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This pilot study examines how evolving teacher accountability, shaped by federal legislation, informs adoption of the Common Core State Standards (CCSS). A CCSS-based test, built with the Smarter Balanced Assessment Consortium (SBAC) framework, was used to evaluate future teachers’ perceptions.",{"@graph":69,"@context":114},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/preservice-teacher-preparation-for-common-core-standards-and-assessments-a-pilot-study/590447/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/preservice-teacher-preparation-for-common-core-standards-and-assessments-a-pilot-study/590447.png","ImageObject",300,407,{"name":92,"@type":93},"Pentious","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"What did teacher candidates report about the assessment?","Question",{"text":112,"@type":113},"Many candidates found the test fair and grade appropriate, while many also felt it required too much reading and writing.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},590447,1792189179,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":131,"language":132,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":67,"update_tm":136,"read_time":137,"preview_page_count":4},1374404730887,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Preservice Teacher Preparation for Common Core Standards and Assessments: A Pilot Study  \nHolly Pae, Ed.D.  \nUniversity of South Carolina Upstate  \nGreta G. Freeman, Ed.D.  \nUniversity of South Carolina Upstate  \nPamela D. Wash, Ph.D.  \nWinthrop University  \nAbstract  \nTeacher preparation programs face great challenges in ensuring their graduates are prepared for the demands of today’s classrooms. The authors explore how teacher accountability has evolved based upon federal legislation leading to adoption of the Common Core State Standards (CCSS). Recognizing that future teachers will be held accountable for preparing students for CCSS, a test based on the standards was used to determine what this type of evaluation means to future teachers. Teacher candidates’ impressions of a sample CCSS-based assessment are investigated using a test developed by the Smarter Balanced Assessment Consortium (SBAC). Twenty-nine teacher candidates completed the fifth-grade Language Arts exam. Opinions of the test were shared on a written survey followed by a focus group discussion. While many of the candidates felt the test was fair and grade appropriate, many shared that there was too much reading and writing. Other results include both strengths and weaknesses of the test.  \nKeywords: preservice teachers, common core standards, Smarter Balanced, assessment, teacher education.  \nAILACTE Journal 73  \nPae, Freeman, and Wash  \nThe executive director, Joe Willhoft, of the Smarter Balanced Assessment Consortium (SBAC) announced in April 2014 (Willhoft, 2014, Introduction, para. 1) that over two million students have completed the Smarter Balanced field test aligned to the Common Core State Standards (CCSS). The SBAC, a stateled consortium involved with educators, researchers, and policymakers, and the Partnership for Assessment of Readiness for College and Career (PARCC), a group of 12 states and the District of Columbia, are the two major consortia funded by the U.S. Department of Education, providing assessments to the majority of the 45 states and the District of Columbia adopting the CCSS. Forty-five states have fully adopted the CCSS and Minnesota has adopted the English Language Arts standards. School districts in adoption states are planning for full-implementation of assessments based on the CCSS beginning in Fall 2014 and the consortia are working diligently to determine needed changes and revisions to the current tests. School district administrators are working meticulously to make sure their teachers are well-informed of the new standards, and teacher educators must follow in preparations to support teacher candidates’knowledge of the new standards and assessments.  \nWhile the adoption of educational standards is not a new phenomenon in American public schooling, the construction of the CCSS changes the focus of curricula by providing a comprehensive strategy to make more students fully ready for college and careers. This is a step in the right direction given that in 2012, 52 percent of all high school graduates took the ACT, but only 25 percent of test takers reached the college readiness level in all four areas tested (English, reading, mathematics, and science) (ACT, 2012) . The CCSS may not do some things that many of us in post-secondary education would like to see (e.g. targeting a fuller scope of outcomes in the sciences, humanities, or the arts). Yet they support notions associated with liberal education, to prepare students to think critically and possess broad analytic skills. Fundamentally, the CCSS present a shift away from previous standards, which tended to be designed independently at the elementary, middle, and  \n74 AILACTE Volume XI Fall 2014  \nPreservice Teacher Preparation for Common Core  \nhigh school levels (Conely, 2014; Stage, Asturias, Cheuk, Daro,& Hampton, 2013) . Instead the CCSS are longitudinal in scope, designed down from the goal of college and career readiness. Atthe same time, they establish expectations","cbCaibXXOC5SckF1","https://ap.wps.com/l/cbCaibXXOC5SckF1","pdf",336632,17,"English","# Abstract\n## Background\n## CCSS Adoption and Assessment Context\n## Study Approach and Data Collection","[{\"question\":\"What did teacher candidates report about the assessment?\",\"answer\":\"Many candidates found the test fair and grade appropriate, while many also felt it required too much reading and writing.\"}]","Preservice Teacher Preparation for Common Core Standards and Assessments: A Pilot Study | PDF",1792069651,43]