1. PARCC Assessments: ELA & Math & Colorado State Summative Assessments: Science & Social Studies BOE presentation June 10, 2013 Presented by Andrea Duran

2.  ELA & Math grades 3-12  End-of-year assessment for grades 3-11 in Spring 2015  End-of-year assessment for grade 12 in Fall of 2015  Fully electronic including writing assessments  Aligned with Common Core Standards, not CAS  Districts will have the option to use interim assessments in Sept. and Dec. in addition to Spring PARCC (Partnership for Assessment Readiness for College and Career) Info

3. PARCC is designed to reward quality instruction aligned to the Standards, so the assessment is worthy of preparation rather than a distraction from good work. PARCC’s Fundamental Advance 3

4.  PARCC states first developed the Model Content Frameworks to provide guidance to key elements of excellent instruction aligned with the Standards.  The Model Content Frameworks were then used to provide guidance in the content emphasis for the mathematics assessment. So, for the first time...  PARCC is communicating in the same voice to teachers as it is to assessment developers!  PARCC is designing the assessments around exactly the same SHIFTS the standards expect of teachers and students. What is Different About PARCC’s Development Process? 4

5.  The Common Core State Standards in English language arts/literacy and mathematics were created by educators around the nation.  Nearly every state in the nation is working individually and collectively to improve its instruction and assessments to ensure students graduate with the knowledge and skills most demanded by college and careers. A Strong Foundation: The Common Core State Standards 5

6.  Focus: PARCC assessments will focus strongly on where the Standards focus. Students will have more time to master concepts at a deeper level.  Problems worth doing: Multi-step problems, conceptual questions, applications, and substantial procedures will be common, as in an excellent classroom.  Better Standards Demand Better Questions: Instead of reusing existing items, PARCC will develop custom items to the Standards.  Fidelity to the Standards (now in Teacher’s hands): PARCC evidences 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 Mathematics Assessment Quality 6

7. Advances in Assessment Demanded by the Shifts Shift #1 – Focus: The PARCC assessments will focus strongly where the Standards focus Advance: PARCC assessments will focus strongly where the Standards focus (70% or more on the major work in grades 3-8).  Focus allows for a variety of problem types to get at concept in multiple ways.  Students will have more time to master concepts at a deeper level. 7

8. Advances in Assessment Demanded by the Shifts Shift #2 - Coherence: Think across grades, and link to major topics within grades Advance: The assessment design is informed by multi-grade progressions in the Standards and the Model Content Frameworks.  Key beginnings are stressed (e.g., ratio concepts in grade 6), as are key endpoints and takeaway skills (e.g., fluency with the multiplication table in grade 3). 8

9. Advances in Assessment Demanded by the Shifts Shift #2 - Coherence: Think across grades, and link to major topics within grades Advance: Integrative tasks draw on multiple standards to ensure students are making important connections.  The Standards are not treated as a checklist. 9

10. Advances in assessment demanded by the shifts Shift #3 - Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application Advance: PARCC assessments will reach the rigor in the Standards through innovations in technology and item design… 10

11. Using Technology to Advance Assessment and the Shifts  Technology enhancements supporting accessibility (e.g., the ability to hover over a word to see and/or hear its definition, etc.)  Transformative formats making possible what can not be done with traditional paper-pencil assessments (e.g., simulations to improve a model, game-like environments, drawing/constructing diagrams or visual models, etc.)  Getting beyond the bubble and avoiding drawbacks of traditional selected response such as guessing or choice elimination. 11

12. Using Technology to Advance Assessment and the Shifts  Capturing complex student responses through a device interface (e.g., using drawing tools, symbol palettes, etc.)  Machine scorable multi-step tasks are more efficient to administer and score. 12

13. Overview of Mathematics Task Types PARCC mathematics assessments will include three types of tasks. 13 Task TypeDescription 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 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 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 For more information see PARCC Item Development ITN Appendix D.

