A reader sent this seventh grade question that was released by the New York State Education Department. It appeared on the 2014 English Language Arts test. Test yourself. How would you do?
HERE IS THE PASSAGE:
Read this article. Then answer questions XX through XX.
On the Roof of the World by Benjamin Koch
A few summers ago, I was lucky to travel to Tibet, the “roof of the world.” Tibet is a small country surrounded on all sides by gigantic snowy mountain peaks. For thousands of years, these towering mountains acted like a fence, keeping people from entering the country. That’s one reason why explorers and writers have called Tibet the roof of the world. It’s hard to get to. The other reason is Tibet’s high elevation. When I climbed mountain passes over 17,000 feet above sea level, I gasped for air. I was more than three miles high!
Years ago, the people of Tibet were nomads—people without permanent homes. The ground in Tibet is much too rocky and thin to grow crops, so Tibetans centered their daily life and survival on the yak. The yaks provided the nomads with nearly everything they needed—milk, butter, meat, and wool for clothes and ropes. Even yak dung was used for fires.
Tibetan nomads would lead their herds of yak and sheep across pastures, valleys, and mountainsides in search of the best grazing lands. They did not live in permanent homes made of wood, brick, or stone.
Times are changing in Tibet, and more and more people live and work in villages and cities. But there are still nomads who survive on the high plateau just as their ancestors did. Becoming a Modern Nomad Some friends and I were traveling with our teacher, Dudjom Dorjee, to Kham, in the eastern part of Tibet. Dudjom was born in Tibet and lived the first years of his life as a traditional nomad. Because of political problems, Dudjom’s family had to flee to India when he was still young. We were following Dudjom back to his birthplace and getting a taste of that ancient, nomadic way of life—with a few modern updates. The yak provides the nomads with food and clothing. 1
We had the advantage of automobiles—a luxury that nomads have happily survived without. When it comes time for a nomad family to move, they pack all their things into large backpacks that they strap over their yaks. A typical family might need from 30 to 50 yaks to carry all their supplies. My friends and I had more than 50 bags to carry. We stuffed them into a bus, while we piled into four-wheel drives.
Problems Along the Way
When it comes to crossing rough country, yaks are the true all-terrain travelers. Many times, the nomads have to cross raging rivers. For the loyal and determined yaks, crossing is not a problem. But when we had to cross a river, our four-wheel drives turned out to be not so loyal and reliable. We got stuck in the muddy banks of the river, and it took at least a dozen people pushing to get us out. When nomads arrive at their destination, they are so skilled at setting up their large yak-hair tents that they have them up in minutes.
My friends and I, with our fancy supermodern tents, weren’t quite as quick. At one campsite, I remember wrestling with one of my tent poles trying to pass it through the loops of my tent. Some smiling nomad kids approached and had me set up in no time, though they’d never seen a tent like that before. It’s Cold Up There! The weather in Tibet is cold, and the brutal wind seems to show no mercy.
Sitting inside a nomad tent, though, you’d never know it. With a warm fire burning in the mud stove and the snug black walls of the tent, you are as comfortable as can be. This was not the case in the fancy modern tents my friends and I slept in. I remember shivering through my four sweaters, three pairs of pants, and blanket, listening to the chill rain hit my tent. Having the Right Attitude On this trip, I learned that it takes much more than snug tents and thick, hearty tea to survive. You need the right attitude.
Everywhere we traveled, the Tibetans were generous, happy, and curious. It might be a monk warming my frozen hands in his fur robes. It might be a family of nomads taking a break to dance and sing in a circle, or a handful of kids watching me with beaming smiles. Though their lives are full of challenges, the nomads never take their day-to-day problems too seriously. They know how impermanent things are, including their homes. We modern nomads learned some of these lessons. Perhaps when we cross the raging rivers or face the cold bitter days of our lives, we’ll do it with a lot more of the right attitude—the same attitude that shines from the bright smiles of the Tibetan noma

I got it right. But I couldn’t tell you how lol
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Why is there no passage to read? I’d like to see how well it was written.
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I am sorry to say I got the right answer (C) but this is truly very concerning. Parents MUST REFUSE high stakes tests at any cost!!!
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C is what the state says is the right answer. I suppose one can infer a comparison of the traditional insulation to modern heating, but one could also infer the comparison of efficiency of yaks to cars on respective lengths and types of terrain. And this is after reading the entire passage.
What a horrible question, putting one in the position of guessing what the tester was thinking, or not thinking through.
The actual answer is: whatever the tester has arbitrarily chosen after poor wording, poor selection and pointless focus.
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Well gee, I was bumfuzzled by the whole thing. It was a draw. Guest I’m stuck in seventh grade for another year or two or three.
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By law NYSED test results may not be used for promotion decisions.
I want NYSED to release every single question from every exam. We don’t know whether this question was typical, easy, or hard in relation to the others. I don’t think it is inappropriate for tests to contain questions that are challenging.
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Here is a suggestion Tim. You can take a sample PARC test on line at any grade level that you would like. I took both the 4th grade ELA and Math tests a couple of months ago. The ELA test was full of ridiculous questions like the example here.
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The question is whether this question is challenging or has more than one right answer. It’s relationship to other questions is irrelevant if the correct answer is open to interpretation.
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Everyone looks at the scores and makes decisions using them. Anyone who thinks otherwise is naive. NYSED tests results can be used as one data point in determining child placement in advanced or remedial classes.
Also, if the test is so questionable that we would not want to make decisions about children using them, why would we make decisions about adults, schools, districts and local control using them?
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Students that excel at semantic gymnastics will do well at this type of “close reading.” Of course, it assumes that the vocabulary and sentence structure are familiar to the students. So…this excludes most classified, ELL and poor students.
