This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Michigan State University Education Policy Center, Matthew M. Chingos, US Department of Education, Peg Tyre, Sherry Louise Warren, Joaquin R. Tamayo, Anne Collins, Pamela Renee Hill-Cunningham, Gina Hale, and Thomas Toch.
(2012). Testing Technology: Administrating Formative Mathematics Assessments in Kindergarten and First Grade, ProQuest LLC. Research was conducted to examine the effectiveness of the use of handheld technology to administer mathematics assessments in kindergarten and 1 st grade classes in North Carolina. This research was a review of secondary data from the first year of implementation of the Mathematics Assessment Pilot Project conducted by the North Carolina Department of Public Instruction from November 2009 to June 2010. Secondary documents gathered through a multi-method time series research design included interview notes, reports, surveys, an email log, and teacher videos. These data sources were analyzed to determine if the use of the handheld personal digital assistants (PDAs) improved the fidelity of the assessment process. Further analysis determined how teachers used reports of student data that were available through the use of the online component of the technology, as well as support teachers identified needing to implement an assessment system statewide. It was determined that the use of the handheld did not improve the administration of the assessments, but the use of the data improved because of the immediate availability. Teachers used data formatively to plan lessons, inform parents, and design remediation. Critical areas of support teachers identified included a curriculum specialist in the school, quality training, availability of coverage for their classes when assessments are performed, and administrative support. Two areas of conflict that would need examination included the meshing of the technology with school systems' protocols to allow teachers to synch the PDA with the external server in order to create reports. The other area to consider is to make the connection for teachers between the mathematics in the assessments and the Common Core State Standards for Mathematics. Overall, the use of the PDA has many advantages for use as a tool for conducting formative assessments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta… [More] Descriptors: Handheld Devices, Educational Technology, Technology Uses in Education, Kindergarten
(2010). Framework Fuels the Need to Read: Strategies Boost Literacy of Students in Content-Area Classes, Journal of Staff Development. Middle and high school teachers across academic disciplines face increased pressure to address the Common Core State Standards (CCSS) for English language arts and for literacy in history/social studies, science, and technical subjects. This means that the responsibility of preparing students to read, write, talk, and think critically about complex texts and across such texts is no longer just the English teacher's job. Most secondary teachers already feel rushed to cover the subject matter content that will be assessed on current high-stakes tests. Many also feel that their primary goal of helping students build deep disciplinary knowledge has been sacrificed to the demands of superficial content coverage. The suggestion that they teach reading and writing as well as disciplinary content seems an impossible addition to an already-packed syllabus. Because most secondary teachers have not been successfully prepared to teach reading in their discipline, many no longer see reading as a viable way for most students to learn. Solutions to the challenge of bringing reading into content-area classrooms are more complex than teaching a set of isolated generic reading comprehension strategies such as summarizing and questioning. Indeed, years of research on teaching teachers to use such reading comprehension strategies point to meager returns. Since 1995, the authors have developed a set of inquiry-based professional development tools that leverage teachers' expertise as readers, writers, and thinkers in their own disciplines. Through these inquiries, teachers learn to apprentice their students to the practice of reading and comprehending complex subject matter texts. This article discusses the Reading Apprenticeship instructional framework and accompanying professional development which help teachers support secondary students to develop positive literacy identities and engage productively with challenging academic texts. Teachers working with the Reading Apprenticeship model often see a dramatic, positive transformation not only in students' literacy, but also in their engagement and achievement in academic disciplines. [More] Descriptors: Reading Comprehension, Literacy Education, High Stakes Tests, Apprenticeships
