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It is hard for some to distinguish the Common Core and new assessments from how we will be evaluated, cautions Keigan. That is worrisome and somewhat overwhelming. Teachers arent afraid of accountability or being evaluated, says Dr. Janet Strammel, an assistant professor of education and Common Core trainer in Kansas. But they want it done properly and [want to] be evaluated using multiple measures. Any assessment has to measure student growth. Other concerns include a nagging sense that the CCSS is just a fad, and that after the dust settles, the nations schools will soon be required to move onto the next big thing. All the arduous training will then be rendered more or less obsolete after a few years. In addition, many schools feel unprepared from a technical standpoint to administer new tests that will be delivered via computer. This is uncharted territory. But these changes are happening and they are happening fast, says Chuck Pack (pictured left) a math teacher in Oklahoma. We have to be ready. Keigan and other educators stress that, despite a pervasive fear of the unknown, teachers can and are playing a proactive role in helping shape CCSS implementation and these new assessments so that they work better for students. Like everything else in education, teacher buy-in is essential, as is buy-in from parents and the community, Keigan says. All stakeholders have to believe that these assessments will be better and actually tell us something meaningful about student learning.
In addition, alternative assessments are being designed to measure the growth of every student population. The Dynamic Learning Maps Alternative Assessment Consortia and the National Center and State Collaborative will measure the academic skills of students with significant cognitive disabilities. And the Wisconsin Department of Public Instruction and the World Class Instructional Design and Assessment Consortium are developing a new assessment system for English language learners called Assessment Services Supporting ELs through Technology Systems. Although tests wont be ready for another 18 months, Common Core state standards are already being implemented, which leaves teachers in a bit of a lurch. In addition, states are scrambling to get up to speed on the technology that is required to administer the exams, including computers that have at least 1 gigabyte of computer memory, a screen display size of 9.5 inches or greater, and access to the Internet specifications issued by PARCC. Yet, teachers are slowly and steadily getting more information on how the new tests may look. In August, the PARCC consortia released a preview of sample test items. Chuck Pack, a math teacher in Paqualah Oklahoma was encouraged that the new assessments will facilitate a deeper, more rigorous treatment of the curriculum. He explains that the questions will push educators to teach at a higher level because many of the questions address multiple subjects at once. In the past, topics were taught in a vacuum and questions only tested one standard at a time. Were talking about some fairly rigorous questions, Pack says. Students are going to be challenged, but in a way that is truly relevant to what they should be learning. This is a big change for my state and probably the country. Still, Pack concedes that the process is going slower than what educators would like. As a teacher-leader for PARCC, Pack communicates with educators across the state to help them gain a better understanding of the consortiums work and the inevitable effect it will have on their classrooms. Were trying to prepare folks. But because we havent seen any complete sample tests yet, it is understandably frustrating for teachers, Pack explains. Until we see specifics, there is a great fear of the unknown, but what I tell colleagues and what I believe is that were heading to major improvement toward authentic assessment. Pack acknowledges that the potential power of the new assessments could be squandered unless teachers have the knowledge and skills to use assessment data effectively and teach in ways that will lead to higher performance. Although the consortia plans to develop instructional tools, teachers will also need considerable professional development to learn how to teach higher-level skills and knowledgesomething few educators may be currently prepared to do. The professional development related to the standards can be addressed partly through the involvement of teachers in the determination of curriculum and new assessments. If they are to succeed in teaching students to achieve the standards, teachers also need opportunities to share ideas as they examine student work and responses on assessments. This critical training is what Dr. Janet Stramel has been conducting across neighboring Kansas, an SBAC state. Stramel, an assistant professor of education at Wayne State University, has spent considerable time training pre-service teacher candidates and veteran classroom educators across the state on Common Core and the new assessments. In training workshops, Stramel, who taught middle school for 24 years, tries to alleviate teacher anxiety partly by addressing their concerns that the Common Core is a fad. Teachers dont have an issue with recasting how they teach and the very hard work that goes into that, Stramel explains. Its the suspicion that the standards and new assessments wont last long and theyll be ordered to learn something completely different not too far down the road. The Kansas State Department of Education (KSDE) expects the new assessments to be fully implemented by 2015. Peg Dunlap, the director of education policy and practice for the Kansas Education Association, commends KSDE for working closely with teachers and listening to their feedback. Dunlap says teachers in Kansas, despite a level of anxiety, are still excited because the new assessments turn the state away from AYP toward college and career readiness, marking a return to more formative assessments that were jettisoned by NCLB 10 years ago. Kansas teachers who participated in review committees to create the standards are seeing their input in the final draft. And theyre telling the state that we need to move from rote memorization to real problem solving, Dunlap says. Jessica Keigan, the optimistic English teacher in her 10th year, is a member of the Colorado Content Collaborative. Created by the Colorado Department of Education, the collaborative is a way for educators to become involved with state and national experts in the creation and establishment of first-rate resources so that all Colorado educators have the latest and most effective tools and professional development.
One of the assigned tasks for the 75 educators selected in early 2012 was to determine whether assessments were fair, valid, and reliable measures of student learning. They were also tasked with building out an assessment resource bank. Keigan is a passionate advocate for strong teacher voices in any reform process. The best model for setting and implementing policy is one where those who spend the most time in direct contact with students have the most say, Keigan says. I think were moving from a top-down approach to education reform, particularly as it relates to these new standards and assessments. In Colorado, things are in a state of flux, but Im very hopeful. Its not as if the process isnt messy, because it is, Chuck Pack says. There are serious time constraints and training for teachers that has to be ramped up. But at the end of the day, teachers are going to find that their classes are more creative, and they will have greater flexibility as educators. Most important of all, the nation is going to have better students.