Assessing the Common Core Standards

Opportunities for Improving Measures of Instruction

Datos Bibliográficos

ID9735205
AutoresAndrew C Porter (0000-0001-9839-0462, autor de correspondencia), Andrew Porter (0000-0001-8315-7932), Jennifer McMaken, Jun Hwang, Rui Yang (0000-0002-2036-0156)
Año2011
Volumen40
Número4
Páginas186-188
Fecha de publicación2011-05-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducational Researcher (JOURNAL)
Identificadores de la revistaISSN: 0013-189X • E-ISSN: 1935-102X
EditorialAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x11410232
OpenAlexW2172174311
IdiomaEN
Citas recibidas5
Referencias citadas8

This article responds to comments on the authors’ Educational Researcher article “Common Core Standards: The New U.S. Intended Curriculum” (April 2011). The authors note points of agreement and difference with the commentators. They observe that Cobb and Jackson, in their response, and Beach, in his, appear to accept the authors’ methods and findings, although these commentators suggest additional perspectives that should be brought to bear when addressing quality and change. The authors agree with Beach, Cobb, and Jackson that quality is difficult to define and assess, and they state that additional conceptualizations of mathematics and English language arts content and additional conceptualizations of how to define and measure alignment among content standards, materials, assessments, and instruction should be explored. They look forward to renewed efforts in this research area

Academic standards · CobB · Common core · Core (optical fiber · Curriculum · Epistemology · Higher education · Language arts · Learning standards · Mathematics education · Pedagogy · Political science · Quality (philosophy · Sociology · Computer Science · Educational Assessment and Pedagogy · Educator Training and Historical Pedagogy · Evaluation of Teaching Practices · Law · Psychology