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

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Presentation on theme: "ELA/Literacy PARCC Updates The Partnership for Assessment of Readiness for College and Careers 1."— Presentation transcript:

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

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 2

3 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 Purpose of PARCC Summative Assessments 3

4 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. PARCC’s Core Commitments to ELA/Literacy Assessment Quality 4

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

6 What’s Next for PARCC Summer/FallWinter/SpringSummerFall 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 6

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

8 PARCC ELA/Literacy Summative Assessments 8 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

9 Performance-Based Assessment 9 pp Item Guidelines 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)

10 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) End-of-Year Assessment 10

11 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) frameworks 14

15 Sample Model Content Framework Chart

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17 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 MASTER CLAIM MAJOR CLAIMS SUB CLAIMS

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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 specs

20 Evidence Statements Grade Claim Standards that may be measured to support the claim Each bullet lists an evidence statement that is aligned to the standard next to it and to the 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).

21 Reading the Writing Evidence Tables 21

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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 PCR Item and Reading Comprehension Questions Narrative Task One extended text and two shorter texts Informational text Often includes multi-media or audio stimulus PCR Item and Reading Comprehension Questions 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 24

25 Task Models for PBA Tasks For the ELA/Literacy PBA, all items must align to a task model. Task models identify:task model – 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

27 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) – test-specs test-specs

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 I.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. II.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. III.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. Five PARCC Criteria for Selecting Texts Worth Reading 30

31 IV.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. V.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. Five PARCC Criteria for Selecting Texts Worth Reading, cont’d 31

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 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 Quantitative Measures 33 Common Core Band The Lexile Framework Reading MaturitySourceRater 2 nd – 3 rd – th -5 th – th -8 th – th -10 th – th -CCR – Source:

34 Passage Length Grade BandMinimum/Maximum Passage Length for Literary and Informational Text/Literary Nonfiction words ,000 words ,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 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. Qualitative Measures 35

36 36

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

38 Updated ELA/Literacy Rubrics Grade 3 – language-artsliteracy/grade-3-generic-rubrics language-artsliteracy/grade-3-generic-rubrics Grades 4-5 – language-artsliteracy/grades-4-5-generic-rubrics language-artsliteracy/grades-4-5-generic-rubrics Grades 6-11 – language-artsliteracy/grades-6-11-generic-rubrics language-artsliteracy/grades-6-11-generic-rubrics 38

39 Grade 3 ELA/Literacy RST and LAT 39

40 Grade 3 ELA/Literacy Narrative 40

41 41 The PARCC Summative Assessment: 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 short literary passage with 5 questions 1 long informational passage with 8 questions 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 42

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 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) 2 short informational passages with 5 questions each 1 long informational passage with 6 questions Total: 5 passage sets, 26 items *All tests will still include some field test questions. 43

44 6 th Grade PBA Test Specs 44

45 6 th Grade PBA Test Specs Continued 45

46 6 th Grade EOY Test Specs 46

47 47 The PARCC Summative Assessment: Item Prototypes and Sample Items es/item-task-prototypes

48 48 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 Part A What does the word “regal” mean as it is used in the passage? a.generous b.threatening c.kingly* d.uninterested Part B Which of the phrases from the passage best helps the reader understand the meaning of “regal?” a.“wagging their tails as they awoke” b.“the wolves, who were shy” c.“their sounds and movements expressed goodwill” d.“with his head high and his chest out”* Grade 6 Evidence-Based Selected- Response Item #1 50

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.

53 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. 54

55 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 56

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


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