Anonymous wrote:

What do you think adult criminals were doing when they were kids? Probably not their chores.

So that means it's okay to monitor kids . . . because they are really miniature adult criminals. ??

No, that's not what I said. What is it you fear?

What do you think adult criminals were doing when they were kids? Probably not their chores.

So that means it's okay to monitor kids . . . because they are really miniature adult criminals. ??

Anonymous wrote:It's fine to monitor for the purposes of product feedback and improvement; not fine to monitor for the purposes of looking for rule violations and pursuing punishment for the people who violate the rules. WTF. And these are children mind you.

What do you think adult criminals were doing when they were kids? Probably not their chores.

It's fine to monitor for the purposes of product feedback and improvement; not fine to monitor for the purposes of looking for rule violations and pursuing punishment for the people who violate the rules. WTF. And these are children mind you.

Pretty much every Fortune 500 and lots of other companies and organizations monitor social media for mention of them, particularly anything adverse... this is not at all unprecedented or unusual these days.

Theoretically, a child should be able to demonstrate comprehension of the mathematics standards independent of language ability -- for instance, a kid who is a second language learner of English but who has competency in a particular field of mathematics should get credit for that.

Practically, it's incredibly difficult to design an assessment that does that. You can test kids in their native languages, but those tests are expensive to develop, and typically only exist in Spanish and in a very narrow range of contexts. There are also some "language independent" tests but they are in their developmental infancy and not widely used.

But how much of the summative evaluation should be over vocabulary and how much should be over math on a MATH test.


That is a question that I am not qualified to answer, and neither are you, unless you are a test-design professional.


That was a reasonable question( I did not ask it.) Why did you have to give a snarky answer?

I asked that question and I didn't expect the other poster to assume what I am or what I am not. But, anyway, my take away is that the other poster is highly passionate about the CC and that these kinds of questions upset him because he can see that others are thinking deeply about these standards and they come up short in, at least, some instances. He has to admit that they are not perfect and that there will need to be revisions to them (which he does not want). Revisions are messy, but education is messy. Anything worth doing is messy. You can't distill the process as much as they would like to.

As someone who worked on the validation of tests for adult training, I would say that the number of questions on vocab should be proportional to the objectives or standards.

But how much of the summative evaluation should be over vocabulary and how much should be over math on a MATH test.


That is a question that I am not qualified to answer, and neither are you, unless you are a test-design professional.

That was a reasonable question( I did not ask it.) Why did you have to give a snarky answer?

No. How much time do you spend on DCUM?

Too much. Expect you do, as well.

Anonymous wrote:

Also, math subject matter includes math vocabulary.


But how much of the summative evaluation should be over vocabulary and how much should be over math on a MATH test.

That is a question that I am not qualified to answer, and neither are you, unless you are a test-design professional. As it happens, that sample question includes both.

Curious here: are you the same poster who wrote a while back that Common Core standards were written by experts in writing standards?

No. How much time do you spend on DCUM?

Also, math subject matter includes math vocabulary.


But how much of the summative evaluation should be over vocabulary and how much should be over math on a MATH test.

That is a question that I am not qualified to answer, and neither are you, unless you are a test-design professional. As it happens, that sample question includes both.

Curious here: are you the same poster who wrote a while back that Common Core standards were written by experts in writing standards?

Anonymous wrote:
http://www.njspotlight.com/stories/15/03/17/state-officials-testing-firm-asked-to-explain-disturbing-monitoring-of-student-tweets/

A for-profit company is monitoring social media for comments about its product! It's unprecedented! The outrage!

Anonymous wrote:

Also, math subject matter includes math vocabulary.

But how much of the summative evaluation should be over vocabulary and how much should be over math on a MATH test.

That is a question that I am not qualified to answer, and neither are you, unless you are a test-design professional.

As it happens, that sample question includes both.

Also, math subject matter includes math vocabulary.

But how much of the summative evaluation should be over vocabulary and how much should be over math on a MATH test.