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educators to craft assessments that measure the depth of knowledge expected by the standards.  \nThis Spotlight examines early results on common-core assessments, previews test items, and explores challenges still ahead for math and reading assessments.  \nTablE of CoNTENTS:  \n1 Consortia Provide Preview of Common Tests  \n3 Transition to Online Testing Sparks Fears  \n5 Assessment Group Sets Accommodations Policy  \n7 D.C. Teachers Tally Results of Year’s Work  \n9 Challenges Seen in Testing Special Ed. Pupils on Common Core  \nCommENTary:  \n11 Why a Moratorium Won’t Work  \n12 Note to Congress: Fewer, Better Tests Can Boost Student Achievement  \nPublished August 22, 2012, in Education Week  \nConsortia Provide Preview of Common Tests  \nBy Catherine Gewertz  \nAs teachers begin shaping les  \nsons for the common stan  \ndards, many are wondering how to prepare their students  \nfor tests that won’t be ready for at least two years. But sample items being drafted for those exams offer early ideas of what lies ahead.  \nTwo large groups of states are using federal Race to the Top money to create  \na different approach  \nThis item, from the Smarter Balanced Assessment Consortium, illustrates one of many examples of how two state testing consortia are trying to guide vendors as they design tests for the common standards.  \nEven if students don’t truly have a deep understanding of what two-fifths means, they are likely to choose Option B over the others because it looks like a more traditional way of representing fractions. Restructuring this problem into a multipart item offers a clearer sense of how deeply a student understands the concept of two-fifths.  \nWhich model below best represents the fraction 2/5?  \nFor numbers 1a-1d, state whether or not each figure has 2/5 of its whole shaded.  \nYes   \nYes   \nYes   \nYes   \nNo  \nNo  \nNo  \nNo  \n This item is more complex because students now have to look at each part separately and decide whether two-fifths can take different forms. The total number of ways to respond to this item is 16. Guessing the correct combination of responses is much less likely than for a traditional four-option selectedresponse item.  \nSOuRCE: Adapted from Smarter Balanced Assessment Consortium  \nBack to taBle of contents  \n\n| Education WEEK Spotlight on Common-Core ASSeSSment [n](n edweek. org)[ edweek. org](n edweek. org) |  | 2 |\n| --- | --- | --- |\n\nnew 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 2014-15.  \n“What we are starting to see here are tests that really get at a deeper understanding on the part of students, not just superficial knowledge,” said Robert L. Linn, an assessment expert and professor emeritus of education at the University of Colorado at Boulder who reviewed a sampling of the consortia’s materials.“But unless students are really prepared for them, it’s going to bea huge challenge.”  \nMr. Linn predicted that even with sample items to guide them, vendors will find it tough to develop tasks and questions that fully reflect the aims ofthe two state groups, the Smarter Balanced Assessment Consortium and the Partnership for Assessment of Readiness for Colleges and Careers, or PARCC.  \n“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.”  \nSample items for the English/language arts exams, crafted by work groups of the Smarter Balanced consortium in conjunction with test-makers E","cbCaiaW71GyCjT1f","https://ap.wps.com/l/cbCaiaW71GyCjT1f","pdf",823637,18,"English","# Consortia Provide Preview of Common Tests\n# Transition to Online Testing Sparks Fears\n# Assessment Group Sets Accommodations Policy\n# D.C. Teachers Tally Results of Year’s Work\n# Challenges Seen in Testing Special Ed. Pupils on Common Core\n# Why a Moratorium Won’t Work\n# Note to Congress: Fewer, Better Tests Can Boost Student Achievement","[{\"question\":\"What is the focus of Education Week’s Spotlight on Common-Core Assessment?\",\"answer\":\"It examines early results on Common-Core assessments, previews sample test items, and highlights remaining challenges for math and reading assessments.\"},{\"question\":\"How do Smarter Balanced sample items illustrate a shift in test design?\",\"answer\":\"They guide vendors using examples intended to measure deeper understanding through tasks like multi-part fraction problems rather than only traditional selected-response items.\"},{\"question\":\"What kinds of constructed-response and performance tasks are described in the preview?\",\"answer\":\"Examples include evidence-based reading questions, analysis of shared ideas across texts, and performance tasks that require students to research web resources and deliver a speech.\"}]","On Common-Core Assessment - Editor’s Note - Consortia Provide Preview of Common Tests | PDF",1791065754,45]