It depends on what you know about the structure of both the test and the instruction which purportedly supports it.

It's possible that the test is far too easy, and that the instruction is genuinely rigorous and completely appropriate.

It's equally possible that the test is measuring mastery and that the student is completely checked out of the instruction because it is too remedial.

Also possible that it is neither of those things, and is a case of a curriculum and test that don't align in the least, and it's merely coincidental.


Schrödinger's cat walks into a bar. And doesn't.