Transcript PARCC Testing

INITIALLY PRESENTED BY: PAUL RAFALOWSKI
CURRICULUM COORDINATOR
SOUTH PLAINFIELD PUBLIC SCHOOLS
MODIFIED BY ROBIN KNUTELSKY
LANGUAGE ARTS SUPERVISOR
JEFFERSON TOWNSHIP SCHOOLS
ELC MEMBER: NEW JERSEY
NEW! PARCC Releases Draft Accommodations
Manual For Public Comment on April 18, 2013
 The public review period allows for K-12 educators, parents, curriculum and
assessment experts & interest groups. (April 18-May 13, 2013) on PLD’s
(Proficiency Level Descriptors)
 Posted on the PARCC website for public feedback, along with FAQ’s
Comprehensive policy document to support local educators in the selection,
administration and evaluation of accommodations for the assessment of
students with disabilities and English learners on EOY, PB and optional MY
assessment components.
 In addition to accommodations for SWD and ELLs the manual describes
embedded supports and accessibility features that will be available to all
students.
 Dissementiated to appropriate personnel in JTPS
http://www.parcconline.org/parcc-draft-accommodations-manual)
NEW! PARCC Releases…Continued
 On 1-16-13, PARCC released two draft accommodations policies for public comment -
the reading access accommodation and the calculator use accommodation. The public
comment period for those two policies closed on 2-4-13.
 On 2-8-13, PARCC released the draft accommodations policy for writing access. The
public comment period for that policy closed on 2-20-13.
 Over 3,500 individual surveys and over 20 pieces of written feedback from advocacy
organizations and stakeholder groups helped to inform the development of the full
draft manual.

The release of the full draft manual includes these policies that PARCC previously
released for early comment and feedback, as well as additional proposed policies
released now for public comment for the first time. The public is invited to comment on
the entire draft manual.
For more information or to view the policy:
Draft Manual: (69 Pages)
http://www.parcconline.org/sites/parcc/files/PARCCDraftAccommodationsManualforSWDEL.pdf
PowerPoint with Facilitator Notes: (24 Slides)
http://www.parcconline.org/parcc-draft-accommodations-manual
during the 2014-15 school year.
 SY 2010-2011: Launch and design phase
 SY 2011-2012: Development begins
 SY 2012-2013: First year pilot/field testing and data collection
 SY 2013-2014: Second year pilot/field testing and data
collection
 SY 2014-2015: Full administration of PARCC assessments
 SY 2015-2016: Set achievement levels, including college-ready
performance levels
www.parcconline.org
Why PARCC?
To dramatically increase the rates at which students graduate from high
school prepared for success in college and the workplace.
 PARCC has six priority purposes:
1. Determine whether students are “college and career ready” or “on-track.”
2. Assess the full range of the Common Core Standards, including standards that are difficult
to measure.
3. Measure the full range of student performance, including high and low performing students.
4. Provide data during the academic year to inform instruction, interventions and professional
development.
5. Provide data for accountability, including measures of growth.
6. Incorporate innovative approaches throughout the assessment system.

NOTE: Higher education discussing waving remedial coursework for students who
perform well on PARCC.
www.achieve.org
Assessment Design for ELA/Math, Grades
3-11
 Diagnostic Assessment: Not Required!
 Designed to be an early indicator of student knowledge and skills
so that instruction, supports and PD can be tailored to meet the
needs of all students.
 Non-summative
 Mid-Year Assessment: Not Required!
 Performance-Based items and tasks with an emphasis on hardto-measure standards
 Potentially summative for some states after study is completed
www.achieve.org
Summative Assessment Components
 Performance-Based Assessment: Required!
 Administered as close to EOY as possible.

ELA-Literacy PBA will focus on writing effectively when analyzing
text.
 End-of-Year Assessment: Required!
 Administered after approximately 90% of the school year.