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This is the key factor, retired teacher….this kind of problem solving has been used in AP Logic, and in Debate, for many years. But if you are an ELL or Special Ed student, it will seem like chatter from outer space. linguistics and epistemology may work for gifted students from informed homes, but what happens to all the rest?
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It doesn’t seem like Diane is letting my posts through but there goes anyway.
As we discussed in prior posts, these tests need to have questions both below grade level and well above grade level to get an accurate picture of where students fit on the progress scale. If gifted students entered grade 7 already capable of passing the grade 7 test, should a teacher just let them hang out all year? No, he/she should continue their instruction at a higher level. Thus, we must have more challenging questions.
In the example given, this was a higher level question. Of course ELL and most special education students will not correctly answer this question. In fact, most won’t even reach this question if they are focusing on the more basic level questions. But to suggest that a nuanced question shouldn’t be used because you, yourself, cannot answer this relatively easy question is preposterous. The proficient thresholds are not designed so that a student must answer this correctly. This question separates the advanced students from the proficient.
Do you think that any question that appears should be so easy that everyone can answer it?
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Virginiasgp, I asked you not to respond more than 4 times a day. I will block posts that exceed that number. You were posting 8-10 or more times. Enough.
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It’s a horrible question for any level or type of student. To have to guess the arbitrary conceit of a poor test maker is ridiculous.
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Viriniasgp… you seem to miss the point. A high level question may be difficult to answer, but it still has an answer that is better than the other answers and can be determined by a student with high level skills. A multiple choice question that is open to interpretation and two equally capable students could come up with different answers and argue successfully for either of them is not a high level question. It is a badly written question that invalidates the test as a source of information about student skill.
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curious idle at the risk of using up one of my 4 responses per day (as per Diane), I don’t think the answer is in dispute. If a nomadic custom were as good as a modern convenience, the author wouldn’t describe the modern convenience as being an “advantage”. Maybe nomads don’t care if they get caught in a snowstorm or torrential downpour while hiking with their packs. The author clearly thought autos were an advantage and likely for reasons like that.
On the other hand, the author noted that the nomadic enclosures were warm and thus superior (clearly as good as in his view) to the modern tents. An Army Ranger or a mountaineer may disagree with the author about whether the nomadic enclosures were as good as a tent when they must travel many miles per day in the field, but the article didn’t discuss that perspective. The author clearly believes the tents are not an “advantage”.
The same applies to math questions that adults find difficult to answer. Rather than acknowledging they are unable to complete the higher-level questions, then denigrate the test. They can never acknowledge their skills are less than perfect.
However, the most insightful response has been by Ponderosa. He/she notes that these questions measure logical ability and critical thinking skills. Businesses crave these skills as do the military or virtually any college. However, they are related to native aptitude which can’t be taught, only enhanced. When we get to these questions, we are not measuring what teachers have taught but rather the capabilities of students. That’s great for the SAT/GRE/LSAT, but not so ideal for an achievement test. For that reason, and that reason alone, I would lean toward removing such a question from the PARCC/SBAC tests.
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Vsgp,
A few problems:
As good as is not equivalent to far better than.
The fancy modern tents may not have had any heaters at all and may not be comparable as ‘modern conveniences’ if they were not made for such climates.
The yaks are called true all-terrain travelers and the tags of advantage and luxury are juxtaposed to the failure of the 4-wheel drives to get across rivers and mud. Forget about a real mountain pass.
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Plus – “as good as” implies an opinion and not a fact.
Poorly worded question all the way around.
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Virginiasgp…I have a 136 IQ and earned an almost perfect score on the verbal section of the SAT. My ability to think logically is not the problem I’m having with this question. My problem is simple: word and sentence level inference is a common core skill that we are expected to teach. :As good as” is not synonymous with “not as good as” or “better than.” The question is sloppy and punishes bright students who are taught to read for meaning. Your argument for the state’s answer is irrelevant to this issue since it rests on disregarding the actual language of the passage.
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Never tell anyone your IQ or your SAT scores. It’s embarrassing. If they ask, say “I have no idea.”
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It’s funny that folks are so disparaging of IQ/SAT tests. What have those tests accomplished? Before we had geniuses spread around every community in nearly every country. They worked in the fields or small villages, never reaching their potential to work in professional or elite jobs. Then, starting with the ASVAB, and later expanding to the SAT and other standardized tests, we could identify the truly brilliant children from all corners of the country and world. Developing countries in particular, have used testing to identify top talent and provide them a superior education so that their countries can more rapidly advance into economic powerhouses. Why begrudge kids that opportunity?
I know of multiple kids who came from rice fields in SE Asian countries to attend their nation’s top universities solely because tests identified their talents. I also reference a Georgia native who graduated in a class totaling all of 8 kids. His K-12 education was subpar. But even though you claim the SAT only measures how “hard you are pushed” or how much “test prep” one receives, he managed to score in the 99.9%+ range. So much for your nonsense theories.
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Your understanding of the role of test scores in identifying “brilliant” children who have endless potential is a little too simplistic. High test scores are great although their role in identifying people destined to be highly successful is not quite as clear. There are too many quite talented people who never would have been recognized if advancing in their chosen field/endeavors depended on high test scores. Having said that I do not share the same disdain for the ability to achieve high test scores. Just look at whom kids typically identify as the “smart” kids in school. Whose group do kids want to be in for a project? These are the kids who generally do well on standardized tests although not exclusively. Whether this perceived potential translates into success beyond the classroom is much more problematic. There are too many relevant variables.
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2old2teach/curious idle/Akademos, let me respond to some of your comments over multiple threads. As Diane indicated, I only have 2 left for today and must use them wisely! We all hope Diane has a speedy recovery. Especially so she can read such inspired wisdom from Raj, John and Tim.
