본고는 질적 연구의 한 형태인 협력적 실천연구를 통해 서울시에 위치한 두 초등학교에서 학업성취도 평가시험 정책이 어떤 과정을 거쳐 적용되었는지, 출제 방법과 통지 유형은 어떻게 결정되었는지 살펴보고, 이러한 정책이 교실수준 교육과정 운영에 미친 영향을 알아보고자 하였다. 연구결과 서울시의 학력신장방안은 공문에 나타난 진술과 상관없이 수행평가와 진보주의적 수업방식을 위축시키고 있는 것으로 나타났다. 이러한 현상은 행동주의적 평가방식으로 구성적 인지를 강조하는 구성주의적 학습능력을 평가하는 모순을 내포하고 있다. 이에 연구자들은 교육적인 대안으로, 일제식객관식 위주의 시험을 지양할 것, 수행평가의 기조를 유지하여 학급단위 별로 성취도 평가를 실시할 것, 교사가 학부모와의 교육적 소통을 통해 자녀의 성장과 발달 정보를 제공할 것을 제안했다.This study was conducted as a form of collaborative action research between a university professor of curriculum and two elementary teachers, examining the harmful effects of Seoul metropolitan school district's test-driven curriculum and instruction on teaching and learning. Using qualitative method, researchers examine the filtering process, adoption, and adaptation of test policy for high performance and how this high-stake test policy affects the practice of classroom level teaching and learning. Regardless of official direction of the policy which do not emphasize schoolwide test implementation with multiple choices questions, these tests turned out not to measure whether or not students can apply or actually use what they have learned to higher-oder problem solving. Instead, a number of teachers are forced to use test preparation teaching method for fear of comparison to other classroom's performance which is measured by whether a child is prepared to find out correct answer out of multiple choices and short answer rather than what is learned in depth in the more valuable, meaningful, and constructivist performance evaluation. Researchers suggest some implications from this research: first, a schoolwide test for the comparison purpose is not pedagogical as a policy means; second, teachers should keep parents informed in the form of meaningful exchange of students' growth and learning. Even in this case, parents should be restrained from putting students in a over-heated competition which has been an long lasting issue in the Korean education .