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[quote=Anonymous][quote=Anonymous]http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/04/07/common-core-test-gives-students-no-time-to-think-teacher/

Okay.  Then read the standards and design a test.  It is not instant and it is not working.[/quote]

That column is about the Pearson tests designed for New York's ridiculous so-called Common Core (plus lots of other stuff) curriculum. New York's curriculum is bad. New York's tests are bad. We've established that. But New York's curriculum is not the Common Core, and New York's tests are not the Common Core tests (PARCC or Smarter Balanced).

As for the standards themselves, ok, let's see. I'm going to look at the second-grade standards, because I have a second-grader. Here's a standard:

CCSS.Math.Content.2.NBT.A.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.

OK, so to test that, I could ask:

In the number 706, what does the digit 7 stand for?
How many hundreds are in the number 706?
Fill in the blank: 706 = 700 + _____

That's off the top of my head, based on questions in Singapore Math. I don't know what's in the PARCC test or the Smarter Balanced test. But clearly it's not impossible (or even difficult) to design test questions for this standard. In fact, guess what? My second-grader is already answering questions like that in math class!

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