Let’s talk about g (term for IQ or general mental ability for those not familiar with the topic). Many try to disparage this concept for some unknown reason. It’s likely one of the most critical factors in all of our policies from education to immigration (how does Canada and Australia determine who they let in) to redistribution (it matters if one is capable and lazy or simply less likely to achieve success). As I cited before, mainstream science tells us that IQ is real, it is largely inherited (60-70%), it changes little over one’s life, and it affects an individual’s life outcomes. You can see the research here.
– IQ predicts success beyond school: “Remarkably, even within this group of gifted students, higher scorers were not only more likely to earn advanced degrees but also more likely to succeed outside of academia. For example, compared with people who “only” scored in the top 1 percent, those who scored in the top one-tenth of 1 percent—the extremely gifted—were more than twice as likely as adults to have an annual income in the top 5 percent of Americans.”
– Research on differential success among the highly gifted
– Facts about how IQ affects one’s life
– Are people with high IQs more successful? “What Terman discovered was that these kids tended to be both socially and physically well-adjusted. These high IQ kids were not only academically successful; they also tended to be healthier, taller, stronger, and less accident-prone than same-aged kids with lower IQs.”
– Intelligence matters more than you think for success “Depending type of job and how performance is measured GMA explains between 30% and 70% of the variation in people’s work performance (i.e. correlations of between .56 and .84), which is larger than any other known predictor”
– Good news from Duke’s TIP: IQ scores are on the rise among all
Ok, so having said that, there are many more important things that affect happiness and success. I became interested in educational policy by participating in Summerbridge, a summer school program run and managed by Professor Duckworth of UPenn. She and her colleagues have researched (and popularized) the concept of GRIT. I have read their convincing research and fundamentally believe GRIT plays an enormous role in one’s success. Whether it’s watching college kids play video games instead of buckling down and studying after receiving bad grades, or whether it’s watching which members of the military have the fortitude to carry on in the face of extreme pressure. Their research on GRIT was significantly based on the US Army’s efforts to instill more GRIT in its soldiers. GRIT clearly shows that IQ is not the be-all and end-all of success.
There are many more factors in success. Social and emotional intelligence obviously play a role. Contrary to stereotypes, social skills are correlated with IQ. Not all of these can be taught, but IQ is clearly not the sum total.
Now, let’s talk how IQ matters for the individual. It really does not matter. An individual cannot really change his/her IQ. And the individual doesn’t really even need to know his/her IQ score. What matters is how hard and how wisely the individual works to improve their skills and to develop the complimentary skills necessary for success (social, emotional, GRIT, etc.). While we shouldn’t give someone with an IQ of 100 false hope that they can break new ground in quantum physics, for the most part, folks with wide ranges of IQs can be successful.
Where IQ does matter is in setting policy. I will never expect a teacher to take a 15th percentile child and bring them to the 90th percentile. I’m not sure if Rhee really expected this or folks are using hyperbole, but we have to have realistic expectations of our institutions and officials. IQ also matters in how we organize education. Should 137+ kids be placed in the same classroom as sub-90 IQ kids (note that I used 137 just to tweak curious idle). Tracking matters and we should conduct research to confirm the best policies for student placement. IQ also matters in student growth. Not only do high-aptitude students achieve higher scores, they achieve higher growth. That is the whole premise of g – high aptitude individuals learn faster. This is why we must compare similar individuals and not expect a teacher to bring a 15th percentile kid up to the 50th percentile level.
It is revealing that while many of this board are clearly intelligent, quite a few are not up to the same level. It reveals itself when we discuss policy and many commenters simply cannot understand the difference between “growth” and “achievement” (one is a partial derivative of the other). It is also telling that high-aptitude teachers have greater success (on average) in teaching than lower aptitude peers. It’s also why I hold such disdain for the high-aptitude teachers who should know better but continue to disparage VAMs while they clearly understand ineffective teachers are in their midst.
IQ is not the single determining factor. But it’s role and importance cannot be overlooked. In a preemptive retort to Duane, yes, there is such a thing as “success”. Even though there is no official “standard” for success, Duane, there are a host of factors that can be measured including health, income, patents, incarceration, etc.
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My “nonsense theory” is that it’s bad form to tell someone your IQ score (assuming the reason you’re telling it is because you think it’s a high score). It’s also embarrassing because it signals that you remember the exact score because it’s extremely important to you.
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I kinda figured that was where you were coming from. It’s not the sort of thing you bring up in casual conversation unless you are feeling really threatened and you wear it like armor. Hey! there’s an idea for a new t-shirt.
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curious idle, this is why I’ve learned not to tell somebody the answer beforehand. Everyone on here is so biased they invent ways for (A) to be correct. It is simply not possible.
Let’s assume that yaks could be considered “as good as” or “better than”, or any other phrase you want, than autos. (A) is still incorrect. The question clearly asks “which sentence from the article best supports”. The language in (A) cannot support the notion that yaks are “as good as” for multiple reasons:
1. In (A), the author clearly states “we had the advantage of automobiles”. Thus, he cannot believe that yaks were “as good as” autos when he said autos were an advantage.
2. While the author said nomads “survived happily”, that in no way implies that packing bags on their yaks is “as good as”. It simply means that in the absence of knowledge of autos, nomads were happy with their yaks.
3. The author states that autos were a “luxury”. That implies autos were superior to the yaks. If one has a “luxury” house, but one’s friend was happy to have lived in the barracks (a definite possibility since many yearn to be satisfied with what they have), you cannot possibly assume that a barracks is “as good as” a luxury house.