(2010). Assessment 2.0: "Next-Generation" Comprehensive Assessment Systems. An Analysis of Proposals by the Partnership for the Assessment of Readiness for College and Careers and SMARTER Balanced Assessment Consortium, Aspen Institute. On September 2, 2010, the U.S. Department of Education announced the winners of the $350 million Race to the Top Comprehensive Assessment Systems Competition: the Partnership for the Assessment of Readiness for College and Careers (PARCC) and the SMARTER Balanced Assessment Consortium (SMARTER). In his announcement, Secretary of Education Arne Duncan asserted that these "next-generation" assessments are "an absolute game-changer in public education." Designed to replace individual state tests in English language arts and mathematics currently mandated by the No Child Left Behind Act (NCLB), the PARCC and SMARTER assessment systems will usher in a new and different approach to assessment system design to complement the adoption and implementation of the Common Core State Standards (CCSS). These new standards and assessments have significant implications for how states and districts organize and support the challenging work of principals and teachers to improve student outcomes. By the 2014-2015 school year, for the first time in the history of American education, the daily work of teachers in PARCC and SMARTER consortia states will be driven by common standards and assessments designed to prepare all students for success in college and the workplace. States and districts need to build a "next-generation" policy infrastructure to ensure that school-based professionals have the resources they need to take full advantage of the PARCC and SMARTER assessment systems. This side-by-side comparative brief describes the system proposed by each consortium in order to assist state and district-level leaders in planning for implementation. [More] Descriptors: Careers, Federal Legislation, State Standards, Academic Achievement
(2012). Choosing Blindly: Instructional Materials, Teacher Effectiveness, and the Common Core, Brookings Institution. Evidence shows that instructional materials have large effects on student learning. However, little research exists on the effectiveness of most instructional materials, and very little systematic information has been collected on which materials are being used in which schools. In this new report, Russ Whitehurst and Fellow Matthew Chingos argue that this problem can be efficiently and easily fixed by states, with support from the federal government, non-profit organizations, and private philanthropy. Here are highlights from their recommendations: (1) State education agencies should collect data from districts on the instructional materials in use in their schools. The collection of comprehensive and accurate data will require states to survey districts, and in some cases districts may need to survey their schools. In the near term, many states can quickly glean useful information by requesting purchasing reports from their districts' finance offices. Building on these initial efforts, states should look to initiate future efforts to survey teachers, albeit on a more limited basis; (2) The federal government's National Center for Education Statistics should aid states in this effort by developing data collection templates for them to use through its Common Education Data Standards (CEDS), and providing guidance on how states can use and share data on instructional materials; (3) Organizations with an interest in education reform should support this effort. For example, the National Governors Association (NGA) and Council of Chief State School Officers (CCSSO) have put their reputations on the line by sponsoring the Common Core State Standards Initiative. Research based on current and past state standards indicates that this initiative is unlikely to have much of an effect on student achievement in and of itself; (4) The Data Quality Campaign (DQC) should use its influence in this area to encourage states to collect information on the use of instructional materials and support them in their efforts to gather these data. The DQC should also help states use the data once they have been collected; and (5) Philanthropic organizations such as the Bill and Melinda Gates Foundation and the Lumina Foundation for Education could have a major impact by providing the start-up funding needed to collect data on instructional materials and support the research that would put those data to use. [More] Descriptors: State Standards, Instructional Materials, Educational Change, State Departments of Education
(2012). TEDS-M and the Study of Teacher Preparation in Early Reading Instruction: Implications for Teacher Education Policy and Practice. Working Paper #25. The 2010 report from the National Research Council on teacher education programs in the United States, "Preparing Teachers: Building Evidence for Sound Policy," reported that "the empirical evidence on effective teacher preparation [is] nearly nonexistent" (p. 99). The publication later that year of two major studies, one on the preparation of mathematics teachers and the other on teacher preparation in early literacy, marked the first use of nationally representative data to begin to answer important questions concerning teacher preparation in the U.S. In June 2011, the Education Policy Center (EPC) at Michigan State University convened an audience of scholars and policymakers from across