of Coherence and Resonance: Assessment for Education and Assessment of Education PAUL G. LeMAHIEU, PAUL G. LeMAHIEU Paul G. LeMahieu is the Director of Research, Evaluation and Information Systems for the National Writing Project and was formerly the State Superintendent of Education in Hawai'i.Search for more papers by this authorELIZABETH C. REILLY, ELIZABETH C. REILLY Elizabeth C. Reilly is Academic Coordinator for the Joint Doctoral Program in Leadership for Educational Equity in the Graduate School of Education at University of California, Berkeley and a former K-12 school administrator.Search for more papers by this author PAUL G. LeMAHIEU, PAUL G. LeMAHIEU Paul G. LeMahieu is the Director of Research, Evaluation and Information Systems for the National Writing Project and was formerly the State Superintendent of Education in Hawai'i.Search for more papers by this authorELIZABETH C. REILLY, ELIZABETH C. REILLY Elizabeth C. Reilly is Academic Coordinator for the Joint Doctoral Program in Leadership for Educational Equity in the Graduate School of Education at University of California, Berkeley and a former K-12 school administrator.Search for more papers by this author First published: 04 April 2005 https://doi.org/10.1111/j.1744-7984.2004.tb00055.xCitations: 2AboutPDF ToolsExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume103, Issue2June 2004Pages 189-202 RelatedInformation

This paper is a highly focused review of the mechanism by which overlap can come to affect instructional content. We describe in some detail the concept of overlap between instruc tion and assessment and its impact on teachers. We start by laying out the problem of the influence of tests on teaching as we see it, then describe teachers as decision-makers with respect to curricular content. We next turn to the awareness of overlap as a hidden motivator, and then present a model of how that awareness can move curriculum practice into alignment with an assessment system.