PARCC ELA Evidence Tables September 25, 2014

Today’s Outcomes Identify how Evidence-Centered Design informs the PARCC Summative Assessment. Identify the PARCC Evidence Tables and how educators can use them for meaningful professional learning opportunities. 2

Evidence-Centered Design for the PARCC Assessments Evidence-centered design is a deliberate and systematic approach to assessment development that will help to establish the validity of the assessments, increase the comparability of year-to year results, and increase efficiencies and reduce costs. 3 Claims Design begins with the inferences (claims) we want to make about students. Evidence In order to support claims, we must gather evidence. Tasks Tasks are designed to elicit specific evidence from students in support of claims.

PARCC Student Claims 4 Major Claim Subclaim

The tables contain the Reading, Writing and Vocabulary major claims and the evidences to be measured on the PARCC Summative Assessment. Evidences are attached to the Reading, Writing and Vocabulary claims presented by PARCC. Evidences describe what students might say or do to demonstrate mastery of the standards. An item on the PARCC assessment may measure multiple standards and multiple evidences. What are ELA Evidence tables? 5

Reading an Evidence Table Grade Claim Standards: RL –Reading Literary RI – Reading Information Evidences 6

Reading an Evidence Table for Grades Standards: In Grades 6 – 11 Literacy Standards for Reading History/Social Studies and for Reading Science/Technical are added RH – Reading History/Social Studies RST – Reading Science/Technical 7

SO... Two standards are always in play—whether items are focused on reading or writing. These standards 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! 8

Standard 1 Always at Play Standard 1 Focused on a student’s ability to find text-based evidence for generalizations, conclusions, or inferences drawn 9 Evidence Point of View Summary Multi- media

10 Standard 10 Standard 10 Always at Play Focused on comprehension of informational and literary texts independently and proficiently. Focused on writing routinely for a range of tasks, purposes, and audiences. Reading Writing Literary Elements Comparison Information /Literary Structure

Each task can assess more than one standard and more than one evidence statement. For example…. 11

3rd Grade Sample Task Informational Text 12

PARCC Claim: PARCC Claim: Students read and demonstrate comprehension of grade level complex informational text. PARCC Subclaim PARCC Subclaim: Reading Informational Text Standards Assessed RI.1: Ask and answer questions to demonstrate an understanding….. RI.2: Determine the main idea of a text; recount the key details …. Evidence Statements: Evidence Statements: Provide an answer that shows understanding of a text. RI.1 Provides a statement of the main idea of a text. RI.2 Provides a recounting of key details in a text RI.2 Provides an explanation of how key details in a text support the main idea. RI. 2 Claim, Standards and Evidence Statements Assessed 13

You have read two texts and watched a video describing Amelia Earhart. All three include information that supports the claim that Earhart was a daring, courageous person. The three texts are: “The Biography of Amelia Earhart” “Earhart’s Final Resting Place Believed Found” “Amelia Earhart’s Life and Disappearance” (video) Consider the argument each author uses to demonstrate Earhart’s bravery. Write an essay that analyzes the strength of the arguments related to Earhart’s bravery in at least two of the texts. Remember to use textual evidence to support your ideas. 7 th Grade Sample Item (prototype) 14

Claim, Standards and Evidence Statements Assessed 15 PARCC Claim: PARCC Claim: Students write effectively when using and/or analyzing sources. PARCC Subclaim: PARCC Subclaim: Students build and present knowledge through research and the integration, comparison, and synthesis of ideas. Standards Assessed Standard W.7.2 Standard L.7.1 Standard W.7.2 (Informative) Standard L.7.1 (Conventions – grammar) Standard W.7.4 Standard L.7.2 Standard W.7.4 (Produce writing) Standard L.7.2 (Conventions – cap, punct) Standard W.7.7 Standard L.7.3 Standard W.7.7 (Conduct short research) Standard L.7.3 (Knowledge of lang) Standard W.7.8 Standard RL.7.1 Standard W.7.8 (Gather relevant info) Standard RL.7.1 (Cite several pieces) Standard W.7.9 Standard RL.7.8 Standard W.7.9 (Draw evidence from texts Standard RL.7.8 (Trace & evaluate claims) Standard RL.7.9 Standard RL.7.9 (Analyze 2 or more authors writing) PARCC Claim: PARCC Claim: Students write effectively when using and/or analyzing sources. PARCC Subclaim: PARCC Subclaim: Students build and present knowledge through research and the integration, comparison, and synthesis of ideas. Standards Assessed Standard W.7.2 Standard L.7.1 Standard W.7.2 (Informative) Standard L.7.1 (Conventions – grammar) Standard W.7.4 Standard L.7.2 Standard W.7.4 (Produce writing) Standard L.7.2 (Conventions – cap, punct) Standard W.7.7 Standard L.7.3 Standard W.7.7 (Conduct short research) Standard L.7.3 (Knowledge of lang) Standard W.7.8 Standard RL.7.1 Standard W.7.8 (Gather relevant info) Standard RL.7.1 (Cite several pieces) Standard W.7.9 Standard RL.7.8 Standard W.7.9 (Draw evidence from texts Standard RL.7.8 (Trace & evaluate claims) Standard RL.7.9 Standard RL.7.9 (Analyze 2 or more authors writing)

Using the Evidence Table to Plan Lessons: Part 1 For example, if one were to view the third grade evidence table for Reading Information Standard 2, he/she would view the following: To begin planning, one would need to first determine which of the evidences he/she would want students to be able to demonstrate. It is important to keep in mind that more than one evidence may be chosen. Next, when planning lessons it would be beneficial to determine the complex informational text(s) that the students will use as a basis for determining the main idea and/or recounting the key details and/or providing an explanation of how the key details support the main idea. 16

Using the Evidence Table to Plan Lessons: Part 2 For example, if one were to view the third grade evidence table for Reading Information Standard 2, he/she would view the following: Once text (s) have been selected it is important to consider what question(s) will be posed to the students that will be supportive of the evidences they will be asked to demonstrate. When considering the development of such questions it is important that the text dependent questions delve systematically into a text(s) to guide students in extracting the key meanings or ideas found there. 17

Evidence Tables