Assessing Math Looking closer at PARCC Task Types

Assessment……………………defined Assessment is the process of collecting and interpreting information that informs educators, students, and families about students’ progress in attaining the knowledge, skills, attitudes, and behaviors to be learned or acquired in school. (JCSEE, 2013) Formative Assessment leads to Interim assessment which culminates with Summative Assessment. PARCC also has some resources that can be used to help aid in our daily classroom instruction. While not a requirement, the resources PARCC has provided can be another website/resource that gives guidance to better understand the CCSSM/New ILS.

Assessment in the Implementation Guide

Walk through PROE website- Live Find informational guides Today, we will be walking through the Informational Guides for each grade. We will use Grade 6 as an example, but a different example could be used.

PARCC Design Claims: inferences we want to make about students Evidence: gather evidence to support claims Tasks: designed to elicit evidence from students to support claims . Claims Evidence Tasks

Follow along online or with hand-out. Claims structure like we had last time. Notice that there is no claim E anymore. This also tells the number of points for the entire summative assessment. These points make up the PBA and the EOY.

task types are describe on the basis of several factors PARCC Task Types task types are describe on the basis of several factors most importantly, the purpose of the tasks in generating evidence for certain sub claims

Task Type 1 includes a balance of conceptual understanding, fluency, and application

Type 1 Task Grade 7.

assesses expressing mathematical reasoning Task Type II assesses expressing mathematical reasoning these tasks call for written arguments/justifications, critique of reasoning, or precision in mathematical statements

Type II Task Grade 3

assesses modeling and applications in a real-world context Task Type III assesses modeling and applications in a real-world context

Type III Task True application Part B One year after the low-flow showerhead is purchased, the cost of water increases by 5%. Create a new model to determine the cost savings, in dollars, with the increase in the cost of water. Use your model to determine the number of days at which the family will start saving money after the increase in the cost of water, Justify your answer. Enter your model, answer and justification in the space provided.

Number of points for each Item type Number of points for each Item type. Gives information for how many items are multiple points and how many Type II and III items.

These explains the codes for the Evidence Statements These explains the codes for the Evidence Statements. These are the same descriptions that we talked about briefly last year. If you need to review them, please do.

Continuation of previous slide.

The Evidence Statements are included here, but in a little different order. They are now sorted by ES that are only on the PBA, then those that are on both the PBA and EOY and then finally those that are only on the EOY. Pay specific attention to the C’s and D’s and integrated items. It is not best practices to look at the EOY and think that all of those topics do not need to be taught until the end of the year. Those standards may be included in some of the Type II and III standards. Look at the document as a whole before jumping to any conclusions. Why do teachers need to know this? - The evidence statements were originally written for test developers, but in an effort to have transparency, the PARCC states decided to release the materials to be a resource for teachers. Some teachers may find them more useful than others. Refer to slide 69.

Instructional Uses of the Evidence Tables To use in Vertical Alignment Conversations To use to evaluate a curriculum’s Scope and Sequence To recognize the transparency of PARCC assessment design To see how the evidence tables, which lead to PARCC Assessment design, are tied to the standards and the language of the standards To see ways to combine standards naturally when designing instructional tasks To develop the stem for questions/tasks for instruction aligned with the standards To determine and create instructional scaffolding (to think through which individual, simpler skills can be taught first to build to more complex skills)  To develop rubrics and scoring tools for classroom use Additional ideas

Using the Evidence Tables to Plan Lessons Step 1: Determine which of the evidence statements you want students to demonstrate. Step2: Create or find lessons and tasks that elicit that evidence. Step 3: Anticipate student misconceptions and develop quality follow up questions . Step 4: Address any misconceptions and help students find appropriate strategies to use to accurately answer all tasks related to the evidence statements. This is only 1 way for a teacher to use the Evidence Tables in their classroom and curriculum. Evidence Tables are extremely helpful when creating or choosing scope and sequences. Level 2 on the ISBE Professional Learning Series has a module on Quality Questioning: http://isbe.net/common_core/pls/level2/html/math-questioning.htm

Lessons Learned from PARCC Integrated Problems Reasoning (Practice Standard 3) Modeling (Practice Standard 4) Multiple select Multiple Parts How can we integrate these ideas into our formative, interim and district-level summative assessments? How can these support instruction? Multiple select items will be given in singular language. Such as “Which equation is equivalent? Select all that apply.”

It all comes down to implementation!