You can read their entire factsheet, here.
Myth: Common Core tests will be much better than current exams, with many items measuring higher-order skills.
Reality: New tests will largely consist of the same old, multiple-choice questions.
Proponents initially hyped new assessments that they said would measure – and help teachers promote – critical thinking. In fact, the exams will remain predominantly multiple choice. Heavy reliance on such items continues to promote rote teaching and learning. Assessments will generally include just one session of short performance tasks per subject. Some short-answer and “essay” questions will appear, just as on many current state tests. Common Core math items are often simple computation tasks buried in complex and sometimes confusing “word problems” (PARCC, 2012; SBAC, 2012). The prominent Gordon Commission of measurement and education experts concluded Common Core tests are currently “far from what is ultimately needed for either accountability or classroom instructional improvement purposes” (Gordon Commission, 2013).
Myth: Adoption of Common Core exams will end NCLB testing overkill.
Reality: Under Common Core, there will be many more tests and the same misuses.
NCLB triggered a testing tsunami (Guisbond, et al., 2012); the Common Core will flood classrooms with even more tests. Both consortia keep mandatory annual English/language arts (ELA) and math testing in grades 3-8 and once in high school, as with NCLB. However, the tests will be longer than current state exams. PARCC will test reading and math in three high school grades instead of one; SBAC moves reading and math tests from 10th grade to 11th. In PARCC states, high schoolers will also take a speaking and listening test. PARCC also offers “formative” tests for kindergarten through second grade. Both consortia produce and encourage additional interim testing two to three times a year (PARCC, 2012; SBAC, 2012). As with NCLB, Common Core tests will be used improperly to make high-stakes decisions, including high school graduation (Gewertz, 2012), teacher evaluation, and school accountability.
Myth: New multi-state assessments will save taxpayers money.
Reality: Test costs will increase for most states. Schools will spend even more for computer infrastructure upgrades.
Costs have been a big concern, especially for the five states that dropped out of a testing consortium as of August 2013. PARCC acknowledges that half its member states will spend more than they do for current tests. Georgia pulled out when PARCC announced costs of new, computer-delivered summative math and ELA tests alone totaled $2.5 million more than its existing state assessment budget. States lack resources to upgrade equipment, bandwidth and provide technical support, a cost likely to exceed that of the tests themselves (Herbert, 2012). One analysis indicates that Race to the Top would provide districts with less than ten cents on the dollar to defray these expenses plus mandated teacher evaluations (Mitchell, 2012).
Myth: New assessment consortia will replace error-prone test manufacturers.
Reality: The same, incompetent, profit-driven companies will make new exams and prep materials.
The same old firms, including Pearson, Educational Testing Service and CTB/McGraw-Hill, are producing the tests. These firms have long histories of mistakes and incompetence. The multi-national Pearson, for example, has been responsible for poor-quality items, scoring errors, computer system crashes and missed deadlines (Strauss, 2013). Despite these failures, Pearson shared $23 million in contracts to design the first 18,000 PARCC test items (Gewertz, 2012).