the country to discuss the results of the two studies, "Breaking the Cycle: An International Comparison of U.S. Mathematics Teacher Preparation, Initial Findings from the Teacher Education and Development Study in Mathematics in the United States (U.S. TEDS-M)", and the "Study of Teacher Preparation in Early Reading Instruction" prepared for the Institute of Education Sciences (IES) by the National Center of Education Evaluation and Regional Assistance. Findings from a third study, the National Council on Teacher Quality's (NCTQ) report, "No Common Denominators: The Preparation of Elementary Teachers in Mathematics by America's Education Schools," were also presented and discussed. Key points from the presentations and discussion: (1) Future teachers in the U.S. have weak training in mathematics and are not prepared to teach the demanding math curriculum we need as a nation, particularly in light of the widespread adoption of the Common Core State Standards in Mathematics. Elementary and middle school teachers scored in the middle of the pack among their international peers on measures of mathematical content and mathematics pedagogy; (2) Early childhood pre-service teacher candidates report little to moderate emphasis on the essential components of reading during their preparation coursework, with somewhat more emphasis during their field experiences. A majority of the candidates feel prepared to teach the essential components of reading, even though on average they answered correctly only 57 percent of the questions on a knowledge test of the reading components; (3) The composition and quality of mathematics education programs varies significantly from institution to institution, both within and across states and governance models; and (4) These reports begin to answer fundamental questions about teacher preparation. They also highlight the need for additional analysis of these data sets and further research with nationally representative samples to guide policy decisions at every level–university faculty and boards, state departments of education and legislatures, professional organizations, philanthropic foundations and federal agencies. [More] Descriptors: Teacher Effectiveness, State Standards, Reading Instruction, Field Experience Programs
(2012). Visual Texts and Historical Thinking: Teachers' Conceptions, Uses, and Reflections, ProQuest LLC. Visual texts, such as photographs, paintings, film, political cartoons, maps, charts, and graphs are important resources used for a variety of purposes in the history classroom. Aligning instructional use of visual texts to key developmental skills within the area of historical thinking should be a central concern to teachers of historical content. The core of this study centers on intersections between historical understanding and visual texts and the ways in which veteran teachers negotiate these crossroads. The study centers on a professional development workshop series that was held at a small university in upstate New York and the related experiences of three veteran teachers that attended. The central question of the study was: How do teachers define, use and reflect upon their use of visual texts as an instructional source toward the development of their students' historical understanding? Teachers shared their understanding of visual texts as historical resources in light of theoretical models of cognition as well as state and professional standards and assessments. Results of the study indicate that while teachers tend to resist educational theories, they remain open to ideas embedded within those theories–given interpretative explanations and opportunities to, as Dewey has termed, "psychologize" within their own teaching context. Participants indicated visual texts provide increased interest and motivation and allow for a variety of opportunities to differentiate history instruction. Teachers' concerns centered on the development of student understanding of content and context, use of imagination, the incorporation of visual texts to support written and verbal texts, the challenge in developing chronological frameworks, and the facilitation of student analyses of point of view, empathy, and bias. The study concludes with educational implications regarding the use of visual texts toward the development of students' historical thinking skills. Analyses are presented to augment current thinking about pedagogical content knowledge and represent a contribution to the literature connecting visual texts, historical thinking, and multimodal/multiliteracy design. Also discussed are the roles of teachers as theorizers and the potential impact on visual text use toward historical understanding in light of Common Core State Standards. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta… [More] Descriptors: Teacher Attitudes, Teaching Methods, Visual Aids, Instructional Materials