4. In (C), the author first states that you are “comfortable as can be” in the yak hair tent. Then, he says that “was not the case” in the fancy tents. That sentence is clearly superior to (A) in demonstrating a nomadic custom was “as good as” a modern convenience.
Some might claim this question calls for not only determining which modern convenience was “as good as”, but determining which chosen sentence best supports that conclusion. Who cares? It was designed to tease out the differences in understanding between the top students. I’m sure many were successful. Mission accomplished.
As to your IQ and verbal scores, it’s great to see high aptitude folks in teaching. I wish more high quantitative candidates were in teaching. I do think you can refined students’ ability to answer such questions. However, I think you will never teach all the students. That’s fine, but if there are not some questions which most students answer incorrectly, we won’t ever know their limits.
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Totally agree with Flerp!
What did IQ’s really measure? What does the SAT really measure? How alike you are to Gates or Coleman? How much you like superficial manufactured puzzles? How good your recall is? How hard you were pushed? How hard you pushed yourself and/or prepped? How aligned your wiring is to the test makers’ wiring? . . . Please, please, please. In Cuomo’s words on entertaining counterarguments, spare me. Though, in Cuomo’s case the counters are usually the truth.
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Vsgp,
Many blunt instruments do jobs to some degree. And we have many ways of identifying and placing the gifted but we need many, many more. Plenty are still overlooked and misplaced. None of this is theory, it is fact at least as far as our understanding of our own intellects and potentials has gotten.
The bluntness and singularity/narrowness of these instruments is embarrassing and real, given where we are in the understanding above.
Please stop commenting and tend to your own business.
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I’m not trying to promote myself when I post my scores..I’m arguing against virginiaspg’s assertion that the correct response is clear to anyone who is intellectually capable. It implies that anyone who argues that valid arguments could be made for more than one response is not intellectually capable enough to recognize the correct response. I am pointing out that equally capable people could disagree on this point, and that the fact of disagreement argues against the validity of the question. I can understand why it might bother some that I mention my scores although I think you’re missing the point that matters by focusing on that. I hope you are equally bothered by the fact that poorly designed tests and are used to fire teachers, close schools, and undermine public education.
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Virginiasgp At risk of a never ending conversation… the point for A is that if you read the entire passage, the advantage of a car quickly turns to disadvantage as the car becomes stuck in the mud. Therefore, focusing on that single work in the passage requires the student to ignore the paragraph that comes after which refutes that advantage. This question does not separate the men from the boys. It’s an arbitrary, interpretive multiple choice question that can \undermine the VAM score of a teachers whose level 4 students got all questions right the previous year and now get this one wrong. That makes not only the question invalid but the VAM score as well.
Further on the issue of VAM, the ASA has come out against it’s usage. Individual teachers have had their scores go from ineffective to highly effective just based on class composition. It’s not a valid tool for measuring teacher value. There is no purpose to accepting VAM in order to rid the system of inadequate teachers using an inadequate tool.
Thanks for the conversation. It was interesting.
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It seems like a great launch for a lesson – but a terrible question for a high stakes test.
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Agree, Peter…question could be used to create a lesson expanding critical thinking, and I use this type of example with grad students to home inductive and deductive reasoning. It could be appropriate for undergrads and some high school classes as well. But for 12 years olds whose brains are still not totally formed, and many who are unsophisticated re the details and life experience (ELL and Special Ed and slow learners) such as camping and tents, it is inappropriate, as you say, in a high stakes test.
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I don’t find the article inappropriate for 12 year olds at all when used as the basis for a discussion. The question on the test, however, was poorly written no matter what age it was intended for.
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Yikes! Superficial at best. Meanspirited at worst.
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If this is how the common core reasons, students are in big trouble unless they were trained on this type of deduction. By the way, I got it wrong twice.
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I would recommend reading the entire passage starting on page 6 of this document before answering. You know, the way kids who took the exam did.
Click to access 2014-ela-grade-7-sample-annotated-passages.pdf
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As the link made clear, referring back to the context of the original text reveals that yaks are in at least one way better than cars when travelling through the nomads terrain which makes answer “A” equally appropriate as “C” when asked a “as good as” question
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Good point. Did that. I hope you did too. Now…. did you come away with any new insights into the passage that would justify the inclusion of this question on a state test? I don’t think you did.
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Too bad it’s just multiple choice. I could have easily argued for answer A even without looking at the original text. Also, the other answers couldn’t be easily eliminated, so I assume there was a lot of guessing going on. A poor question – or at least poor choices for answers.
I would have gotten it wrong, although I suppose if “trained” to take the test I might have known the tricks to look for when answering.
I’m Phi Betta Kappa, Magna Cum Laude with three degrees.
Does this mean I’m not college ready?
From this example it looks like we are
A) Barking up the wrong tree
B) Just plain stupid
C) Need to repeat middle school as we obviously didn’t learn anything in our preteen years.
D) Simply don’t understand the Pearson dialect
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flos56, I’m guessing B!!! But maybe the answer is both B and C?!
I wouldn’t tell your alma mater or else they may ask for those credentials back.
Btw, did you understand my explanation on partial credit by eliminating answers? I gather you were not STEM so I’ll be happy to give a more detailed answer.
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Virginia – I’m good at math, but technology and science are not my forte. I’m also directionally challenged and have a snapping deficit disorder – and yet, I’ve lived a full and happy life.
I’m all for partial credit, but more importantly, a valid test is able to differentiate between guessing and problem solving.
One year when I taught 2nd grade we had all the students take a geography test. One of my non readers scored an 87% on the multiple choice test. To this day I wonder the probability of guessing that many correct answers in a one hour exam.
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Flos56, while highly unlikely, students can randomly guess and occasionally get a passing score. Single data points should not be trusted as the end all of indicators. I’m sure your student had other indicators that helped to provide a more holistic picture of his true knowledge.
