1. A Look at the Future of Assessments - ELA Ron Bauman · January 29, 2014

2. The Heart of PARCC’s Design (and the Standards) 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.

3. Key Considerations to ELA/Literacy Assessment Quality Questions Worth Answering: Sequences of questions that draw students into deeper encounters with texts are the norm. Texts Worth Reading: The assessments use authentic texts worthy of study.

4. Key Considerations to ELA/Literacy Assessment Quality Better Standards Demand Better Questions: Custom items are being developed to the Standards. Fidelity to the Standards: Evidence statements are rooted in the language of the Standards.

5. Looking Closer 1.Model Content Framework 2. PBA and MYA 3. EOY 4. Released Sample Items 5. Prototype Items 6. Performance Level Descriptors (PLD) 7. Practice Test/Field Tests

6. Looking Closer Model Content Framework 1

7. Looking Closer Performance Based/Mid- Year Assessment (PBA/MYA) 2

8. Document Reference Refer to document: PARCC Evidence Tables PARCC Evidence Tables PBA and MYA (Blueprints and Test Specs)

9. Looking Closer End of Year Assessment (EOY) 3 End-of-Year Assessment (EOY) administered after approximately 90% of the school year. The ELA/literacy EOY will focus on reading comprehension.

10. Looking Closer Released Sample Items 4

11. Looking Closer Prototype Items 5

12. Looking Closer Prototype Items

13. Looking Closer Performance Level Descriptors (PLD) 6

14. Looking at the PLDs This row provides the sub-claim being viewed This row provides the level being described This row provides information about the patterns displayed by students in reading at this level

15. Five Performance Levels Level 5: Students performing at this level demonstrate a distinguished command of the knowledge, skills, and practices embodied by the Common Core State Standards assessed at their grade level. Level 4: Strong command… Level 3: Moderate command… Level 2: Partial command… Level 1: Minimal command…

16. Claims for ELA/Literacy ELA/Literacy for Grades 3–11 “On Track” Master Claim/Reporting Category: Students are “on track” to college and career readiness in ELA/Literacy. ELA/Literacy for Grades 3–11 “On Track” Master Claim/Reporting Category: Students are “on track” to college and career readiness in ELA/Literacy.

17. Claims for ELA/Literacy Major Claim: Reading Complex Text Students read and comprehend a range of sufficiently complex texts independently. Major Claim: Reading Complex Text Students read and comprehend a range of sufficiently complex texts independently. Major Claim: Writing Students write effectively when using and/or analyzing sources. Major Claim: Writing Students write effectively when using and/or analyzing sources.

18. Claims for ELA/Literacy Major Claim: Reading Complex Text Students read and comprehend a range of sufficiently complex texts independently. Major Claim: Reading Complex Text Students read and comprehend a range of sufficiently complex texts independently. SC: Vocabulary Interpretation and Use Students use context to determine the meaning of words and phrases. SC: Vocabulary Interpretation and Use Students use context to determine the meaning of words and phrases. SC: Reading Literature Students demonstrate comprehension and draw evidence from readings of grade- level, complex literary text. SC: Reading Literature Students demonstrate comprehension and draw evidence from readings of grade- level, complex literary text. SC: Reading Informational Text Students demonstrate comprehension and draw evidence from readings of grade- level, complex informational texts. SC: Reading Informational Text Students demonstrate comprehension and draw evidence from readings of grade- level, complex informational texts.

19. Claims for ELA/Literacy Major Claim: Writing Students write effectively when using and/or analyzing sources. Major Claim: Writing Students write effectively when using and/or analyzing sources. SC: Written Expression Students produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience. SC: Written Expression Students produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience. SC: Conventions and Knowledge of Language Students demonstrate knowledge of conventions and other important elements of language. SC: Conventions and Knowledge of Language Students demonstrate knowledge of conventions and other important elements of language.

20. Claims for ELA/Literacy SC: Research (data taken from Research Simulation Task) Students build and present knowledge through integration, comparison, and synthesis of ideas SC: Research (data taken from Research Simulation Task) Students build and present knowledge through integration, comparison, and synthesis of ideas

21. Looking Closer Field Tests/Practice Tests 7

22. PARCC Updates - Field Tests PARCC Items Field Test (Research) Computer Based Test (CBT) Pencil/Paper Test Practice Test (Accompanied by a set of scoring guidance)

23. Rubrics Draft rubrics are general and will be used as the basis for creating item-specific rubrics for each operational PARCC item. Click to see the PARCC rubrics for Grade 3, Grade 4-5, and Grades 6-11.Grade 3 Grade 4-5Grades 6-11

24. Rubrics PARCC has provided two white papers to support readiness for PARCC: The first paper provides ideas on how to use the draft rubrics during classroom instruction.first paper The second paper provides a sample of writing forms that may be used to elicit student writing on the PARCC Summative Assessments for ELA/Literacy.second paper

25. Accessibility and Accommodations PARCC's Commitment to Accessibility PARCC assessment items and tasks are being developed using principles of universal design.

26. Technology Requirements PARCC Technology Requirements Aim for “recommended” guidelines

27. Technology Requirements Technology Readiness Tool Technology Readiness Tool (TRT)  Districts & Schools With Active Accounts Districts & Schools With Active Accounts  Contact Kirk Ross with specific questions  Email: Kirk.Ross@education.ohio.govKirk.Ross@education.ohio.gov  Phone: 614.995.4144

28. Contact Information ELIZABETH BRIDGES English Language Arts Consultant (P) 614-387-2211 elizabeth.bridges@education.ohio.gov elizabeth.bridges@education.ohio.gov RON BAUMAN English Language Arts Consultant (P) 614-644-8867 ronald.bauman@education.ohio.gov ronald.bauman@education.ohio.gov SHANTELLE HILL English Language Arts Consultant (P) 614-752-5070 shantelle.hill@education.ohio.gov shantelle.hill@education.ohio.gov

29. education.ohio.gov & education.ohio.gov/ela

30. Social Media @OHEducation ohio-department-of-education Ohio Families and Education Ohio Teachers’ Homeroom OhioEdDept storify.com/ohioEdDept