We sought to understand how teachers’perspectives on standards-basedinstructional practices, classroom assessment, and external testing do or do not showcoherence and alignment. Based on survey methods (n= 155) and interviews with asample of secondary school teachers (n= 9) in a large urban district in the USA, weexplored general trends and individual teachers’viewpoints. Our results suggest thatthe teachers’instructional use of standards, classroom assessment preferences, andbeliefs about the test-driven system are moderately correlated. Interview data provideinsight into reasons teachers hold beliefs that do or do not fit well into a coherentassessment system

• Standards and assessment: coherencefrom the teacher’s perspective