ELA-Literacy EOY will focus on reading comprehension
 Speaking and Listening Assessment: Required!
 For ELA only
 Locally scored
 Non-summative
www.achieve.org
PARCC Core Commitments
 PARCC is designed to reward quality instruction aligned
to the Standards, so the assessment is worthy of
preparation rather than a distraction from good work.
 PARCC’s Core Commitments to ELA/Literacy
Assessment Quality

Texts Worth Reading: The assessments will use authentic texts
worthy of study instead of artificially produced or commissioned
passages.

Questions Worth Answering: Sequences of questions that
draw students into deeper encounters with texts will be the norm
(as in an excellent classroom), rather than sets of random
questions of varying quality.
http://www.parcconline.org
PARCC Core Commitments-Continued

Better Standards Demand Better Questions:
Instead of reusing existing items, PARCC will develop
custom items to the Standards.

Fidelity to the Standards (now in Teachers’
hands): PARCC evidences are rooted in the language of
the Standards so that expectations remain the same in
both instructional and assessment settings.
http://www.parcconline.org
Mathematical Practices
10
1.
2.
3.
4.
5.
6.
7.
8.
Make sense of problems and persevere in solving them
Reason abstractly and quantitatively
Construct viable arguments and critique the reasoning
of others
Model with mathematics
Use appropriate tools strategically
Attend to precision
Look for and make use of structure
Look for and express regularity in repeated reasoning
1. MAKE SENSE OF PROBLEMS AND
P E R S E V E R E I N S O LV I N G T H E M
6 . AT T E N D T O P R E C I S I O N
Problem solving with precision
Grouping the practice standards
2. Reason abstractly and
quantitatively
3. Construct viable
arguments and critique
the reasoning of others
Reasoning and Explaining
4. Model with mathematics
5. Use appropriate tools
strategically
Modeling and using tools
7. Look for and make use
of structure
8. Look for and express
regularity in repeated
reasoning
Seeing structure and
generalizing
The Key Shifts at the Heart of PARCC Design and ELA Standards

Complexity: The standards require regular practice with complex
text and its academic language

Evidence: The standards emphasize reading and writing grounded
in evidence from text, both literary and informational

Knowledge: The standards require building knowledge through content
rich non-fiction
Note: These are the shifts the Standards require of teachers and
students and they will be reflected in the PARCC assessments.
http://www.parcconline.org
The Key Shifts at the Heart of PARCC Design and
ELA Standards-Continued
The CCSS Shifts Build Toward College and Career
Readiness for All Students
http://www.parcconline.org
Nine Specific Advances in the PARCC ELA/Literacy
Assessment Demanded by the Three Core Shifts-Continued
 5: PARCC includes questions with more than one right
answer to allow students to generate a range of rich
insights that are substantiated by evidence from
text(s).
 9: PARCC simulates research on the assessment,
including the comparison and synthesis of ideas
across a range of informational sources.
http://www.parcconline.org
Text-Dependent Questions
Not Text-Dependent
Text-Dependent
In “Casey at the Bat,” Casey strikes out.
Describe a time when you failed at
something.
What makes Casey’s experiences at bat
humorous?
In “Letter from a Birmingham Jail,” Dr.
King discusses nonviolent protest.
Discuss, in writing, a time when you
wanted to fight against something that
you felt was unfair.
What can you infer from King’s letter
about the letter that he received?
In “The Gettysburg Address” Lincoln says
the nation is dedicated to the
proposition that all men are created
equal. Why is equality an important
value to promote?
“The Gettysburg Address” mentions the
year 1776. According to Lincoln’s
speech, why is this year significant to
the events described in the speech?
www.achievethecore.org
15
Sample Items Illustrating Some of the Advances
Students’ Command of Evidence with Complex Texts is at the
Core of Every Part of the Assessment!
Note: Two standards are always in play—whether they be
reading or writing items, selected-response or
constructed-response items on any one of the four
components of PARCC. They are:
–
Reading Standard One (Use of Evidence)
–
Reading Standard Ten (Complex Texts)
http://www.parcconline.org
Three Innovative Item Types That Showcase Students’
Command of Evidence with Complex Texts:
• Evidence-Based Selected Response (EBSR)—Combines
a traditional selected-response question with a
second selected-response question that asks students
to show evidence from the text that supports the
answer they provided to the first question.
• Underscores the importance of Reading Anchor
Standard 1 for implementation of the CCSS.
Key Ideas and Details
 1. Read closely to determine what the text says explicitly and to
make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.

