Presentation on theme: "Goals of This Presentation:"— Presentation transcript:
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/LiteracyProvide an overview of the Evidence-Centered Design and updated documentsUpdates on the PARCC ELA/Literacy rubricUpdates 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 CCRAssess the full range of the Common Core State Standards (CCSS) for reading, writing, and languageMeasure the full range of student performance, including the performance of high- and low-performing students—with a focus on critical thinkingProvide data for accountability, including measures of growthIncorporate innovative approaches throughout the systemComparable 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 YearEnd of School YearFlexible administrationPerformance-BasedAssessmentDiagnostic AssessmentMid-Year AssessmentEnd-of-YearAssessmentSpeaking and Listening AssessmentKey:OptionalRequired
6 What’s Next for PARCC 2014 2015 2016 Summer/Fall Winter/Spring Summer PARCC begins building testsFindings from research reportedMid-year assessments availableStudents take operational testsPerformance level cut scores setResults of first operational assessments releasedDiagnosticassessments availableColleges & universities use scores to place student into credit- bearing courses
8 Summative Assessments PARCC ELA/LiteracySummative AssessmentsPerformance-BasedAssessment+End-of-YearAssessmentAfter 75 percent of the school yearExtended tasks, applications of concepts and skillsELA/Literacy: Writing effectively when analyzing text, research simulationELA/Literacy Grades 3-11After 90 percent of the school yearInnovative, short-answer itemsELA/Literacy: Reading comprehensionELA/Literacy Grades 3-11Pba has writing and will need headphones. Maybe because of mediaEoy no writing or multimedia
9 Performance-Based Assessment The Performance-Based Assessment will be:Tied to a Task Generation ModelScored for WritingEligible 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 ClaimsMachine scoredEligible Item Types for End-of-Year Assessment (EOY):Evidence-Based Selected Response (EBSR)Technology-Enhanced Constructed Response (TECR)Part a accuracyPart b evidenceMust get part a right to receive credit
12 An Aligned SystemCommon 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 yearReflects the key shifts in the standardsProvides insight into the development of the PARCC Assessment SystemPresents standards in an integrated fashionWeaves standards into modules that progressively develop student understandingFocuses on essential knowledge, skills, and understandings students must develop for college and career readinessNote: The Frameworks are not a complete guide for curriculum.
14 PARCC: Creating Task Models to Elicit Evidence Model Content FrameworksELA/Literacy, Grades 3-5ELA, Grades 6-11 (with implications for literacy in other disciplines)
17 Claims Driving Design: ELA/Literacy MASTER CLAIMStudents are on-track or ready for college and careersMAJOR CLAIMSStudents read and comprehend a range of sufficiently complex texts independentlyReading LiteratureReading Informational TextVocabulary Interpretation and useStudents write effectively when using and/or analyzing sourcesWritten ExpressionConvention and Knowledge of LanguageStudents build and present knowledge through research and the integration, comparison, and synthesis of ideasSUB CLAIMSScale 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 levelWriting, 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.ClaimEach 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
23 PARCC Summative Assessment ELA/Literacy Performance Tasks Two literary passagesPCR Item and Reading Comprehension QuestionsFocus on analysisLiterary Analysis TaskTwo types: narrative story or narrative descriptionOne literary or informational passageFocus on elements of narrativeNarrative TaskOne extended text and two shorter textsInformational textOften includes multi-media or audio stimulusResearch Simulation Task
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 taskThe ES to be targeted with the PCR itemThe ES to be targeted with the EBSR and TECR itemsThe 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 WorksheetsItem 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 CCSSQualitative TraitsPurpose/Meaning, Text Structure, Language Features, Knowledge DemandsProfessional Expertise Use of experience to determine appropriatenessKeep 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 MetaMetricsReading Maturity by PearsonSourceRater by Educational Testing ServicePARCC will use the updated text complexity grade bands and associated ranges of multiple measures from Appendix A of the CCSSCommon Core BandThe Lexile FrameworkReading MaturitySourceRater2nd – 3rd3.53 – 6.134th-5th5.42 – 7.926th-8th7.04 – 9.579th-10th8.41 – 10.8111th-CCR9.57 – 12.00Source:
34 Passage LengthGrade BandMinimum/Maximum Passage Length for Literary and Informational Text/Literary Nonfiction3-5words6-8400-1,000 words9-11500-1,500 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 MeasuresPARCC 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 gradeThese worksheets are valuable tools for educators as they analyze texts for use in instruction as well as assessment.
41 The PARCC Summative Assessment: ELA/Literacy Test Design UPDATEDELA/Literacy Test Design
42 Grades 3-5 Grade 3 – 5 English Language Arts/Literacy end-of-year* Revised1 short literary passage with 5 questions1 long informational passage with 8 questionsTotal: 2 passage sets, 13 items Original1 “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 questionsTotal: 4 passage sets, 26 items
43 Grades 6-11 Grade 6 – 11 English Language Arts/Literacy end-of-year* Revised1 short literary passage with 5 questions1 “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 questions1 long informational passage with 6 questionsTotal: 4 passage sets, 22 items Original1 short literary passage with 4 questions2 short informational passages with 5 questions eachTotal: 5 passage sets, 26 items*All tests will still include some field test questions.
47 The PARCC Summative Assessment: Item Prototypes andSample 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 AWhat does the word “regal” mean as it is used in the passage?generousthreateningkingly*uninterestedPart BWhich 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 #3You 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 IdeasPossible Supporting DetailsJonathan 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 atThe 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 instructionAchieve Website:EQuIP (Teachers Evaluating Quality Instructional Products)Student Achievement Partners Website:Teacher/ Administrator Resources