14.  http://www.ccsstoolbox.com/parcc/PARCCPrototype_ main.html http://www.ccsstoolbox.com/parcc/PARCCPrototype_ main.html Elementary Math Sample

15. Grade 7 Illustrative Sample Item 15 Grade 7 Illustrative Sample Item

16. Aligns to the Standards and Reflects Good Practice 16 Grade 7 Sample Illustrative Item: Speed Task Type I: Tasks assessing concepts, skills and procedures Alignment: Most Relevant Content Standard(s)  7.RP.2b. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.  In addition, see 7.RP.2d: Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. (The “explain” portion is not required in the task, but the task involves some of the concepts detailed here.) Alignment: Most Relevant Mathematical Practice(s)  MP.2 enters (Reason abstractly and quantitatively), as students must relate the graphs and tables to each other via the unit rate and then to the context at hand.

17.  Texts Worth Reading: The assessments will use authentic texts worthy of study instead of artificially produced or commissioned passages.  Questions Worth Answering: Sequences of questions that draw students into deeper encounters with texts will be the norm (as in an excellent classroom), rather than sets of random questions of varying quality.  Better Standards Demand Better Questions: Instead of reusing existing items, PARCC will develop custom items to the Standards.  Fidelity to the Standards (now in Teachers’ hands): PARCC evidences 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 17

18. 1.Complexity: Regular practice with complex text and its academic language. 2.Evidence: Reading and writing grounded in evidence from text, literary and informational. 3.Knowledge: Building knowledge through content rich nonfiction. What Are the Shifts at the Heart of PARCC Design (and the Standards)? 18

19. The CCSS Shifts Build Toward College and Career Readiness for All Students

20. 1.PARCC builds a staircase of text complexity to ensure students are on track each year for college and career reading. 2.PARCC rewards careful, close reading rather than racing through passages. 3.PARCC systematically focuses on the words that matter most—not obscure vocabulary, but the academic language that pervades complex texts. Shift 1: Regular practice with complex text and its academic language 20

21. 4.PARCC focuses on students rigorously citing evidence from texts throughout the assessment (including selected-response items). 5.PARCC includes questions with more than one right answer to allow students to generate a range of rich insights that are substantiated by evidence from text(s). 6.PARCC requires writing to sources rather than writing to de- contextualized expository prompts. 7.PARCC also includes rigorous expectations for narrative writing, including accuracy and precision in writing in later grades. Shift 2: Reading and writing grounded in evidence from text, literary and informational 21

22. 8.PARCC assesses not just ELA but a full range of reading and writing across the disciplines of science and social studies. 9.PARCC simulates research on the assessment, including the comparison and synthesis of ideas across a range of informational sources. Shift 3: Building knowledge through content rich nonfiction 22

23. SO... Two standards are always in play—whether they be reading or writing items, selected-response or constructed- response items on any one of the four components of PARCC. They are:  Reading Standard One (Use of Evidence)  Reading Standard Ten (Complex Texts) Students’ Command of Evidence with Complex Texts is at the Core of Every Part of the Assessment! 23

24. Evidence-Based Selected Response (EBSR)—Combines a traditional selected- response question with a second selected-response question that asks students to show evidence from the text that supports the answer they provided to the first question. Underscores the importance of Reading Anchor Standard 1 for implementation of the CCSS. Technology-Enhanced Constructed Response (TECR)—Uses technology to capture student comprehension of texts in authentic ways that have been difficult to score by machine for large scale assessments (e.g., drag and drop, cut and paste, shade text, move items to show relationships). Range of Prose Constructed Responses (PCR)—Elicits evidence that students have understood a text or texts they have read and can communicate that understanding well both in terms of written expression and knowledge of language and conventions. There are four of these items of varying types on each annual performance-based assessment. Three Innovative Item Types That Showcase Students’ Command of Evidence with Complex Texts 24

25. End-of-Year Assessment (Grade 3): “How Animals Live” http://www.parcconline.org/samples/engli sh-language-artsliteracy/grade-3-ebsr-end- year-assessment 25

26.  Students will be given several passages to read closely.  EBSR and TECR questions will be sequenced in a way that they will draw students into deeper encounters with the texts and will result in thorough comprehension of the concepts to provide models for the regular course of instruction.  Will draw on higher order skills such as critical reading and analysis, the comparison and synthesis of ideas within and across texts, and determining the meaning of words and phrases in context. Understanding the End-of-Year Assessment 26

