How would you answer this test question? From a 1st grade Common Core test.

[pnwmom]

354. And math is treated the same way. Half of it depends on reading skills now,

which puts a whole different set of kids at a disadvantage -- those whose reading or language skills aren't as high as their math skills. It used to be an ESL kid at least could get through the familiar math sections. Not anymore.

Anyway, this is from a Pearson test. It's not just a sloppily designed homework paper.

http://science-beta.slashdot.org/story/13/11/02/1540249/a-math-test-thats-rotten-to-the-common-core

Explaining her frustration with the intended-for-5-and-6-year-olds test from Gates Foundation partner Pearson Education, Principal Carol Burris explains, "Take a look at question No. 1, which shows students five pennies, under which it says 'part I know,' and then a full coffee cup labeled with a '6' and, under it, the word, 'Whole.' Students are asked to find 'the missing part' from a list of four numbers. My assistant principal for mathematics was not sure what the question was asking. How could pennies be a part of a cup?" The 6-year-old first-grader who took the test didn't get it either, and took home a 45% math grade to her parents. And so the I'm-bad-at-math game begins!"

http://www.schoolsmatter.info/2012/05/pearson-tests-designed-to-make.html

At the other end of the spectrum, the tests have been an emotional and physical assault on our special needs students and English language learners. Many of these children generally experience greater success in mathematics than reading, as they are knowledgeable and confident regarding the content and concepts. The reading levels, vocabulary and language structures made it impossible for them to access the tests and demonstrate their mathematical knowledge. In room after room, children could be seen twenty minutes into the test with their heads on their desks or staring blankly into space. When teachers checked on them, they simply said, “It’s too confusing,” or “I can’t do this,” and hopelessly gave up. Nearly half of my special education students cried at some point during these exams. It is unacceptable for eight, nine and ten year olds to be subjected to this kind of torment.

What is even more detrimental is that neither these children — nor their parents or teachers — will ever have access to their test booklets in order to understand how or why the child arrived at an incorrect answer. No benefit is extended to the child from all of these hours of testing if there is no thoughtful, comprehensive feedback. Likewise, I am unable to provide you and your department with clarification and examples regarding my initial list of concerns, as I am not permitted to speak about the content of the exams, or retain a test booklet for commentary. I find it disingenuous that you want teachers and principals to receive feedback, but want none yourself. It would seem that those of us who have spent our lives doing this work would have much insight to offer you.