Common Assignment Study: A Theory of Action

• In Event: Tools to Support the Common Core State Standards: Implementation, Impact, and Next Steps for the Literacy Design Collaborative

Abstract

Overview
During the transition to the Common Core State Standards (CCSS), states and districts must support educators in providing students with the opportunity to learn the skills and knowledge of the CCSS. Simply providing materials will not support educators in making these instructional shifts, so meaningful professional learning opportunities must be provided to support implementation. Unfortunately, many districts do not have a system in place to foster collaboration and the sharing of materials among teachers in order to efficiently support teachers’ transition efforts.
In response to these demands, the Common Assignment Study was designed to facilitate collaboration among teachers within participating districts in two states. The project has three main foci: (a) how best to design high-quality common replacement units for implementation in English language arts, science, and social studies, (b) exploring the types of resources, support, and professional learning opportunities necessary to build teacher expertise, and (c) examining ways in which the data produced from the common units may be useful in supporting educator effectiveness decisions.

Methods
This session will present an overview of the first year of research and evaluation efforts, as they align with the theory of action, in order to provide feedback regarding the implementation of the common units during the transition to the CCSS. Beginning in the fall of 2013, teachers will implement the common units. During this time, data will be collected for the first two strands of research: design and use of the units and the supports and resources necessary for teachers to effectively implement the units.
During the first year of implementation, the study seeks to answer the following research questions:
1. What are the criteria for evaluating units and how is unit quality determined?
2. How does the data produced from the units contribute to making inferences about student learning according to the dimensions of unit quality?
3. What types of support and collaboration are necessary for teachers to design and implement high-quality units?
4. What is the role of collaboration during the project?
This paper will focus on the first two research questions. Feedback will be obtained from educators, administrators, and content and curriculum experts via focus groups and interviews. Data will be collected from an online platform created to facilitate collaboration and the sharing of materials between participants. Finally, student work samples will be collected for review of aspects of quality, rigor, and for making defensible inferences about student learning.

Implications
The implementation of common units fosters collaboration among teachers across district and state lines. By focusing research and evaluation efforts on identifying the features of high-quality unit design and instructional supports, educators can be better supported as they transition to instruction aligned with the CCSS. The project will also contribute to finding more meaningful ways of providing information for supporting educator effectiveness evaluations. Finally, by facilitating collaboration among educators, defining aspects of high-quality units, and providing resources and supports, it is expected the experience of project participation will transfer to everyday practice and deeper levels of student learning.

Authors

• Scott F. Marion, National Center for the Improvement of Educational Assessment, Inc.

• Amy Clark, The University of Kansas