1. ELA/Literacy PARCC Updates The Partnership for Assessment of Readiness for College and Careers

2. Goals of This Presentation:
Provide an understanding of the PARCC Assessment System for ELA/Literacy
Provide an overview of the Evidence-Centered Design and updated documents
Updates on the PARCC ELA/Literacy rubric
Updates on the PARCC ELA/Literacy reduction in test specifications

3. Purpose of PARCC Summative Assessments
Determine whether students are college- and career-ready (CCR) or on track to become CCR
Assess the full range of the Common Core State Standards (CCSS) for reading, writing, and language
Measure the full range of student performance, including the performance of high- and low-performing students—with a focus on critical thinking
Provide data for accountability, including measures of growth
Incorporate innovative approaches throughout the system
Comparable scores across states

4. PARCC’s Core Commitments to ELA/Literacy Assessment Quality
Questions Worth Answering: Sequences of questions that draw students into deeper encounters with texts are the norm (as in an excellent classroom), rather than sets of random questions of varying quality.
Texts Worth Reading: The assessments use authentic texts worthy of study instead of artificially produced or commissioned passages. 
Better Standards Demand Better Questions: Instead of reusing existing items, PARCC is developing custom items to the Standards.
Fidelity to the Standards: PARCC evidence statements are rooted in the language of the Standards so that expectations remain the same in both instructional and assessment settings.

5. Assessments ELA/Literacy and Mathematics, Grades 3–11
Beginning of School Year
End of School Year
Flexible administration
Performance-Based
Assessment
Diagnostic Assessment
Mid-Year Assessment
End-of-Year
Assessment
Speaking and Listening Assessment
Key:
Optional
Required

6. What’s Next for PARCC 2014 2015 2016 Summer/Fall Winter/Spring Summer
PARCC begins building tests
Findings from research reported
Mid-year assessments available
Students take operational tests
Performance level cut scores set
Results of first operational assessments released
Diagnostic
assessments available
Colleges & universities use scores to place student into credit- bearing courses

7. PARCC ELA/Literacy Summative Assessment:
PARCC ELA/Literacy Summative Assessment:
Performance-Based
&
End-of-Year

8. Summative Assessments
PARCC ELA/Literacy
Summative Assessments
Performance-Based
Assessment +
End-of-Year
Assessment
After 75 percent of the school year
Extended tasks, applications of concepts and skills
ELA/Literacy: Writing effectively when analyzing text, research simulation
ELA/Literacy Grades 3-11
After 90 percent of the school year
Innovative, short-answer items
ELA/Literacy: Reading comprehension
ELA/Literacy Grades 3-11
Pba has writing and will need headphones. Maybe because of media
Eoy no writing or multimedia

9. Performance-Based Assessment
The Performance-Based Assessment will be:
Tied to a Task Generation Model
Scored for Writing
Eligible Item Types for Performance-Based Assessment (PBA):
Evidence-Based Selected Response (EBSR)
Technology-Enhanced Constructed Response (TECR)
Prose-Constructed Response (PCR)
pp Item Guidelines

10. End-of-Year Assessment
The End-of-Year Assessment will be:
Focused on supporting Reading Comprehension Claims
Machine scored
Eligible Item Types for End-of-Year Assessment (EOY):
Evidence-Based Selected Response (EBSR)
Technology-Enhanced Constructed Response (TECR)
Part a accuracy
Part b evidence
Must get part a right to receive credit

11. PARCC ELA/Literacy Summative Assessment: Evidence-Centered Design

12. An Aligned System
Common Core State Standards Model Content Frameworks Model Instructional Lessons/Units PARCC Assessment System

13. A Model for Curriculum Developers and Teachers as well as Assessment
Illustrates one way of organizing the content of the standards over the course of the school year
Reflects the key shifts in the standards
Provides insight into the development of the PARCC Assessment System
Presents standards in an integrated fashion
Weaves standards into modules that progressively develop student understanding
Focuses on essential knowledge, skills, and understandings students must develop for college and career readiness
Note: The Frameworks are not a complete guide for curriculum.

14. PARCC: Creating Task Models to Elicit Evidence
Model Content Frameworks
ELA/Literacy, Grades 3-5
ELA, Grades 6-11 (with implications for literacy in other disciplines)

15. Sample Model Content Framework Chart

17. Claims Driving Design: ELA/Literacy
MASTER CLAIM
Students are on-track or ready for college and careers
MAJOR CLAIMS
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
SUB CLAIMS
Scale scores are tied to master claim and major claims

18. Classroom evidence of what we see students doing

19. PARCC: Evidences Evidence Tables
Reading Literary and Informational Texts, with Language Vocabulary evidences, at each grade level
Writing, includes progressions of standards from the MCF along with statements of evidence for written expression