27. Range: Follows the requirements in the standards to make use of informational texts, including history, science, and technical passages (50% of the points in grades 3-5 are to come from informational texts). Quality: This is an example of a science passage from a third-grade textbook. Complexity: Quantitatively and qualitatively, the passages have been validated and deemed suitable for use at grade 3. Texts Worth Reading? 27

28. On the following pages there is one Evidence-Based Selected- Response Item and one Technology Enhanced Constructed-Response Item that challenge students’ command of evidence with complex texts. Questions Worth Answering? 28

29. Part A What is one main idea of “How Animals Live?” a.There are many types of animals on the planet. b.Animals need water to live. c.There are many ways to sort different animals.* d.Animals begin their life cycles in different forms. Grade 3 Evidence-Based Selected- Response Item #1 29 Part B Which sentence from the article best supports the answer to Part A? a.“Animals get oxygen from air or water.” b."Animals can be grouped by their traits.”* c."Worms are invertebrates.” d."All animals grow and change over time.” e."Almost all animals need water, food, oxygen, and shelter to live."

30.  Specific CCSS alignment to:  RI.3.1 (evidence).  RI.3.2 (main idea).  RI.3.10 (complex text).  While this is an example of a less complex item—one where the main idea and details to support it are explicit and readily found— students must provide evidence for the accuracy of their answer in Part B, illustrating one of the key shifts: use of textual evidence. Aligns to the Standards and Reflects Good Practice 30

31. 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.” Words: Grade 3 Technology-Enhanced Constructed-Response Item 31 Pupa Adult Egg Larva

32.  Specific CCSS alignment to:  RI.3.1 (use of evidence).  RI.3.3 (relationship between events).  RI.3.10 (complex texts).  Reflects the key shift of building knowledge from informational text:  students must apply their understanding of the text to complete the graphic.  requires explicit references to the text as the basis for the answers rather than simply guessing.  Whereas traditional items might have asked students to “fill in one blank” on a graphic (with three steps already provided), this technology enhanced item allows students to demonstrate understanding of the entire sequence of the life cycle because none of the steps are ordered for them. Aligns to the Standards and Reflects Good Practice 32

33.  Begins April 25, 2014  Social Studies  Grades: 4, 7, 12 (Fall)  Science  Grades: 5, 8, 12 (Fall)  Colorado Academic Standards aligned & CoAlt available  May 2013, release of frameworks indicating percent and number of score points for standard areas & assessment  Pearson awarded contract  Check out sample test items: http://www.pearsonaccess.com/cs/Satellite?pagename=Pe arson/QuickLink/co http://www.pearsonaccess.com/cs/Satellite?pagename=Pe arson/QuickLink/co Colorado State Summative Assessment for Science and Social Studies

34. Student View of TestNav Tool bar QuickNav Review Flag Question # Section Navigation

35. TestNav Tools Pointer Eraser Highlighter Eliminate Choice Note Pad Pencil Ruler Calculator (science only) Periodic Table (grade 8 science only) Magnifier Help

36.  http://www.pearsonaccess.com/cs/Satellite?c=Page&c hildpagename=Colorado%2FcoPALPLayout_v2&cid=12 05794393662&pagename=coPALPWrapper http://www.pearsonaccess.com/cs/Satellite?c=Page&c hildpagename=Colorado%2FcoPALPLayout_v2&cid=12 05794393662&pagename=coPALPWrapper Colorado Summative & Alternate Assessments for Science and Social Studies Sample Item

37. Summative Spring Field Test Summative PearsonAccess Upcoming Events Training TitleDates PearsonAccess Training Center Available January 28, 2013 Tools Demo and ePAT (practice tests) Available Scheduled for April 15, 2013 Student Data Available in PearsonAccess April 9, 2013 Online testing tools and practice item ePAT guide available Scheduled for April 17, 2013 Testing WindowApril 22–May 10, 2013 Finalize Test Preparation ActivitiesApril 22–23, 2013 Download (Proctor Cache) Summative Test Content for Field Test April 24, 2013 Begin TestingApril 25, 2013

38.  Thank you for your time and attention!  Contact me with any questions- aduran@esdk12.org