http://www.parcconline.org/ PARCC is a 24-state consortium working together to develop next-generation K-12 assessments in English and math.
The PARCC assessments have six priority purposes 1.Determine whether students are college- and career-ready or on track 2.Assess the full range of the Common Core Standards, including standards that are difficult to measure 3.Measure the full range of student performance, including the performance high and low performing students 4.Provide data during the academic year to inform instruction, interventions and professional development 5.Provide data for accountability, including measures of growth 6.Incorporate innovative approaches throughout the system
To address the priority purposes, PARCC will develop an assessment system comprised of four components. Each component will be computer-delivered and will leverage technology to incorporate innovations.
Two summative, required assessment components designed to: Make “college- and career-readiness” and “on-track” determinations, Measure the full range of standards and full performance continuum, and Provide data for accountability uses, including measures of growth. Two non-summative, optional assessment components designed to: Generate timely information for informing instruction, interventions, and professional development during the school year.
FYI: An additional third non-summative component will assess students’ speaking and listening skills in ELA only!!!!
PARCC will also leverage technology throughout the design and delivery of the assessment system. The overall assessment system design will include a mix of … constructed response items performance-based tasks computer-enhanced, computer-scored items * The PARCC assessments will be administered via computer, and a combination of automated scoring and human scoring will be employed.
How is this gonna work without enough computers? Smarter Balanced and PARCC Issue Guidance for New Instructional Technology Purchases Specifications Provide Assurance that New Devices will be Compatible with Next- Generation Assessments April 25, 2012 – Smarter Balanced Assessment Consortium (Smarter Balanced) and the PARCC today issued guidance designed to inform schools and districts as they make annual instructional technology purchases. The guidelines include hardware and operating system specifications covering the vast majority of commercially available computers and tablets. Smarter Balanced New Hardware Purchasing Guidelines: http://www.smarterbalanced.org/smarter-balanced-assessments/technology/ http://www.smarterbalanced.org/smarter-balanced-assessments/technology/ Technology Guidance for PARCC Assessments: http://www.parcconline.org/technologyhttp://www.parcconline.org/technology
FYI: What’s Smarter Balanced? http://www.smarterbalanced.org/ Smarter Balanced is one of two multistate consortia awarded funding from the U.S. Department of Education in 2010 to develop an assessment system aligned to the Common Core State Standards (CCSS) by the 2014-15 school year.Common Core State Standards (CCSS) by the 2014-15 school year.
The high school PARCC assessments will be based directly on the Common Core State Standards The distributed PARCC design includes four components - two required summative and two optional non-summative - so that assessments are given closer in time to when instruction happens. PARCC states have endorsed a grade-based design in ELA/Literacy and both a course-based and integrated design in mathematics.
Summative Assessment Components: Performance-Based Assessment (PBA) administered as close to the end of the school year as possible. The mathematics PBA will focus on applying skills, concepts, and understandings to solve multi-step problems requiring abstract reasoning, precision, perseverance, and strategic use of tools End-of-Year Assessment (EOY) administered after approx. 90% of the school year. The math EOY will be comprised of innovative, machine-scorable items
Non-Summative Assessment Components: Diagnostic Assessment designed to be an indicator of student knowledge and skills so that instruction, supports and professional development can be tailored to meet student needs Mid-Year Assessment comprised of performance- based items and tasks, with an emphasis on hard- to-measure standards. After study, individual states may consider including as a summative component
PARCC ASSESSMENT DESIGN: ENGLISH LANGUAGE ARTS/LITERACY AND MATHEMATICS, GRADES 3-11
What’s On It? The high school assessments will include a range of item types, including… innovative constructed response extended performance tasks selected response (all of which will be computer based). * In addition, there will be college-ready cut scores on high school tests in mathematics and ELA/Literacy, which will signify whether students are ready for college-level coursework. Earlier tests will be aligned vertically to ensure students are on - and stay on - the track to graduating ready for college and careers.
No Really…What’s On It? Field Testing will begin 2013 in participating PARCC states Items are being checked for alignment to CCSS, age-appropriateness, cultural sensitivity, and free of bias.
Governing States & Participating States PARCC Governing Board Members: Arizona Arkansas District of Columbia Florida Georgia: Superintendent John Barge Illinois Indiana Louisiana: Superintendent John White Maryland Massachusetts: Commissioner Mitchell Chester (Chair of Governing Board) Mississippi New Jersey New Mexico New York Ohio Oklahoma Rhode Island Tennessee PARCC Participating States: Alabama Colorado Kentucky North Dakota Pennsylvania South Carolina
Well Said Massachusetts… “Capitalizing on these opportunities, however, requires a sea change in culture amongst teachers, administrators, and school committees. Educators must internalize the idea of using online formative assessments to improve and customize student learning throughout the school year. School committees have to treat the infrastructure, equipment, and staffing that supports the use of educational technology and assessment data as core operational expenses, not as add-ons or luxuries. And administrators must realign school resources, from classroom facilities to professional development plans, to facilitate the use of technology and data as drivers of educational progress. ” - M ASSACHUSETTS E DUCATIONAL T ECHNOLOGY A DVISORY C OUNCIL J UNE 2011