20. Evidence Statements Grade
Each bullet lists an evidence statement that is aligned to the standard next to it and to the claim.
Claim
Each standard may have (1) or more evidences. To refer to the evidences, the following “code” is to be used until metadata and tagging for these charts is completed.
3.RI5.1 = Grade 3, Reading Information Standard 5, Evidence (1).
Standards that may be measured to support the claim

21. Reading the Writing Evidence Tables

23. PARCC Summative Assessment ELA/Literacy Performance Tasks
Two literary passages
PCR Item and Reading Comprehension Questions
Focus on analysis
Literary Analysis Task
Two types: narrative story or narrative description
One literary or informational passage
Focus on elements of narrative
Narrative Task
One extended text and two shorter texts
Informational text
Often includes multi-media or audio stimulus
Research Simulation Task

24. PARCC: Creating Task Generation Models
Task Generation Models (TGM)—Summer Updates
Narrative Tasks
1 literary text
Literary Analysis Tasks
2 literary texts
Research Simulation Tasks
Grade 3, 2 informational texts
Grades 4-11, 3 informational texts

25. Task Models for PBA Tasks
For the ELA/Literacy PBA, all items must align to a task model. Task models identify:
The main focus for the task
The ES to be targeted with the PCR item
The ES to be targeted with the EBSR and TECR items
The number of items required for the task

26. Task Models for PBA Tasks
These need to be included in the november day of LDC to plan next module….

27. The PARCC Summative Assessment: Passage and Item Selection Guidelines

28. PARCC: UPDATED Passage and Item Selection Guidelines
Passage Selection Guidelines (Updated August 2014)
with Literary and Informational Complexity Analysis Worksheets
Item Selection Guidelines (Updated August 2014)

29. Use of Passages on PARCC Assessments
Two Summative Assessments:
Performance Based (PBA)
Literary Analysis Task (paired passages)
Research Simulation Task (three passage set, two for grade 3)
Narrative Task (single passage)
End-of-Year (EOY)
Single (3-11) and paired (6-11) passages

30. Five PARCC Criteria for Selecting Texts Worth Reading
Texts Are Complex: PARCC assessments follow the staircase of text complexity in the CCSS to ensure assessments track student progress each year towards college and career readiness.
Texts Are Diverse: PARCC texts stem from across the disciplines (e.g. ELA, history, science and technical subjects), are written by authors with diverse backgrounds, reflect the CCSS prescribed balances of literature and informational text, and appeal to a wide range of student audiences.
Texts Are Authentic: PARCC texts are authentic works of exceptional craft and/or rich repositories of ideas and information rather than commissioned-for-the-test passages lacking sufficient evidence, organization, and style.

31. Five PARCC Criteria for Selecting Texts Worth Reading, cont’d
Texts Are Paired Effectively: PARCC text pairings, where required by the CCSS, have meaningful and significant points of comparison that invite questions beyond superficial observations.
Texts Meet Demands of Bias and Sensitivity Guidelines: PARCC texts are carefully vetted to ensure that while they pique student interest and appeal to a wide audience, they avoid highly controversial topics that may be troublesome to students.

32. Text Complexity Quantitative Readabilities
Three readability measures (RMM, TextEvaluator, LEXILE)
Evidence statements aligned to CCSS
Qualitative Traits
Purpose/Meaning, Text Structure, Language Features, Knowledge Demands
Professional Expertise   
Use of experience to determine appropriateness
Keep the most challenging student in mind and ask: Would that student be successful with this passage?

33. Quantitative Measures
PARCC will use the following quantitative measures:
The Lexile Framework For Reading by MetaMetrics
Reading Maturity by Pearson
SourceRater by Educational Testing Service
PARCC will use the updated text complexity grade bands and associated ranges of multiple measures from Appendix A of the CCSS
Common Core Band
The Lexile Framework
Reading Maturity
SourceRater
2nd – 3rd
3.53 – 6.13
4th-5th
5.42 – 7.92
6th-8th
7.04 – 9.57
9th-10th
8.41 – 10.81
11th-CCR
9.57 – 12.00
Source:

34. Passage Length
Grade Band
Minimum/Maximum Passage Length for Literary and Informational Text/Literary Nonfiction
3-5
words
6-8
400-1,000 words
9-11
500-1,500 words
**Some types of texts, such as poetry, political cartoons, and advertisements, may fall below the minimum word count. Care must be taken to ensure that these types of texts are robust enough to support a variety of reading comprehension questions.

35. Qualitative Measures
PARCC will use the Informational Complexity Analysis Worksheet and the Literary Complexity Analysis Worksheet to provide reviewers with rubrics to analyze text complexity and place a text within a specific grade
These worksheets are valuable tools for educators as they analyze texts for use in instruction as well as assessment.

