A Visit to the PARCC [Read-Only]

A VISIT TO THE PARCC:

ASSESSMENT TRANSITION AND DESIGN

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

Why PARCC and not Smarter Balanced?

• Type of assessment

• State involvement

• Demographics

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.

5

Why New Assessments Now?

PARCC ASSESSMENT PRIORITIES:

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

Arizona Involvement in PARCC

Complexity vs. Difficulty

KAREN HESS VIDEO:

http://vimeo.com/20998609

Evidence Based Assessment

The PARCC assessment system is designed to assess students’ readiness for

success in careers and college.

Complexity vs. Difficulty, Cont.

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

Questions?

Key Shifts—Mathematics

Focus Coherence Rigor

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 I: Tasks assessing concepts, skills, and procedures

Type II: Tasks assessing mathematical reasoning

Type II: Tasks assessing mathematical reasoning

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

Type III: Tasks assessing modeling/applications

ELA/Literacy Shifts at the Heart of PARCC Design:

Complexity Evidence Knowledge

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.

Sample Model Content Framework Chart

Third Grade Framework Chart

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.”

PARCC Summative Assessment ELA/Literacy Performance Tasks

Prose Constructed Response: Research Simulation Task

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

Questions?

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]