TRANSITIONING TO A NEW ASSESSMENT SYSTEM

TRANSITIONING TO A NEW ASSESSMENT SYSTEM

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Today’s Focus:

• Background information about the Partnership for Assessment of Readiness for College and Careers (PARCC)

• Design of the PARCC assessments• Text complexity• PARCC updates and releases

Rumor Has It…

• Write ONE thing you’ve heard about the PARCC assessments on a Post It.

• Discuss all statements at your table.• Select one statement and choose a

spokesperson to read it to the entire group.

• Place your statements on the “Rumor Has It…” poster.

What Is PARCC?

The Partnership for Assessment of Readiness for College and Careers: Made up of 22 states Developing common, high-quality

math and English language arts (ELA) tests for grades 3–11Computer-based and linked to what students

need to know for college and careersFor use starting in the 2014–15 school year

Why PARCC and not Smarter Balanced?

• Type of assessment

• State involvement

• Demographics

7

Why New Assessments Now?

Why do we need change?

http://www.youtube.com/watch?v=dY2mRM4i6tY

PARCC ASSESSMENT PRIORITIES:

PARCC Assessment Design: ELA/Literacy and Mathematics 3-11

End-of-Year Assessment

• Innovative, computer-based items

• Required

Performance-BasedAssessment (PBA)• Extended tasks• Applications of

concepts and skills• Required

Diagnostic Assessment• Early indicator of

student knowledge and skills to inform instruction, supports, and PD

• Non-summative

2 Optional Assessments/Flexible Administration

Mid-Year Assessment• Performance-based• Emphasis on hard-

to-measure standards

• Potentially summative

Speaking And Listening Assessment• Locally scored• Non-summative, required

Capturing What Students Can Do

Grade- and Subject-Specific Performance Level Descriptors (PLDS)

• capture how all students perform

• show understandings and skill development across the spectrum of standards and complexity levels assessed

PLDs 5 Performance Levels

Minimal

Partial

ModerateStrong

Distinguished

Level 1

Level 5Level

4Level 3

Level

2

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.

CCR

Arizona Involvement in PARCC

Evidence Based Assessment

The PARCC assessment system is designed to assess students’ readiness for

success in careers and college.

Complexity vs. Difficulty

KAREN HESS VIDEO:

http://vimeo.com/20998609

Complexity vs. Difficulty, Cont.

Webb’s DOK Levels

•RECALL OF INFORMATIONLevel 1•BASIC REASONINGLevel 2•COMPLEX REASONINGLevel 3•EXTENDED REASONINGLevel 4

Hess Cognitive Rigor MatrixWebb’s DOK

Bloom’s Taxonomy

DOK LEVEL 1Recall & Reproduction

DOK LEVEL 2Basic Skills & Concepts

DOK LEVEL 3Strategic Thinking & Reasoning

DOK Level 4Extended Thinking

Remember -recall, locate basic facts, definitions, details, events

Understand -Select appropriate words for use when intended meaning is clearly evident.

-Specify, explain relationships-Summarize-Identify central ideas

-Explain, generalize, or connect ideas using supporting evidence

-Explain how concepts or ideas specifically relate to other content domains or content

Apply -Use language structure or word relationships to determine meaning

-Use context to identify word meanings-Obtain/interpret information using text features

-Use concepts to solve non-routine problems

-Devise an approach among many alternatives to research a novel problem

Analyze -Identify the kind of information contained in a graphic, table, visual, etc.

-Compare literary elements, facts, terms, events-Analyze organization & text structures

-Analyze or interpret author’s craft to critique a text

-Analyze multiple sources or texts-Analyze complex/abstract themes

Evaluate -Cite evidence and develop a logical argument for conjectures based on one text or problem

-Evaluate relevancy, accuracy & completeness of information across texts/sources

Create -Brainstorm ideas, concepts, etc. related to a topic or concept

-Generate hypotheses based on observations or prior knowledge

-Develop a complex model for a situation-Develop an alternative solution

-Synthesize information across multiple sources or texts; articulate new voice or perspective

Questions?

ELA/Literacy Shifts at the Heart of PARCC Design:

Complexity Evidence Knowled

ge

CCSS AND PASSAGES

• Complex, Rich Texts

• Passage Selection Guidelines

• Appendix B

Reading Standards include exemplar texts (stories and literature, poetry, and informational texts) that illustrate appropriate level of complexity by grade. Text complexity is defined by:

Qual

itativ

e

1. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands

Quantitati

ve2. Quantitative measures – readability and other scores of text complexity

Reader and Task

3. Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned

Overview of Text Complexity

Text Complexity Worksheets

• With others at your table, discuss the similarities and differences between the literary complexity analysis worksheet (blue) and the informational complexity analysis worksheet (yellow).

Let’s PracticeHarlem [Dream Deferred]

What happens to a dream deferred?

Does it dry uplike a raisin in the sun?Or fester like a sore—And then run?Does it stink like rotten meat?Or crust and sugar over—like a syrupy sweet?

Maybe it just sagslike a heavy load.

Or does it explode?