36. Visual/Video Stimulus

37. The PARCC Summative Assessment:
UPDATED
ELA/Literacy Rubrics

38. Updated ELA/Literacy Rubrics
Grade 3
Grades 4-5
Grades 6-11
Changes
Pulled out narrative task
Written expression weighted 3 times
Command is not weighted

39. Grade 3 ELA/Literacy RST and LAT

40. Grade 3 ELA/Literacy Narrative

41. The PARCC Summative Assessment: ELA/Literacy Test Design
UPDATED
ELA/Literacy Test Design

42. Grades 3-5 Grade 3 – 5 English Language Arts/Literacy end-of-year*
Revised
1 short literary passage with 5 questions
1 long informational passage with 8 questions
Total: 2 passage sets, 13 items
 
Original
1 “Paired” passage set with 8 questions (paired passage set comprised of two short literary passages, two short informational passages, or a literary and an informational passage)
1 short informational passage with 5 questions
Total: 4 passage sets, 26 items

43. Grades 6-11 Grade 6 – 11 English Language Arts/Literacy end-of-year*
Revised
1 short literary passage with 5 questions
1 “paired” passage set with 6 questions
(paired passage set comprised of two short literary passages, two short informational passages, or a literary and an informational passage)
1 short informational passage with 5 questions
1 long informational passage with 6 questions
Total: 4 passage sets, 22 items
 
Original
1 short literary passage with 4 questions
2 short informational passages with 5 questions each
Total: 5 passage sets, 26 items
*All tests will still include some field test questions.

44. 6th Grade PBA Test Specs

45. 6th Grade PBA Test Specs Continued

46. 6th Grade EOY Test Specs

47. The PARCC Summative Assessment:
Item Prototypes and
Sample Items

48. Item Prototypes and Sample Items
PARCC:
Item Prototypes and Sample Items

49. 2013 Grade 6 Benchmark Released Item: Vocabulary
Which word can best replace the word salvaged as it is used in paragraph 26 of the passage? *A rescued B plucked C bundled D discarded

50. Grade 6 Evidence-Based Selected-Response Item #1
Part A
What does the word “regal” mean as it is used in the passage?
generous
threatening
kingly*
uninterested
Part B
Which of the phrases from the passage best helps the reader understand the meaning of “regal?”
“wagging their tails as they awoke”
“the wolves, who were shy”
“their sounds and movements expressed goodwill”
“with his head high and his chest out”*

51. 2013 Grade 3 Benchmark Released Items: Reading Open Response & Writing Prompt
Reading Open Response: Which tree is most important to koalas? Give three details from the passage to show how it is important. Writing Prompt: Your teacher has asked you to write about a time you had fun with a friend. Think about a time that you had fun with a friend. Who were you with and what did you do? Now write about that time. Give enough detail so that your teacher will understand your ideas.

52. Grade 3, Item #3
You have read two texts about famous people in American history who solved a problem by working to make a change.  
Write an article for your school newspaper describing how she and  faced challenges to change something in America. 
In your article, be sure to describe in detail why some solutions they tried worked and others did not work.  
Tell how the challenges each one faced were the same and how they were different.
After the verb is what the student is expected to complete.

53. Possible Supporting Details Main Ideas Supporting Details
Grade 5, Item # 2 Choose the two correct main ideas and drag them into the empty box labeled “Main Ideas.” Then choose one detail that best supports each main idea. Drag each detail into the empty box labeled “Supporting Details.”
Possible Main Ideas
Possible Supporting Details
Jonathan has his own 1000-yard zipline.
"In fact, as a tree house architect, Jonathan has built more than 380 custom tree houses across the United States."*
Jonathan is an experienced tree house builder.*
“Jonathan’s love of tree-house living began when he was a kid.”
Jonathan works carefully so that tree houses do not hurt the trees.*
"It was the most fun I ever had."
Jonathan lived in a tree house when he was in college.
"'I build a tree house so it helps the tree,' he says."*
Jonathan advises readers to learn the names of trees.
"'Walk in the woods and learn the different trees. Spend time climbing and learn how to do it safely.'"
Jonathan once built a house in a crab apple tree.
“One of his favorite names is ‘Ups and Downs.’”
Main Ideas Supporting Details

54. ELA/Literacy Practice Tests
The online ELA/Literacy PBA 3-11 practice tests were released last spring. They can be accessed at
The paper ELA/Literacy PBA practice tests are scheduled to be released in November.
The online ELA/Literacy EOY practice tests are scheduled to be released in January.

55. Websites to Access Additional CCSS-Aligned Resources

56. Resources for Aligning Instruction and Assessments to the CCSS
PARCC Website:
Assessment tools and resources for use in instruction
Achieve Website:
EQuIP (Teachers Evaluating Quality Instructional Products)
Student Achievement Partners Website:
Teacher/ Administrator Resources

57. Student Assessment Director ELA/Literacy Assessment Specialists
Contact Information
Student Assessment Director
Hope Allen
ELA/Literacy Assessment Specialists
Sheree Baird
Jessica McIntosh
Teresa Moka
JJ Morley
(501)