a visit to the parcc [read-only]
TRANSCRIPT
Today’s Focus:
• Background information about the Partnership for Assessment of Readiness for College and Careers (PARCC)
• Design of the PARCC assessments
• PARCC Updates
WE ARE PARCC!
The Partnership for Assessment of Readiness for College and Careers:
Made up of 22 states
Developing common, high-quality math and English language arts (ELA) tests for grades 3–11
Computer-based and linked to what students need to know for college and careersFor use starting in the 2014–15 school year
Unlike many current tests, PARCC tests will be engaging
and will test the critical-thinking and problem-solving skills students need to succeed
in school and life.
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Why New Assessments Now?
PARCC Assessment Design: ELA/Literacy and Mathematics 3-11
End‐of‐Year Assessment
• Innovative, computer‐based items
• Required
Performance‐BasedAssessment (PBA)• Extended tasks• Applications of concepts and skills
• Required
Diagnostic Assessment• Early indicator of student knowledge and skills to inform instruction, supports, and PD
• Non‐summative
2 Optional Assessments/Flexible Administration
Mid‐Year Assessment• Performance‐based• Emphasis on hard‐to‐measure standards
• Potentially summative
Speaking And Listening Assessment• Locally scored• Non‐summative, required
What’s coming: July 2013
� Timeline and Design of Non-Summative Components (Diagnostic, Mid-Year, Speaking and Listening, and K-2) Released
� PARCC Technology Components RFP Released (including platform)
� Diagnostic and Formative RFPs Released
� Timeline For Professional Development Modules Released
� Accommodations Manual for Students with Disabilities and English Learners (1st Edition)
� Final Performance Level Descriptors for All Grades/Courses in ELA/Literacy and Mathematics
� Estimates of Summative Assessment Costs Released
What’s coming: August 2013
� Phase I Item Development Complete
� Additional Sample Items Released
� Schools/Districts Notified of Selection for Field Testing
� Partnership Resource Center RFP Released
� Additional Information about Testing Windows Released
What’s coming: fall 2013
� Operational Assessment Administration RFP Released
� Plan for Student Level Reporting/Score Reports Released
� Timeline and Plan for Student Registration for Operational Assessment Released
� Anticipated Timing of Data Return for Year One Announced
� Training Materials for IEP Writing Teams Based on Accommodations Manual
� Additional Information about Minimum and Recommended Technology Specifications, Including Minimum Bandwidth Requirements
� Technology Requirements for the Field Test Released
� Sample Items Re-Released on PARCC Technology Platform
� Final Summative Assessment Costs Released
Capturing What Students Can Do
Grade- and Subject-Specific Performance Level Descriptors (PLDS)• capture how all students perform• show understandings and skill
development across the spectrum of standards and complexity levels assessed
PLDs 5 Performance Levels
Minimal
Partial
Moderate
StrongDistinguished
Level 1
Level 5Level 4
Level 3
Level 2
Level 5: Students performing at this level demonstrate a distinguishedcommand of the knowledge, skills, and practices embodied by the Common Core State Standards assessed at their grade level.
CCR
Evidence Based Assessment
The PARCC assessment system is designed to assess students’ readiness for
success in careers and college.
Webb’s DOK Levels
• RECALL OF INFORMATIONLevel 1• BASIC REASONINGLevel 2• COMPLEX REASONINGLevel 3• EXTENDED REASONINGLevel 4
Hess Cognitive Rigor Matrix
Webb’s DOK
Bloom’s Taxonomy
DOK LEVEL 1Recall & Reproduction
DOK LEVEL 2Basic Skills & Concepts
DOK LEVEL 3Strategic Thinking & Reasoning
DOK Level 4Extended Thinking
Remember -recall, locate basic facts, definitions, details, events
Understand -Select appropriate words for use when intended meaning is clearly evident.
-Specify, explain relationships-Summarize-Identify central ideas
-Explain, generalize, or connect ideas using supporting evidence
-Explain how concepts or ideas specifically relate to other content domains or content
Apply -Use language structure or word relationships to determine meaning
-Use context to identify word meanings-Obtain/interpret information using text features
-Use concepts to solve non-routine problems
-Devise an approach among many alternatives to research a novel problem
Analyze -Identify the kind of information contained in a graphic, table, visual, etc.
-Compare literary elements, facts, terms, events-Analyze organization &text structures
-Analyze or interpret author’s craft to critique a text
-Analyze multiple sources or texts-Analyze complex/abstract themes
Evaluate -Cite evidence and develop a logical argument for conjectures based on one text or problem
-Evaluate relevancy, accuracy & completenessof information across texts/sources
Create -Brainstorm ideas, concepts, etc. related to a topic or concept
-Generate hypotheses based on observations or prior knowledge
-Develop a complex model for a situation-Develop an alternative solution
-Synthesize information across multiple sources or texts; articulate new voice or perspective
CLAIMS DRIVING DESIGN: MATHEMATICS
Master Claim: On-track for college and career readiness.