(2012). Establishing a Unified Model of Academic Literacy and a Method for Measuring Academic Readiness, ProQuest LLC. Substantial changes to the undergraduate population at US universities have created a need for the development of a model of academic literacy and a corresponding means of measuring academic readiness that addresses contextualized, communicative English language competence. This paper presents a unified model of academic literacy which treats language competence and academic writing skills within a single contextualized framework. This model was then used to develop a writing assessment which evaluates writing products written by both native and non-native speaking populations within an undergraduate required English course. Academic literacy refers to the attainment of the communicative competence required for the student to gain membership in the university discourse community. As a construct which requires membership within the academic discourse community, academic literacy entails communicative competence. Researchers have found that academic writing is primarily composed of tasks which engage students with existing information and ask them to respond critically in a way that demonstrates learning (Hinkel, 2009). The unified model takes into account the central nature of these kinds of writing tasks to university success. A program completion task was developed with respect to the established criteria based on the unified model. Successful completion of the exit task confirms that the student is able to meet the academic writing demands typically encountered in US university coursework; the assessment addresses language competence and effective implementation of academic writing skills as defined by the common core state standards initiative for ELA and repeated in required university English course curricula. In other words, the exit task evaluated by the established assessment criteria determines whether the student exhibits academic readiness, a construct which addresses situated communicative competence. The assessment was validated and determined to be a reliable tool for assessing academic readiness of native and non-native speakers of English, informing decisions to promote students to academic study. In addition to use as an exit test, the rating scale will be used in the ESL classroom to clearly articulate and motivate effective preparation for academic writing tasks by non-native speakers in IEPs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta… [More] Descriptors: Literacy, Academic Discourse, College Readiness, Writing Skills
(2012). Race to the Top. Rhode Island. State-Reported APR: Year One. This paper describes Rhode Island's progress in implementing a comprehensive and coherent approach to education reform from the time of application through June 30, 2011. In particular, this report highlights key accomplishments over the reporting period in the four reform areas: standards and assessments, data systems to support instruction, great teachers and leaders, and turning around lowest-achieving schools. Race to the Top has provided Rhode Island with the funding needed to carry out a single powerful vision: an education system that prepares all Rhode Island students for success in college, careers, and life. Rhode Island's comprehensive strategic plan, Transforming Education in Rhode Island (RIDE Strategic Plan), continues to form the foundation for the state's Race to the Top implementation. Rhode Island is utilizing a unified, statewide approach toward Race to the Top; the state and participating Local Educational Agencies (LEAs) are working together to build and implement statewide systems of support that benefit all students and educators. Rhode Island has adopted the Common Core State Standards and has held Study of the Standards training sessions with more than 50% of the state's educators in 19 districts in order to prepare for the transition to the Common Core. The training sessions, which continue into year two, will help educators and administrators understand how the Common Core will impact their classroom practice. Rhode Island has engaged in planning activities around enhancing its data systems to support instruction, as well as developing the systems that will support critical activities around instruction and assessment. This included establishing a Data Governance Board to oversee all elements of the data enterprise system and stakeholder engagement. Rhode Island has developed a model educator evaluation system in collaboration with educators from more than 23 school districts and education organizations in Rhode Island. Rhode Island utilized the analysis of student-test-score and graduation-rate data to identify five persistently lowest-achieving (PLA) schools. Through the Protocol for Intervention: Persistently Lowest-Achieving Schools, approved by the Board of Regents, Rhode Island has articulated all roles, responsibilities, and expectations for LEA leadership once a school is identified as PLA and the models recommended for addressing their schools' PLA status. [For the parent document, "Race to the Top Annual Performance Report," see ED529267. For the state summary report, "Race to the Top. Rhode Island Report. Year 1: School Year 2010-2011. [State-Specific Summary Report]," see ED529328.] [More] Descriptors: Academic Achievement, Academic Standards, Accountability, Achievement Gains