However, these tests are measuring teacher/school/district effectiveness. Thus, we are using 40/1000/20k+ data points to evaluate at those aggregate levels. These aggregates behind increasingly reliable. And “partial credit for the class” exists because a significant number will reduce the answers down to two. That reduction increases their “expected value” from 0.25 pts to 0.50 pts. This is a feature of these tests, not a bug.
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E. All of the above
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Is this how it’s actually presented to students? Honestly, my eyeballs crossed (& I have 20/20 vision!)! I can’t imagine that many people could answer this question, & certainly not most special ed. students. Time to march on Manhattan Pear$on Hdqtrs. again, people!
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No, children would first read the extended passage starting on page 6 of this PDF before responding: https://www.engageny.org/file/118426/download/2014-ela-grade-7-sample-annotated-passages.pdf
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…and Tim, what does that matter? You could read the whole book and it wouldn’t make a bit of difference when answering this ridiculous question. What is of real concern is that teachers will be forced to teach (as one commenter called it, “linguistic gymnastics”) instead of learning anything.
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That depends on how much time they have left. Was this the last question on the test? Due to time limits children may not have time to go back and reread the passage to figure out the correct answer. Fluency plays a big part in reading, but why are we punishing children who could figure out the correct answer if they were given the time to think and process the information. I have had many students with processing issues that need extra time. Even with an IEP some struggle to finish.
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That’s right, they would. And because of that, they would realize that cars are not an advantage in the scenario… and they could conceivably get the wrong answer using the right thinking.
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While I haven’t read the entire passage I believe it would engage the readers. They would also learn things about another culture. The problem would occur when it came time to answer the questions. They would suck the joy out of reading for most students. Aarrrgh!!!
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This makes “The New Criterion” read like a Salada Tea Bag!
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Shelter is a convenience, or is customary where it is cool or predators abound? Maybe eating is a convenience or is customary if you want to live longer than a few months. But I think shelter is generally thought of as a necessity, so I’m giving them the buzzer for that one.
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This is why I was one of the 200,000 parents in New York who opted their children out of this ridiculous testing. This is not a test of what they learned during the school year. It’s more like an IQ test.
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I teach 7th graders. I think I know 7th graders. All but a few would be flummoxed by this question. Most would have the good sense to quit early on. But not our legislators.
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I got as far as “7th Grade Release Item” and stopped in disgust. Test designers should use Standard American English when writing tests. The term they were attempting is “released item.”
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I got it but I don’t know why I got it. I could not explain to anyone why it was right without reading the rest of the slides. I’ve taken a lot of standardized tests over the years and I just felt it was the right answer.
Parents complained about the Common Core math questions but from what I could tell the english was worse. Just dry as dust. I read the 6th grade sample questions they released.
I think they’re training a generation of lawyers 🙂
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I agree, Chiara. Law students must be adept at inductive and deductive reasoning.
In this instance, look to the outcome for the answer. Nomads can set up a comfortable camp rapidly, while modern man cannot even set up the tent. Obviously C…but obvious only to those 7th graders (12 – 13 years old) who have a strong background in logic and deduction which was probably nurtured as early as pre school.
Most are from higher socio-econonic homes and have professional parent role models. Many of them do become lawyers. My family is full of them and it drives me crazy. It is this kind of fractured, and adversarial, language that has degraded our court system.
Inner city kids do not stand a chance with this testing.
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This is a question that is supposed to measure the literacy of a 12 year old. The level of intepretation and nuance is unreasonable and inappropriately designed. It doesn’t really matter if you got it right or how many students also got it right. What matters is that it is not a valid measure of a child’s skill or understanding. Students who chose the opposite answer could be equally able and have spent just as much time deep reading in the text to figure out what the author actually wanted.
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A modern convenience would be comparing the complexity of operating a propane heater to a wood fire. The comparison is the modern convenience of no heater to a fire, not much of a convenience there.
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What struck me about the test I saw (and this question) is not how difficult they are, but how they are a lot like ordinary standardized tests. The passages are longer and the choices are longer and the “distracters” seem more elaborate, but with this one you do the test trick where you knock out 2 answers and then you’re pretty safe picking the more specific and narrow of the 2 remaining choices. That’s standardized test taking 101.
The way this thing was sold I assumed it would be revolutionary, like nothing we had ever seen before in the history of the world! 🙂
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I disagree, Chiara. These tests look like ordinary tests because they use a similar structure, but that’s where the similarity ends. They are different in several respects. 1) They require students to use a very narrow (lawyer brief style) sentence and word level inference rather than inferences of a more global nature. This interferes when other places in the text may offer alternative arguments, but we’re intent upon a single line or word. 2) very capable students can argue equally well for two responses in this and other cases. This is not standardized test taking 101. It’s layering on an aura of the scientific and statistical to the purely subjective.
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Yet, TC, a propane heater uses fossil fuel while wood is a renewable energy source. So one could say that the old fashioned way was ultimately better, at least environmentally, than our correct method which is speeding up climate change (A phenomena which could ultimately destroy civilization as we know it). There’s a while cult of individuals out there who are preparing for a more archiac existence – maybe they know something we don’t.
Perhaps it would be better for a student to choose a response and then defend it with both information from the passage as well as outside knowledge. That’s a skill which would be more helpful in college and/or a career instead of learning tricks to pass a multiple choice test.
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The writers and purveyors of the Common Core do not know how to think or write with clarity. Consider this passage intended to say something about illustrated books and passages.
Optional Graphics. Graphics elements that accompany the passages that are indicators of a readily accessible text can be images or features that are simple and/or supplementary images to the meaning of texts, with a primary focus being to orient the reader to the topic.