Students solve grade-level/course-level problems in mathematics as set forth in the Standards for Mathematical Content with connections to the Standards for Mathematical Practice.
Sub-Claim E:Students demonstrate
fluency in areas set forth in the Standards for Content in
grades 3-6
Overview of PARCC Mathematics Task Types
Task Type Description of Task Type
I. Tasks assessing concepts, skills and procedures
• Balance of conceptual understanding, fluency, and application• Can involve any or all mathematical practice standards• Machine scorable including innovative, computer‐based formats• Will appear on the End of Year and Performance Based Assessment components• Sub‐claims A, B and E
II. Tasks assessing expressing mathematical reasoning
• Each task calls for written arguments / justifications, critique of reasoning, or precision in mathematical statements (MP.3, 6).
• Can involve other mathematical practice standards• May include a mix of machine scored and hand scored responses• Included on the Performance Based Assessment component• Sub‐claim C
III. Tasks assessing modeling / applications
• Each task calls for modeling/application in a real‐world context or scenario (MP.4) • Can involve other mathematical practice standards• May include a mix of machine scored and hand scored responses• Included on the Performance Based Assessment component• Sub‐claim D
For more information see PARCC Task Development ITN Appendix D.
Type III: Tasks assessing modeling/applications
School Mural (grade 3), Part AThere is a large mural made of colored tiles at the entrance of Rena’s school.The mural is made with 48 square tiles and is 12 tiles wide.
Drag tiles into the boxes to show a number sentence that can be used to find how many tiles high the mural is.
X =
4 6 8 10 12 48
Claims Driving Design: ELA/literacy
Students are on-track or ready for college and careers
Students read and comprehend a range of sufficiently
complex texts independently
Reading Literature
Reading Informational
Text
Vocabulary Interpretation
and use
Students write effectively when
using and/or analyzing sources.
Written Expression
Convention and
Knowledge of Language
Students build and present knowledge
through research and
the integration, comparison,
and synthesis of ideas.
Overview of PARCC ELA/Literacy Item Types
• Evidence Based Selected Response (EBSR)
• Technology Enhanced Constructed Response (TECR)
• Range of Prose Constructed Response (PCR)
Evidence Based Selected Response: Grade 10 Example
Part A
Which of the following sentences best states an important theme about human behavior as described in Ovid’s “Daedalus and Icarus”?
a. Striving to achieve one’s dreams is a worthwhile endeavor.b. The thoughtlessness of youth can have tragic results.c. Imagination and creativity bring their own rewards.d. Everyone should learn from his or her mistakes.
Part B
Select three pieces of evidence from Ovid’s “Daedalus and Icarus” that support the answer to Part A.
a. “and by his playfulness retard the work/his anxious father planned” b. “But when at last/the father finished it, he poised himself” c. “he fitted on his son the plumed wings/with trembling hands, while down his
withered cheeks/the tears were falling” d. “Proud of his success/the foolish Icarus forsook his guide”e. “and, bold in vanity, began to soar/rising upon his wings to touch the skies”f. “and as the years went by the gifted youth/began to rival his instructor’s art”g. “Wherefore Daedalus/enraged and envious, sought to slay the youth”h. “The Partridge hides/in shaded places by the leafy trees…for it is mindful
of its former fall”
Technology Enhanced Constructed Response: Grade 3 Example
Drag the words from the word box into the correct locations on the graphic to show the life cycle of a butterfly as described in “How Animals Live.”
ELA/Literacy
• Incorporate rich, engaging text at a variety of complexity levels
• Incorporate informational as well as literary text
• Require students to find and use evidence to back up their answers
• Use multi-media on a regular basis
• Allow students time to grapple with the text
• Use the rubrics as an instructional tool
Mathematics
• Allow students time to grapple with mathematics problems
• Require students to explain their reasoning and show their work
• Have students evaluate the mathematical reasoning of other students
• Utilize real world scenarios• Incorporate technology• Encourage students to take
math problems one step further
Preparing for PARCC
PARCC Updates and Releases
• Soon to be Released:• Grade- and subject-specific performance level
descriptors (released July 14th)• PARCC Accommodations Manual
• Available on the PARCC website:• Assessment Administration guidance• Model content frameworks• Item and task prototypes• Assessment blueprints and test specifications• FAQ and Glossary
PARCC Communication
• Please use the Subscribe to AZ – PARCC icon button to sign-up for up-to-date PARCC information from the Arizona Department of Education’s Assessment Division.
Support and Resources
Web sites10 Clicks to Understanding PARCCPARCC in the ClassroomPARCC Items and Prototypes
ADE contacts [email protected]@[email protected]