http://www.parcconline.org
Three Innovative Item Types That Showcase Students’ Command
of Evidence with Complex Texts-Continued
 Technology-Enhanced Constructed Response (TECR)—
Uses technology to capture student comprehension of
texts in authentic ways




drag and drop
cut and paste
shade text
move items
http://www.parcconline.org
Three Innovative Item Types That Showcase Students’ Command
of Evidence with Complex Texts-Continued
 Range of Prose Constructed Responses (PCR)—Elicits
evidence that students have understood a text or texts
they have read and can communicate that
understanding well both in terms of written expression
and knowledge of language and conventions.
 There are four of these items of varying types on each
annual performance-based assessment.
http://www.parcconline.org
PARCC Summative Assessment with EBSR, TECR,
and PCR Items Complex Texts:
Understanding the Research Simulation Task
• Session 1:
–
Students begin by reading an anchor text that introduces the topic. EBSR
and TECR items ask students to gather key details about the passage to
support their understanding.
–
Then, they write a summary or short analysis of the piece.
• Session 2:
–
Students read two additional sources (may include a multimedia text) and
answer a few questions about each text to learn more about the topic so
they are ready to write the final essay and to show their reading
comprehension.
–
Finally, students mirror the research process by synthesizing their
understandings into an analytic essay using textual evidence from several
http://www.parcconline.org
of the sources.
Grade 6 Technology-Enhanced Selected-Response
Item
Part A
Choose one word that describes Miyax based on evidence from the text. There is more than one correct
choice listed below.
A.
reckless
B.
lively
C.
imaginative*
D.
observant*
E.
impatient
F.
confident
Part B
Find a sentence in the passage with details that support your response to Part A. Click on that sentence
and drag and drop it into the box below.
Part C
Find a second sentence in the passage with details that support your response to Part A. Click on that
sentence and drag and drop it into the box below.
http://www.parcconline.org
Understanding the End-of-Year Assessment
• Students will be given several passages to read closely.
• Questions will be sequenced to draw students into deeper
encounters with the texts and will result in thorough
comprehension of the concepts.
• Will draw on higher order skills such as critical reading and
analysis, the comparison and synthesis of ideas within and
across texts, and determining the meaning of words and phrases
in context.
http://www.parcconline.org
Grade 3 Evidence-Based Selected-Response Item #1
Part A
Part B
What is one main idea of “How
Animals Live?”
Which sentence from the article best
supports the answer to Part A?
a.
b.
c.
d.
a. “Animals get oxygen from air or water.”
There are many types of animals
b. "Animals can be grouped by their
on the planet.
traits.”*
Animals need water to live.
c. "Worms are invertebrates.”
There are many ways to sort
d. "All animals grow and change over
different animals.*
time.”
e. "Almost all animals need water, food,
Animals begin their life cycles in
http://www.parcconline.org
oxygen, and shelter to live."
different forms.
Grade 3 Technology-Enhanced Constructed-Response Item
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.”
Words:
Pupa
Egg
Adult
Larva
http://www.parcconline.org
Benefits of PARCC
26
 Students who will know if they are on track to




graduate ready for college and careers
Teachers with regular results available to guide
learning and instruction
Parents with clear and timely information about
the progress of their children
States with valid results that are comparable across
the member states
The nation as it is based on college- and careerready, internationally-benchmarked CCSS