--Langston Hughes

The results?• Grade Level: 11th • Fits evidence statements: 11.RL.1, 11.RL.2, 11.RL.4, 11.RL.5, 11.RL.6• Complexity Level: higher end of moderately complex • Reasons: Multiple levels of meaning relatively easy to identify; some unpredictable structural elements; complex and abstract themes; abstract, ironic and figurative language

More Practice

• Science: “How Underground Rodent Wards Off Cancer: Second Mole Rat Species Has Different Mechanism for Resisting Cancer” (Lexile: 1430; Source Rater:11.1)

• Social Studies: Moonshot: The Flight of Apollo 11 (Lexile: 1050; Source Rater: 3.2)

Claims Driving Design: ELA/literacy

Students are on-track or ready for college and careers

Students read and comprehend a range

of sufficiently complex texts independently

Reading Literatur

e

Reading Informational Text

Vocabulary

Interpretation and

use

Students write effectively when using

and/or analyzing sources.

Written Expressio

n

Convention and

Knowledge of

Language

Students build and present

knowledge through research and the

integration,

comparison, and

synthesis of ideas.

Sample Model Content Framework Chart

PARCC Summative Assessment: Item Types

• Evidence Based Selected Response (EBSR)

• Technology Enhanced Constructed Response (TECR)

• Range of Prose Constructed Response (PCR)

Evidence Based Selected Response: Grade 10 Example

Part AWhich of the following sentences best states an important theme about human behavior as described in Ovid’s “Daedalus and Icarus”?

a. Striving to achieve one’s dreams is a worthwhile endeavor.b. The thoughtlessness of youth can have tragic results.c. Imagination and creativity bring their own rewards.d. Everyone should learn from his or her mistakes.

Part BSelect three pieces of evidence from Ovid’s “Daedalus and Icarus” that support the answer to Part A.

a. “and by his playfulness retard the work/his anxious father planned” b. “But when at last/the father finished it, he poised himself”

c. “he fitted on his son the plumed wings/with trembling hands, while down his withered cheeks/the tears were falling”

d. “Proud of his success/the foolish Icarus forsook his guide” e. “and, bold in vanity, began to soar/rising upon his wings to touch the skies”

f. “and as the years went by the gifted youth/began to rival his instructor’s art”g. “Wherefore Daedalus/enraged and envious, sought to slay the youth”h. “The Partridge hides/in shaded places by the leafy trees…for it is mindful of

its former fall”

Technology Enhanced Constructed Response: Grade 3 Example

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.”

PARCC Summative Assessment ELA/Literacy Performance Tasks

Performance-Based Component

Literary Analysis Task Narrative Task Research Simulation Task

Prose Constructed Response: Narrative Task

Prose Constructed Response: Research Simulation Task

Prose Constructed Response: Literary Analysis Task

ELA/Literacy PLDs• The ELA/Literacy PLDs are organized in two

areas: reading and writing — For reading, the levels are differentiated by three factors:

— text complexity (standard 10) (accessible, moderately complex, very complex)

— accuracy in student responses— evidence cited (explicit, implied) from sources read (standard 1)— At each, performance level, the degree to which students are able to

demonstrate command of standards 2-9 (e.g. main idea, point of view, setting, plot, character, structure …) is described in terms of the three factors

— For writing, the levels are differentiated by:— idea development, including when drawing evidence from sources— organization— use of conventions (grammar, capitalization, etc.)— language usage

Three factors determine the performance levels1. Text complexity2. Range of accuracy3. Quality of evidence

Grade 11

Level Level of Text Complexity1 Range of Accuracy2 Quality of Evidence3

5Very Complex

Moderately ComplexReadily Accessible

AccurateAccurateAccurate

Explicit and inferentialExplicit and inferentialExplicit and inferential

4Very Complex

Moderately ComplexReadily Accessible

Mostly accurateAccurateAccurate

Explicit and inferentialExplicit and inferentialExplicit and inferential

3Very Complex

Moderately ComplexReadily Accessible

Generally accurateMostly accurate

Accurate

Explicit and inferentialExplicit and inferentialExplicit and inferential

 2 

Very ComplexModerately ComplexReadily Accessible

InaccurateMinimally accurate

Mostly accurate

Explicit Explicit and inferentialExplicit and inferential

Excerpt: ELA/LiteracyGrade 11, Level 5This column provides the level being described

This area provides information about the performances displayed by students in reading at this level in terms of complexity, accuracy, and evidence

This area provides information about the performances displayed by students in writing at this level

Evidence statements derived from standards 2-9

Questions?

PARCC Updates and Releases• Released for public review:

• Grade- and subject-specific performance level descriptors (until May 8)

• PARCC Accommodations Manual (until May 13)• Available on the PARCC website:

• Assessment Administration guidance• Model content frameworks• Item and task prototypes• Assessment blueprints and test specifications

ELA/Literacy• Incorporate rich, engaging

text at a variety of complexity levels

• Incorporate informational as well as literary text

• Require students to find and use evidence to back up their answers

• Use multi-media on a regular basis

• Allow students time to grapple with the text

• Use the rubrics as an instructional tool

Mathematics• Allow students time to grapple

with mathematics problems• Require students to explain

their reasoning and show their work

• Have students evaluate the mathematical reasoning of other students

• Utilize real world scenarios• Incorporate technology• Encourage students to take

math problems one step further

Preparing for PARCC

Questions?

Support and ResourcesWeb sites10 Clicks to Understanding PARCCPARCC in the ClassroomPARCC Items and PrototypesPARCC Performance Level Descriptors

ADE contacts Sarah.Gardner@azed.govWendi.Anderson@azed.gov