PARCC ELA Evidence Tables 9-25

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Transcript PARCC ELA Evidence Tables 9-25

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.

Evidence-Centered Design for the PARCC Assessments

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.

3 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.

PARCC Student Claims

Major Claim Major Claim Subclaim Subclaim Subclaim Subclaim Subclaim Subclaim

What are ELA Evidence tables?

• The tables contain the

Reading

Writing

and

Vocabulary

claims and the evidences to be measured on the PARCC Summative Assessment.

major • Evidences are attached to the Reading, Writing and Vocabulary claims presented by PARCC. • Evidences

describe what students might say or do

demonstrate mastery of the standards. to 5 • An item on the PARCC assessment

may measure multiple standards and multiple evidences

Grade Claim Standards: RL

–Reading Literary

– Reading Information Reading an Evidence Table Evidences

Standards: In

Grades 6 – 11 Literacy Standards

for

Reading History/Social Studies

and for

Reading Science/Technical

are added 7

– Reading History/Social Studies

RST

– Reading Science/Technical Reading an Evidence Table for Grades 6 -11

8 Students’ Command of Evidence with Complex Texts is at the Core of Every Part of the Assessment!

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)

Standard 1 Always at Play

9 Evidence Summary

Standard 1

Point of Multi View media Focused on a student’s ability to find text-based evidence for generalizations, conclusions, or inferences drawn

Standard 10 Always at Play

Standard 10 Information Literary Elements Structure Comparison independently and proficiently. 10 Writing Focused on writing routinely for a range of tasks, purposes, and audiences.

Each task can assess more than one standard and more than one evidence statement.

For example….

3rd Grade Sample Task Informational Text

Claim, Standards and Evidence Statements Assessed

PARCC Claim:

Students read and demonstrate comprehension of grade level complex informational text.

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:

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 13

7 th Grade Sample Item (prototype) 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.

Claim, Standards and Evidence Statements Assessed • • • • • • •

PARCC Claim:

sources.

Students write effectively when using and/or analyzing

PARCC Subclaim:

Students build and present knowledge through research and the integration, comparison, and synthesis of ideas.

Standards Assessed Standard W.7.2

(Informative)

Standard L.7.1

(Conventions – grammar)

Standard W.7.4

(Produce writing)

Standard L.7.2

(Conventions – cap, punct)

Standard W.7.7

(Conduct short research)

Standard W.7.8

(Gather relevant info)

Standard W.7.9

(Draw evidence from texts

Standard L.7.3

(Knowledge of lang)

Standard RL.7.1

(Cite several pieces)

Standard RL.7.8

(Trace & evaluate claims)

Standard RL.7.9

(Analyze 2 or more authors writing) 15

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