Group items tagged

“Where the real difficulty comes up is when you actually develop the items,” he said. “It will be a challenge for vendors to come up with items that meet these specifications. They are used to writing items for state tests that do not get at this depth of knowledge.”

Comprehension, Not Guesswork

“To perform well on these kinds of assessment items, just having good test-taking skills will not be enough of an edge to perform well,” said Mr. Kaase, who now runs a Jackson-based consulting company that works with states and districts on testing, curriculum, and accountability issues.

Materials developed by PARCC, too, illustrate for vendors item types that require a grasp of the topic, said Mr. Kaase. One, for instance, asks 4th graders to plot the following numbers along a number line: 2, 5/4, 3x1/2, 3/4+3/4, and 2-1/10.

“You have to understand the meaning of the numbers and how they relate in order to answer this,” Mr. Kaase said.

Mr. Pack, who is a teacher-leader for PARCC, helping colleagues deepen their knowledge of the group’s work. “I was a little concerned at first blush, because they’re really complex. But they’re good math problems. They’re above the level of what we’re currently doing, but they’re attainable.”

He pointed to one illustrative example in PARCC’s materials that tries to gauge students’ fluency in division and multiplication. It offers five equations, such as 54÷9=24÷6, and asks 3rd graders to specify whether each is true or false.

“I like that it does multiple assessments in one item,” he said. “It asks kids to work each of those problems easily and be comfortable with it, which is what fluency is.”

PARCC expects to release sample items in English/language arts and math later this month, including prototypes developed under contract with the Institute for Learning at the University of Pittsburgh and the Charles A. Dana Center at the University of Texas at Austin.

Many milestones lie ahead before the consortia can deliver fully populated banks of test items. In the coming months, both groups will conduct sessions in which items are tried out with students and their feedback is obtained. Smarter

Both consortia will conduct trials next year before full-fledged field tests in spring 2014.

Even as sample items are crafted to help guide vendors on item-writing, the consortia and their partners caution that the item-development process is lengthy and full of revisions.

Jeffrey Nellhaus, PARCC’s assessment director, said he was acutely aware that the “field is hungry to see” how the goals of the common standards will be “made manifest” in assessment items, and is eager to examine the prototype items the consortium will get from the two research universities.

As officials from the Dana Center cautioned in an overview of the PARCC project, “Prototyping is for learning, and it can be messy.”

teachers must shift their practice and teach more advanced materials to their students in more successful ways

We believe the answer lies in two key strategies: greater teacher collaboration and better instructional materials in the classroom.

teachers indicated they need more professional support and development to implement these standards

the best professional development comes from those already in our schools. When engaging in inquiry or lesson study, teachers draw on their shared trust, expertise, and experiences to improve instruction. And when this collaboration focuses on student work, it builds educators' capacity to address students' academic needs immediately.

Too often, teachers do not have sufficient opportunities to work together to examine work and structure interventions within their classrooms. As the new standards are implemented, we must ensure that teachers are not left alone to figure out how best to teach to them.

The standards are an opportunity for greater collaboration, fresher thinking, and a rearticulation of shared goals for teachers and students. By collaborating with each other and with instructional specialists through cycles of examining student work, creating hypotheses about how to implement common-core-aligned lessons, implementing them, and making adjustments in their practice in real time, teachers can find the best ways to help their students reach these higher expectations while still maintaining individual styles and flexibility.

this commitment to deep collaboration also requires new types of materials aligned to the standards, with a focus on real-time assessment and its translation into classroom practice. Two examples of this kind of collaboration are the Literacy Design Collaborative (LDC) and the Mathematics Design Collaborative (MDC), through which groups of traditional public school and public charter school teachers, curriculum experts, and other educators are working together to create high-quality, useful lessons and research-based instructional tools incorporating the common-core standards. In addition to developing a free, online library of new lessons and units, these efforts, funded by the Gates Foundation, are pioneering new pathways for how educators can work together to shift teacher practice.

Adopting the common core extends the teacher's role as coach, carefully designing activities to build specific skills, providing constructive feedback, and continually modifying lessons based on student understanding. Through professional development, teachers learn how to assess and give meaningful, consistent feedback; to share what works with their peers; and adjust lessons appropriately.

Some say working with the collaboratives has been the best professional-development experience of their careers

Teachers also say they have found that some of the extra time spent on this approach in the first few modules is recouped later in the year because students can apply the skills learned to future lessons.

Providing teachers with real training and templates, not scripts and worksheets, and meaningful opportunities to work together to implement strategies that will improve student learning, are critical components of any strategy to implement the common core.

But there's a real gap in other kinds of nonfiction

I'm relying on different kinds of strategies and a lot more explicit teaching,

We spend a lot of time talking about attributes of nonfiction, like how to read an interview. Or how to tell the difference between fact and opinion."

Using fiction has many positive and useful values, and it shouldn't be lost or pushed so far to the sidelines that it disappears."

The common standards' emphasis on informational text arose in part from research suggesting that employers and college instructors found students weak at comprehending technical manuals, scientific and historical journals, and other texts pivotal to their work in those arenas.

The common core's vision of informational text includes literary nonfiction, as well as historical documents, scientific journals and technical manuals, biographies and autobiographies, essays, speeches, and information displayed in charts, graphs, or maps, digitally or in print.

vocabulary

professional development aimed at helping teachers think through how to craft instructional units and tasks reflecting the shift in the standards

district set up a digital "common-core library" that includes 13 "bundles" of sample activities, lesson plans, and other resources for instruction based on informational text

The immediate challenge of the informational-text emphasis, however, lies more in training than in materials,

[it's] actually figuring out how to structure classrooms so we speak to text and kids are using text in conversations with each other and are grappling with the meaning of text.

we need to make sure that by the end of high school, students are reading science journals,

right now, just simply the act of reading the science textbook and absolutely making the textbook—rather than the teacher—generate the answers.

It's one thing to tell school districts that we must do close reading of informational text," he said. "It's very different to say, 'Here is what's involved with a close reading.' "

Treasures does include some informational text, "but not sufficiently, we would say. We wanted something that would supplement that."

elementary reading coaches have met with Nell K. Duke, the Michigan State University professor who wrote Buzz About IT, and are meeting monthly to study her research, Ms. Acquavita said

Funding for materials and professional development that reflect the standards could prove to be an issue for states, and, as a result, for companies that produce them

We have been unpleasantly surprised that a number of states are only now starting to wrestle with the cost of this,

New criteria for adoptions of basal instructional materials for the bridge year, approved by the state in January, specify that materials must include "high-quality, complex informational text" in the ratios specified by the standards.

Its statewide literacy plan delves into explanations of six major shifts in the English/language arts standards, and the state has also produced an online "toolkit" offering teachers instructional videos and other resources on those shifts.

The biggest concern state officials are hearing from teachers is that they be assured of having adequate lesson plans, curriculum maps, and other resources to teach the standards once that begins in 2012-13

o convey its expectations for new materials, the state has hosted a webinar for publishers, pointing them to the "publishers' criteria" developed by the common-standards writers for grades K-2 and 3-12, which describe what is required for materials to align well with the standards.