Complex and detailed graphics and/or graphics whose interpretation is essential to understanding the text, and graphics that provide an independent source of information within a text are graphic features common to moderately and very complex texts.
This gibberish is on page of 4 of https://www.engageny.org/file/118426/download/2014-ela-grade-7-sample-annotated-passages.pdfhttps://www.engageny.org/file/118426/download/2014-ela-grade-7-sample-annotated-passages.pdf
Or consider this explanation in the same document, (page 5) of what the NY reading test is designed to measure.
Begin Quote
Passages in the classroom vs. Passages on a test.
Passages serve different purposes depending on the context in which they are used. As stated in Appendix A of the Common Core State Standards, in an instructional context (including a student’s independent reading for the purpose of this discussion) there are aspects of individual readers that will impact comprehension—emotional maturity/thematic concerns, background knowledge, and motivations are some considerations that may impact understanding.
Good instruction supports these individual aspects of comprehension in an effort to grow learning.
In a summative assessment context, however, the task is considerably more constrained; the task is to determine the degree to which students can independently make meaning of texts.
As such, there are no scaffolds, no opportunities for collaboration with peers, and no framing by adults before the student is accessing the content. In the testing context, students work independently to read the texts and answer questions that measure their
abilities to make meaning of the texts and topics they are reading about. Using texts that are grade‐level complex according to the CCSS helps to determine where the student is in terms of his/her pathway to college and career‐readiness, and as such fulfills a crucial purpose of the Grades 3–8 ELA testing program.”
I submit this explanation of the difference between instruction and high stakes “summative testing” is utter and complete, convoluted nonsense.
On the one hand we are told that comprehension depends on the learner’s “emotional maturity/thematic concerns” (whatever that means), also on background knowledge, and motivations (desire to read, reasons for reading? )
On the other hand none of these contingencies and conditions for comprehension matter in high stakes testing.
Suddenly, the test makers can ignore students, for example, whether the students even care about reading. Students don’t need to have any background in the content in order to leverage some understanding of the content in the test. In fact they do not need to comprehend the text they are reading in order to “make enough meaning” to answer the test questions.
These tests are designed and imposed on students by adults who have been sold a fiction. The fiction is that a test with x,y,z, questions can tell whether a student is on THE path to “college and career readiness” at grade level, another fiction derived from looking at enough test scores so these are arrayed like a bell or normal curve.
The framers of the Common Core, the CC test designers, and the CC test “explainers” do not seem to have a clue about reading comprehension or how to test for that. They have a marketing concept for the Common Core based on deeply flawed “metrics for complexity” and a one-size-fits-all idea of college and career requirements for reading…. Forget what sort of reading may be really important for personal and civic life outside of work and school.
This is the LITE thinking about reading. It is dressed up in convoluted measures of text complexity. The tests are indifferent to the content knowledge and experiences of students as learners and readers.
The marketing of this package of “explanations” about reading and about testing reading has succeeded as if the hype is theoretically informed, based on pedagogical wisdom, and essential for every student. This is absurd. Even more absurd is the idea that grade level mastery as measured by these tests predicts success in college, in every career, and in life.
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Good points. The publishers make far too many assumptions and, this leads to false conclusions. People change over time. That is why second chances are important. Community colleges may help some late bloomers get back into the academic groove.
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What I want to know is why the question asks us to assume that a custom is the same type of thing (or idea, or concept, or whatever) as a convenience. To wit, at the age of 13, members of the Klingon tribe take a solo vision quest. At 14 they learn to use a toaster.
Please compare and contrast the custom with the convenience. Oh sorry. Comparing and contrasting are just so last century.
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There are many ways that something can be “as good as” another, and several such comparisons are made simultaneously in the passages, leaving a reader to guess which one the test-writer had in mind.
Something can be “as good as” another with respect to *luxury*.
Something can be “as good as” another with respect to *convenience* (which backpacks have)
Something can be “as good as” another with respect to *camping skills*.
Something can be “as good as” another with respect to *comfort*.
Something can be “as good as” another with respect to *an ability to accept impermanence*.
Also, what does “as good as” mean? Does it mean “as good as or better”? Or does it mean “approximately equally as good”?
As a teacher, I have some sympathy for whoever made up this bad question. I’ve made up plenty of bad questions in my quizzes and tests.
But I didn’t use them to test the entire State’s children. And as the teacher I could see my mistake and not punish children for it.
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I have to agree with retired but misses the children. I looked at the questions and my eyes and head hurt. I had to read it three times to understand what it was that they wanted. I found the text mildly interesting but the presentation and the questions asked not at all clear.There seem to be people who think of themselves as teachers(in this case the writers of the test) but who cannot convey a question, direction or result in a simple, sequential, understandable way. They seem to be scattered in their thinking and try to convey multiple points without actually making a case for any. That is who I see writing these tests. I like the folks who can take any question, bit of information or concept, and explain it in the simplest, most sequential, age appropriate terms. These are not the folks who wrote this text.
Perhaps the fact that I am ADD myself and need that kind of style could account for the fact that I had so much trouble with the question itself. I also get confused by unnecessary graphics. I did well in my career despite my disability because of a fairly high IQ. I can’t even imagine the torture this test would pose for kids with dyslexia. ADD, Anxiety disorders, visual and memory disorders. The list goes on.
To sum it up, I found the test confusing, the questions unclear and the text inappropriate for this type of reader. And don’t get me started on close reading.
I also agree with the person who suggested that since we have not seen other questions, we don’t know if this one was easy or difficult, and if the style was all the same.
Shame on these people.
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The question is not logical. We are asked to compare a custom with a convenience.
“compare a sparrow with money” …..
