transitioning to a new assessment system. *discuss at your table how your quote relates to common...
TRANSCRIPT
*Discuss at your table how your quote relates to Common Core/PARCC.
**If you would like to be added to our database, write your name and email address on an index card.
ICE BREAKER
Complete your name tent and read the quote on the front.
Today’s Focus:
• Background information about the Partnership for Assessment of Readiness for College and Careers (PARCC)
• Design of the PARCC assessments• Text complexity• PARCC updates and releases
Rumor Has It…
• Write ONE thing you’ve heard about the PARCC assessments on a Post It.
• Discuss all statements at your table.• Select one statement and choose a
spokesperson to read it to the entire group.
• Place your statements on the “Rumor Has It…” poster.
What Is 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 3–11Computer-based and linked to what students
need to know for college and careersFor use starting in the 2014–15 school year
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
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
4Level 3
Level
2
Level 5: Students performing at this level demonstrate a distinguished command 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 & completeness of 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
Reading Standards include exemplar texts (stories and literature, poetry, and informational texts) that illustrate appropriate level of complexity by grade.
Text complexity is defined by:
Qualita
tiv
e
1. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands
Quan
titati
ve2. Quantitative measures – readability and other scores of text complexity
Reader and Task
3. Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned
Overview of Text Complexity
Text Complexity Worksheets
• With others at your table, discuss the similarities and differences between the literary complexity analysis worksheet (blue) and the informational complexity analysis worksheet (yellow).
Let’s Practice
Harlem [Dream Deferred]
What happens to a dream deferred?
Does it dry uplike a raisin in the sun?Or fester like a sore—And then run?Does it stink like rotten meat?Or crust and sugar over—like a syrupy sweet?
Maybe it just sagslike a heavy load.
Or does it explode?
--Langston Hughes
The results?
• Grade Level: 11th • Fits evidence statements: 11.RL.1, 11.RL.2, 11.RL.4, 11.RL.5, 11.RL.6• Complexity Level: higher end of moderately complex • Reasons: Multiple levels of meaning relatively easy to identify; some unpredictable structural elements; complex and abstract themes; abstract, ironic and figurative language
More Practice
• Science: “How Underground Rodent Wards Off Cancer: Second Mole Rat Species Has Different Mechanism for Resisting Cancer” (Lexile: 1430; Source Rater:11.1)
• Social Studies: Moonshot: The Flight of Apollo 11 (Lexile: 1050; Source Rater: 3.2)
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 Literatur
e
Reading Informational Text
Vocabulary
Interpretation and
use
Students write effectively when using
and/or analyzing sources.
Written Expressio
n
Convention and
Knowledge of
Language
Students build and present
knowledge through research and the
integration,
comparison, and
synthesis of ideas.
PARCC Summative Assessment: 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 AWhich 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 BSelect 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.”
PARCC Summative Assessment ELA/Literacy Performance Tasks
Performance-Based Component
Literary Analysis Task Narrative TaskResearch Simulation
Task
ELA/Literacy PLDs
• The ELA/Literacy PLDs are organized in two areas: reading and writing
— For reading, the levels are differentiated by three factors:— text complexity (standard 10) (accessible, moderately complex, very
complex)— accuracy in student responses— evidence cited (explicit, implied) from sources read (standard 1)— At each, performance level, the degree to which students are able to
demonstrate command of standards 2-9 (e.g. main idea, point of view, setting, plot, character, structure …) is described in terms of the three factors
— For writing, the levels are differentiated by:— idea development, including when drawing evidence from sources— organization— use of conventions (grammar, capitalization, etc.)— language usage
Three factors determine the performance levels1. Text complexity
2. Range of accuracy
3. Quality of evidenceGrade 11
Level Level of Text Complexity1 Range of Accuracy2 Quality of Evidence3
5
Very ComplexModerately ComplexReadily Accessible
AccurateAccurateAccurate
Explicit and inferentialExplicit and inferentialExplicit and inferential
4
Very ComplexModerately ComplexReadily Accessible
Mostly accurateAccurateAccurate
Explicit and inferentialExplicit and inferentialExplicit and inferential
3
Very ComplexModerately ComplexReadily Accessible
Generally accurateMostly accurate
Accurate
Explicit and inferentialExplicit and inferentialExplicit and inferential
2
Very ComplexModerately ComplexReadily Accessible
InaccurateMinimally accurate
Mostly accurate
Explicit Explicit and inferentialExplicit and inferential
Excerpt: ELA/LiteracyGrade 11, Level 5
This column provides the level being described
This area provides information about the performances displayed by students in reading at this level in terms of complexity, accuracy, and evidence
This area provides information about the performances displayed by students in writing at this level
Evidence statements derived from standards 2-9
PARCC Updates and Releases
• Released for public review:• Grade- and subject-specific performance
level descriptors (until May 8)• PARCC Accommodations Manual (until May
13)
• Available on the PARCC website:• Assessment Administration guidance• Model content frameworks• Item and task prototypes• Assessment blueprints and test specifications
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
Support and Resources
Web sites10 Clicks to Understanding PARCCPARCC in the ClassroomPARCC Items and PrototypesPARCC Performance Level Descriptors
ADE contacts [email protected]@azed.gov