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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]

For those to lazy to click on the Smarter Balanced Field test links, lets look at the PASSING rate ELA results for 7th grade:

Overall passing: 38.2 percent

Females: 45.1

Males: 31.5

Black: 22. 5

White: 47.6

ELL: 3.9

IEP: 7.3

Economically Disadvantaged: 26.1

Easy to see that this test is going to be a disaster for most kids. And this is the one that "adjusts" to your answers. 
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Field test.  You never heard of cut scores?  Do you even know anything at all about test development processes?  Sure doesn't seem like you do.[/quote]

Yes. And they were set artificially high so most kids fail. Every grade level shows that.  Furthermore in states that have two or more years of actual testing on Common Core Standards, the results stay the same. Most kids are failures.

[b]Cutoff Scores Set for Common-Core Tests
By Catherine Gewertz
[/b]
In a move likely to cause political and academic stress in many states, a consortium that is designing assessments for the Common Core State Standards r[b]eleased data Monday projecting that more than half of students will fall short of the marks that connote grade-level skills on its tests of English/language arts and mathematics.
[/b]
[b]The Smarter Balanced Assessment Consortium test has four achievement categories. Students must score at Level 3 or higher to be considered proficient in the skills and knowledge for their grades. According to cut scores approved Friday night by the 22-state consortium, 41 percent of 11th graders ...[/b][/quote]

To suggest that they intentionally want a majority of kids to fail is flat out deranged.  You are truly unhinged.[/quote]

No, I'm logical and realistic. If they wanted the majority to pass, they would follow a bell curve, the norm in testing.

There's no other explanation. It's simple fact. [/quote]

Well, you can go and ask the TEACHERS that comprised the majority of the cut score panel who felt where they set them was appropriate.  According to your logic, it is they who want the kids to fail after all.[/quote]

http://www.lohud.com/story/news/education/2014/07/26/common-core-cut-scores-examined/13219981/

Common Core: Who's on track for college and who is not?

[b]How does the state determine the crucial break between a 2, which means that a student is not quite proficient in, say, fifth-grade math, and a 3, which signifies that he or she is on track for college?
[/b]
These scoring scales were set last summer by a [b]group of 95 educators [/b]that the state gathered at a hotel in Troy for several days. Teachers, administrators and college professors from across New York signed confidentiality agreements and were given the task of setting the cuts between 1 and 2, 2 and 3, and 3 and 4 for the new tests. [b]But the scores would be widely questioned and even ridiculed after one-third of New York students were deemed to be on pace.
[/b]
"A small shift in the cut scores means a dramatic difference in the number of students at different levels," said David Dickerson, an associate professor of mathematics at SUNY Cortland who took part. "It was a contentious process. I think we came up with something that made us all equally unhappy but that we could live with."

...

Some panelists defended the scoring system and some reluctantly accepted the results, while[b] others came away feeling the process was so tightly controlled that the results were inevitable[/b].

But Maria Baldassarre Hopkins, assistant professor of education at Nazareth College in Rochester, said the process was driven by the introduction of outside research about student success.

[b]"I question how much flexibility and freedom the committee really had," she s[/b]aid. "The process was based solely on empirical data, on numbers. ... There are ways to make the numbers do what you want them to do."

[b]Tina Good, coordinator of the Writing Center at Suffolk County Community College[/b], said her group produced the best possible cut scores for ELA tests in grades 3 to 6 — playing by the rules they were given.

[b]"We worked within the paradigm Pearson gave us,[/b]" she said. "It's not like we could go, 'This is what we think third-graders should know,' or, 'This will completely stress out our third-graders.' Many of us had concerns about the pedagogy behind all of this, but we did reach a consensus about the cut scores."

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