Common Core Writing Standards and Aligned State Assessments: A Survey of Teacher Beliefs and Attitudes

• In Event: 42.084 - Poster Session 8
  In Poster Session: 42.084-8 - New Directions in Literacy Research

Abstract

Teachers in grades 3-8 (N=482) were surveyed about the Common Core writing standards and their state's writing assessment. A majority believed the standards are more rigorous than prior standards, provide clear expectations, and have pushed them to teach writing. However, many felt the standards are too numerous, omit key aspects of development, and are inappropriate for struggling writers. Most felt professional development has been insufficient for successful implementation. A majority believed their state tests, though more rigorous than prior tests, fail to address important aspects of writing, do not accommodate diverse abilities, and require too much time. Many believed professional development has been insufficient to help them understand properties of the tests and how to use them to identify needs.

Authors

• Gary A. Troia, Michigan State University

• Steve Graham, Arizona State University