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Not sure if I would have gotten it right, because I didn’t even try. As a kid, I wouldn’t have tried either. Guess a letter and move on. Education!
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Can just imagine the ease with which English Language Learners and special ed students will navigate this crap. Especially if they are unfamiliar with concept of a nomadic life, using yaks as livestock. Not to mention such a valid indicator of their reading ability. Geez Louise, somebody actually got paid to write this crap…
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I picked A and C, but ultimately got the wrong answer. At least I was close.
It’s so crazy making and diabolic, this Pearson sort of narrow thinking.
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Am I the only one who is confused about being asked an “as good as” question where the answer is actually to a “better than” question?
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Scott F, I had the same reaction.
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A “plausible distractor” means that the answer is in the text, but it is not the right answer for the question asked. So all answers are in “David Coleman’s four corners of the text,” but the student reading the text does not need to understand the text’s overall meaning. S/he just needs to decode the complex wording of the questions. (How many 7th graders care about this anyways??) The student must only understand the part of the text the question addresses. It’s like wearing braces: anything apart from them is irrelevant–no matter if it has meaning to the world around us; no matter if it is real. if it is not in the “4 corners,” it has no meaning. So, therefore, a student who answers incorrectly is label d a “failure” or one who has “no meaning.” But we aren’t even measuring reality.
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The trouble starts with the test-makers’ mandate to test “higher order thinking”. They’ve been told not to test lowly knowledge, which is easily testable but despised by all but a few eccentrics like me and E.D. Hirsch. These questions are trying to tease out some essential thinking power, not lowly knowledge. The absurd thing is that “thinking power” is in-born –not teachable –not something schools can impart. By contrast knowledge is eminently teachable. And knowledge is what optimizes thinking power (knowing the term “nomad” will help our innate thinking faculties process this question). Perversely, the SBAC is a device designed to evaluate schools and teachers on what CANNOT be taught –thinking skills (see cognitive scientist Dan Willingham’s synthesis of studies about trying to teach thinking skills if you don’t believe me: “Critical Thinking: Why Is It So Hard to Teach?”). The SBAC/PARCC would be much more valid if it tested a body of knowledge that teachers could actually teach (and which would, insofar as knowledge optimizes innate thinking skills, really benefit students.) The problem with this question is deeper than most realize –it begins with flawed fundamental assumptions about what education is and how the mind develops. This question is the fruit of many of the same false doctrines about education that reside in most teachers’ minds; i.e. that school is about teaching thinking skills rather than transmitting knowledge.
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Terrible question. And does anyone realize how many kids in our system can’t read or read well? They can still think and reason, but if this question befuddles us, well…
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Students, hoping to be among the 1%, will graduate and get jobs on Wall Street (where executives drive down GDP) or, in Silicon Valley (where executives suppress wages), therefore, Common Core questions should be practical.
“Traditional customs, as good as modern conveniences?”
The Supreme Court codified a custom of political bribery. Modern payment methods are convenient. Answer: True.
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Am I supposed to have read the “article” referenced in this question before I answer?
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No matter, I crushed it blind. I rule!
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Oh, no, actually, I got it wrong. This question sucks!
In my defense, I’m drunk and substantially slower than I was in the 7th grade.
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Thank you for the. It is wonderful. I want to give it to Bernie Sanders, when I speak to him about this moment on the stage o public education.
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Correct answer is C. From taking SEC tests as an adult I was able to pick the correct answer. As those tests are written to confuse you as well.
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“SEC” tests, Please explain for those of us who are diagnosed as AI.
TIA!
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I guessed right without reading the passage. After I read it I would have been hard pressed to answer. The text supported both A and C and showed how nomadic customs were “better than” modern conveniences in certain circumstances, not “as good as.” Close reading screwed me!
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I posted an incorrect link in my earlier comments on this post. If anyone is interested in reading the full passage as well as the other questions associated with it, go to the following link and then click on “Grade 7 ELA Annotated 2014 State Test Questions”.
https://www.engageny.org/resource/new-york-state-common-core-sample-questions
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I did OK – I picked C for roughly the same reasons stated. I’m almost 70. Perhaps the fine liberal education I received over 50 years ago was what’s needed to cope in this changing environment.
With zero training in any of today’s technology I run several web sites, have a blog, Twitter & FaceBook connections and use the internet for research purposes. I have low visual processing & would fail in today’s “progressive” whole language/common core/balanced literacy infant classroom. However, I received a fine classic phonic based foundation – phonics doesn’t require high visual processing 🙂 Lucky me.
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Those “which sentence best supports,” reverse-engineering questions are so ass-backwards.
But is this surprising – EngageNY are just heinous.
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I think C is actually wrong because it implies that modern conveniences are _not as good as_ nomadic customs (which is comparing two different categories, customs and conveniences, so already a flawed question). Saying modern conveniences are not as good as nomadic customs is simply not the same as saying nomadic customs are “as good as” modern conveniences. One equates two things roughly, while the other states one is superior to the other. So C is wrong.
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“As good as” and the implied “superior” don’t have to be mutually exclusive phrases in this comparison. The question is, “are they comparable,” not, “do they equal one another?” It’s not like comparing 8 oz to 8 oz. If I am as fast as someone, does it imply that I always arrive at the finish line with them, every time, in a dead head? No.
“As good as” could be “better than,” but it will never be “worse than.”
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And the kids are supposed to go through this process of mental masturbation?
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I re-read it but now I think B is the best answer. The allegedly traditionally cultured nomad kids have an easier time setting up the modern tent than the allegedly modern cultured kid who could not do it. This shows that the nomad _custom_ of cooperation/communal work ethic was _as good as modern conveniences_. Their custom proved to be as valuable as having the tent, since without their customs of group work, the tent might not have even been set up.