(2010). Zeroing in on Number and Operations, Grades 1-2: Key Ideas and Common Misconceptions, Stenhouse Publishers. "The Zeroing in on Number and Operations" series, which aligns with the Common Core State Standards and the NCTM Standards on Focal Points, features easy-to-use tools for teaching key concepts in number and operations and for addressing common misconceptions. Sharing the insights they've gained through decades of mathematics teaching and research, Linda Dacey and Anne Collins help teachers focus on what students really need to know and understand at each grade level. The modules for grades 1 and 2 are organized into three sections: Counting, Number Sense, and Numeration; Meaning of Addition and Subtraction and Basic Facts; and Building Computational Fluency. Each module begins with the identification of its "Mathematical Focus" and "Potential Challenges and Misconceptions" associated with those ideas. "In the Classroom" then suggests instructional strategies and specific activities to implement with students. "Meeting Individual Needs" offers ideas for adjusting the activities to reach a broader range of learners. Most activities are supported by a reproducible (located in the appendix), and "References/Further Reading" provides resources for enriching teachers' knowledge of the topic and gathering more ideas. At grades 1 and 2, the authors focus in on the key ideas that are essential for success at these levels: (1) Subitizing, or recognizing sets; (2) Making connections among representations of number; (3) Counting on and back; (4) Understanding that ten is both ten ones and one ten; (5) Recognizing patterns in the numeration system; (6) Understanding multiple meanings of addition and subtraction; (7) Composing and decomposing numbers; Using basic fact strategies and recall; and (8) Performing computation strategies for adding and subtracting two-and three-digit numbers. [More] Descriptors: Grade 2, Grade 1, Misconceptions, Academic Standards
(2010). Zeroing in on Number and Operations, Grades 3-4: Key Ideas and Common Misconceptions, Stenhouse Publishers. "The Zeroing in on Number and Operations" series, which aligns with the Common Core State Standards and the NCTM Standards and Focal Points, features easy-to-use tools for teaching key concepts in number and operations and for addressing common misconceptions. Sharing the insights they've gained in decades of mathematics teaching and research, Linda Dacey and Anne Collins help teachers focus in on what students really need to know and understand at each grade level. The modules in the grades 3 and 4 flipchart are organized into three sections: Whole Numbers, Addition, and Subtraction; Multiplication and Division; and Fractions and Decimals. Each module begins with the identification of its Mathematical Focus and the Potential Challenges and Misconceptions associated with those ideas. In the Classroom then suggests instructional strategies and specific activities to implement with students. Meeting Individual Needs offers ideas for adjusting the activities to reach a broader range of learners. Each activity is supported by a reproducible (located in the appendix), and References/Further Reading provides resources for enriching teachers' knowledge of the topic and gathering more ideas. At grades 3 and 4, the authors focus on the key ideas that are essential for success at these levels: (1) Basic facts and algorithms for addition and subtraction; (2) Meanings of multiplication and division; (3) Basic facts and computation strategies for multiplication and division; (4) Patterns in the numeration system and number sense that encompass greater numbers (e.g., ten thousands and hundred thousands) as well as tenths and hundredths Commutative, associative, and distributive properties; (5) Connections among number models and representations (whole numbers, fractions, and decimals); (6) Meaning of fractions; (7) Equivalent fractions; and (8) Ordering of fractions and decimals. [More] Descriptors: Grade 3, Grade 4, Misconceptions, Academic Standards
(2012). Arkansas Teacher Licensure Cut Scores, Do They Indicate Highly Qualified Teachers?, ProQuest LLC. The highly qualified provision of the 2001 No Child Left Behind Act promoted licensure exams on a national level. The present study is an effort to explore the most commonly used Praxis licensure exams and their passing scores. Hypothesized was that passing scores are set at such a minimal level that they are ineffectual in identifying highly qualified teachers. More specifically, Arkansas's low passing scores are examined by comparing the distribution of University of Arkansas Praxis scores to national trends. Based on low passing scores, the question was posed–At what point in teachers' careers are expectations lessened? Academic data from Elementary Education graduates of the University of Arkansas College of Education and Health Professions were compared to colleagues with the conjecture that they would fall below. Finally, as the reauthorization of No Child Left Behind looms, the mandate for highly qualified teachers has become energized with the call for "effective" teachers. Student gains data of relatively new teachers from a local district were regressed on teacher scores on content knowledge exams as well as years of experience to explore the relationships. SEA passing scores were found to be low with all but a few exceptions using cut scores for licensure exams below the median of the national testing pool. Further, University of Arkansas testers, replicated national trends in scoring on Praxis exams eliminating any justification for Arkansas employing minimal standards. As conjectured, Elementary Education graduates of the U of A presented academic credentials below that of colleagues thus exacerbating the highly qualified conundrum. Lastly, the attempt to connect student achievement to teacher content knowledge through Praxis exam scores and years of experience proved unsuccessful. Higher standards, particularly for Elementary Education graduates, were discussed in the context of the Common Core State Standards and the push for "effective" teaching. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta… [More] Descriptors: Licensing Examinations (Professions), Cutting Scores, Teacher Qualifications, Comparative Analysis
(2012). Can Technology Replace Teachers? Quality Debated as Districts Tap Tech over Teachers, Education Digest: Essential Readings Condensed for Quick Review. Of all the recent budget cuts made by the Eagle County, Colorado, school district, none sparked as much anger or faced the same scrutiny as the decision to cut three foreign-language teaching positions and replace them with online instruction. At a spring school board meeting, supporters of the targeted programs in French and German, as well as the affected teachers, railed against the district for replacing face-to-face instructors with a digital option they argued would not be as rich or as meaningful. The highly charged response reflects the fear many teachers are beginning to feel that technology could push them out of their jobs, especially in an era of persistently tight budgets. Emerging management models that rely on a smaller number of highly paid teachers supported by new technology and a larger roster of relatively low-paid paraprofessionals are also fueling such fears. Those worries seem likely to grow, even though younger teachers and many veterans appreciate the teaching potential of the Internet and digital devices, and educational technology advocates insist the teacher is still essential to any technology-based effort to improve schools. Nationally, union attitudes toward technology's impact on teachers appear more nuanced than simple opposition. In June, in an apparent endorsement of digital-learning practices, the American Federation of Teachers announced the launch of a digital-content repository designed to give members access to learning objects aligned to the Common Core State Standards. In Arizona, where more than 36,000 students enrolled in multi-district virtual schools during the 2010-11 school year, the state teachers' union has indicated that its concern is not virtual schools themselves, but their implementation in a district as a cost-saving measure. "Teachers get excited when you put these issues in terms of innovation and teaching students better," said Andrew F. Morrill, president of the Arizona Education Association. "Where teachers get sensitive is when teachers get the impression that the legislature is not concerned about quality." In Colorado's Eagle County, a perceived lack of quality in the online alternative appeared to rankle teachers, parents, and community members. [More] Descriptors: State Standards, Educational Technology, Unions, Electronic Learning
(2010). How Will the Common Core Initiative Impact the Testing Industry?, Thomas B. Fordham Institute. The National Governors Association and the Council of Chief State School Officers have sponsored the development of common K-12 education standards in math and English/language arts–a project known as the Common Core State Standards Initiative (CCSSI)–in an effort to improve college readiness for the nation's students and replace the patchwork of often-superficial state standards that have contributed to troubling gaps in educational opportunities for students living in different parts of the country. Testing-company executives say that the rise of state testing consortia would likely cause more disruption in an industry that has already struggled under NCLB (No Child Left Behind Act). There would be far fewer tests to create under the consortia, especially if states relinquish the option under the Department of Education's proposal to permit states to customize up to 15 percent of the questions on the new tests (NGA and CCSSO are also permitting states to customize up to 15 percent of their standards under their CCSSI project). With test development making up some 20 percent of the $800 million to $1 billion state accountability testing market today, the result of fewer tests under the consortium model would be another financial blow to the testing industry. But they also say the federal initiative could present new opportunities. For example, the industry could concentrate its resources on building smaller numbers of more sophisticated tests that move beyond the low-level skills that states have stressed under NCLB. This paper discusses how the Common Core Initiative Impact will impact the testing industry. [More] Descriptors: Elementary Secondary Education, Federal Legislation, State Standards, Testing
