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Alignment Between Innovative Summative Assessment Prototypes and the Common Core State Standards: An Exploratory Investigation

Author(s):
Tannenbaum, Richard J.; Baron, Patricia A.; Kannan, Priya
Publication Year:
2015
Report Number:
RM-15-07
Source:
ETS Research Memorandum
Document Type:
Report
Page Count:
21
Subject/Key Words:
Cognitively Based Assessment of, for, and as Learning (CBAL), Common Core State Standards (CCSS), Summative Assessment

Abstract

Teachers judged (a) the consistency between the knowledge and skills of the assessment questions and those defined by the CCSS (content overlap) and (b) the consistency between the cognitive complexity of the questions and that expressed by the CCSS (level overlap). Results indicated that across the writing tasks, 5 of the 10 CCSS writing standards were addressed. Across the reading tasks, 5 of 9 CCSS literature standards and 7 of 10 informational text standards were addressed.

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