B is the choice that shows the “as good as” relationship between specifically customs and conveniences, and is therefore the best answer.
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There is no correct answer.
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They release *these*items because they think that these are the ones that make the test seem reasonable.
Think about that..
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Agree.
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I think this question was actually Cuomo feeling out a state initiative to place burger joints in Tibet and staff them with both Nomads and NY high school grads enticed by that big wage hike.
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WTH?!? The correct answer is, “Teachers, let’s all move to Tibet and buy yaks!”
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This is one question and it is the first year of testing?. Haven’t you people beat this question to death? What more do you expect? Looking for perfection! Are you perfect?
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I don’t know what ‘you people’ expect, but I expect a fair low stakes test that does not undermine instruction, punish students for deep reading orevaluate teachers, schools and communities using a false measure. You are right that no one is perfect, so then let’s all acknowledge that an imperfect test is insufficient for determining student acquisition of skill and the quality of the school, teachers, administrators and community.
This is not a question of accepting imperfections. Be as imperfect as you must. This is a question of opposing utterly ruinous stakes using tests so inadequate that even the release items are evidence of inadequacy. Not lying down for it. Period.
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Raj – what a party pooper. This question helped us explore the surreal side of our personalities.
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Thinking things out, together, is just so 20th century.
This is the 21st century where guessing the answer the test makers want, and creating a mathematically pleasing spread, is all the rage with the rheephormistas.
It’s just so much easier to let our social superiors do our thinking for us rather than figuring things out on our own.
😏
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Raj, I expect evidence before testing, not the other way around. And full transparency of all tests and results in detail. While you people are at it, throw in full disclosure of all VAM formulas and sources.
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As was pointed out somewhere else in this thread, this is a question that was *published*. In other words, Pearson actually thought this question made them look good. Can you imagine what the questions that we don’t get to see are like? Talk about imperfect.
And as curious idle pointed out, why should students and teachers be subjected to negative consequences since even you admit the test is imperfect? Why do students and teachers have to be perfect and Pearson doesn’t?
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Math Vale and Dienne:
What y’all said.
I give you “Pearson” and “pineapple” and “hare” and “Daniel Pinkwater.”
Link: http://blogs.wsj.com/metropolis/2012/04/20/daniel-pinkwater-on-pineapple-exam-nonsense-on-top-of-nonsense/
😎
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This is not the first year of testing, they have had 4 years to screw things up for teachers and schools. The first year of this insane test had a passage 3 pages long where kids needed to constantly flip back and forth between the the questions and the passage to locate a specific line or paragraph to answer the question. Who reads like that? These tests are garbage and the minimum wage test writers are incompetent.
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I would be interested to hear opinions on this portion of the 2009 Grade 7 NYSED ELA exam: http://www.nysedregents.org/Grade7/EnglishLanguageArts/20090120book1.pdf
Is it a good test? Developmentally appropriate? A good benchmark of whether a seventh grader is on track to graduate from high school with some degree of readiness for college or a career?
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Shouldn’t we already have evidence before the test?
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I have real trouble with the whole idea of a test telling me whether my seventh grader is on track to graduate from high school college and/or career ready. I always figured that demonstrating some ability to successfully tackle the seventh grade curriculum was enough. In all my years I never asked a teacher that question about my own kids nor did I make such predictions about my students.
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That’s easy. There’s no such thing as a good test – at least not a standardized one. There’s no way a standardized test – any standardized test – can be a benchmark of whether a seventh grader is on track to graduate, let alone with any degree of readiness for college and career. Just because the PARCC is bad doesn’t mean the NYSED (or any other standardized test) is any better. That’s why we need to get rid of all standardized tests, with the possible exception of the NAEP and probably that too.
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Is this a timed test? Looks like reformers are anxious to produce a whole new generation of elementary/middle school drop outs to fill low wage jobs.
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ok – I don’t even see a question – these tests really are set up for failure
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To be honest, my main beef with the passage that it went from 3rd person p.o.v. (like you would read in most fiction) to 1st person p.o.v. (like you would read in non-fiction). I didn’t even both with the answers simply because I couldn’t reconcile the poor writing mechanics of the passage to begin with. In all honesty, there should’ve been an “E: none of the above”, because to me, the passage was designed to confuse the reader.
Just my two cents.
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Choose F
Forgot to opt out.
Am walking briskly out of the exam room and building in utter disgust.
Am rethinking homeschooling.
Would consider going into Ed policy to fix this, but it has gotten too political and the field is too drenched in deep idiocy.
May have to run for US Pres.
Jeeze! Like I have time to clean EVERYTHING up! Am I a yak or something? Are all these alleged grownups in office actually working to make things better or worse, or are they working at all? Or just playing around and making speeches and cutting deals for each other? What a world, what a world! I’m going to relax my mind and read my favorite fiction, The New York Times.
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“Yakkity yak”
Common Core
Yakkity yak
What’s it for?
Yakkity yak
VAMs and tests
Yakkity yak
Torture fests
Yakkity yak
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Don’t talk back!
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Excellent ending!
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or maybe
Yakkity yak
It’s a hack
Yakkity yak
Don’t come back
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Yakkity yak
Way off track
Yakkity yak
Fecal sack
Yakkity yak
It’s on crack
Yakkity yak
Don’t come back
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Well the times they are a-changing (including the NY Times), but back when Arne was still threatening states, you could write some lyrics like this:
Take out the arts and the fun!
Or you won’t get no Title 1!
If you don’t scrub that data Core,
You ain’t gonna admit no students anymore!
Hackety hack
Widen that gap!
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I guess it’s gotta be ‘data score’.
And maybe
Yappity Yap
Mind that gap!
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