(2010). Zeroing in on Number and Operations, Grades 5-6: Key Ideas and Common Misconceptions, Stenhouse Publishers. "The Zeroing in on Number and Operations" series, which aligns with the Common Core State Standards and the NCTM Sandards and Focal Points, features easy-to-use tools for teaching key concepts in number and operations and for addressing common misconceptions. Sharing the insights they've gained through decades of mathematics teaching and research, Anne Collins and Linda Dacey help you focus on what students really need to know and understand at each grade level. The 30 modules in the grades 5 and 6 flipchart are designed to engage all students in mathematical learning that develops conceptual understanding, addresses common misconceptions, and builds key ideas essential to future learning. The modules are organized into three sections: Whole Numbers and Operations; Fractions; and Decimals. Each module begins with the identification of its "Mathematical Focus" and the "Potential Challenges and Misconceptions" associated with those ideas. "In the Classroom" then suggests instructional strategies and specific activities to implement with your students. A section on "Meeting Individual Needs" offers ideas for adjusting the activities to reach a broader range of learners. Each activity is supported by a reproducible, and "References/Further Reading" provides resources for enriching your knowledge of the topic and for gathering more ideas. At grades 5 and 6, the authors focus on the key ideas that are essential at these levels: (1) Place value to billions and thousandths; (2) Divisibility rules; (3) Division with single and multidigit divisors; (4) Order of operations to include parentheses; (5) Multiples and factors to include least common multiple and greatest common factors; (6) Rational numbers including equivalence between and among fractions and decimals; (7) Fraction as ratio including the difference between an additive and multiplicative relation; (8) Operations on rational numbers; and (9) Ratios and Rates. [More] Descriptors: Grade 5, Grade 6, Misconceptions, Academic Standards
(2012). Consortia Provide Preview of Common Tests, Education Week. As teachers begin shaping lessons for the common standards, many are wondering how to prepare their students for tests that won't be ready for at least two years. Sample items being drafted for those exams offer early ideas of what lies ahead. Two large groups of states are using federal Race to the Top money to create new suites of exams for the Common Core State Standards. Those consortia have recently begun work with private vendors to develop items–questions and tasks–for the tests. But each group has produced a range of sample test items to help those vendors get an idea of what the states want, and experts say they offer valuable insight into the tests that are expected to emerge in 2014-2015. Sample items for the English/language arts exams, crafted by work groups of the Smarter Balanced Assessment Consortium in conjunction with test-makers ETS and Measured Progress, offer a glimpse of what that group has in mind. One selected-response item asks 5th graders to read an article about how scientists track bird migration and to identify the two paragraphs that contain the author's opinions on the topic. The question taps key skills required in the common standards, such as comprehending "content rich" nonfiction and citing textual evidence for an argument. A constructed-response item for 11th graders asks them to read excerpts from an 1872 speech by women's rights activist Susan B. Anthony and the "Second Treatise of Civil Government" by English philosopher John Locke, published in 1690. They must identify the ideas common to both pieces and discuss how Locke's ideas support Anthony's arguments, citing evidence from each to support their interpretations. One of the aspects of the consortia's work that represents perhaps the greatest departure from current state testing practice is the inclusion of performance tasks, which engage students in more complex, prolonged exercises. The sample task, scheduled to take 105 minutes, asks 6th graders to read an interview with a teenager who started a charity to help Peruvian orphans. It directs them to articles and videos on specified Web pages to learn more about other young people who devote themselves to helping those in need. The students answer constructed-response questions that require them to describe what they've learned, analyze the meanings of key words, and discuss how they evaluated the reliability of their Web resources. They must research and present a five-minute speech about a "young wonder" of their choice, complete with audiovisual representations. [More] Descriptors: State Standards, Test Items, Consortia, Item Banks