A Deeper Look into the PARCC Assessment Grades 3 - 8

1. A Deeper Look into thePARCC AssessmentGrades 3 - 8 Maryland Assessment Group Conference November 2013

2. GOALS for Today’s Session • A look at the Frameworks • A look at the Claims • A deeper look at the Evidence Statements

3. PARCC Model Content Frameworks Grades 3-8

4. Key Advances from previous grade • Fluency Expectations • Major Within-Grade Dependencies • Connections among Standards • In-Depth Focus • Connecting Mathematical • Content and Mathematical Practices

5. Content Emphases by Cluster • Major Clusters • Supporting Clusters • Additional Clusters

7. Sub-Claim D: Highlighted Practice MP.4 with Connections to Content (modeling/application) The student solves real-world problems with a degree of difficulty appropriate to the grade/course by applying knowledge and skills articulated in the standards for the current grade/course (or for more complex problems, knowledge and skills articulated in the standards for previous grades/courses), engaging particularly in the Modeling practice, and where helpful making sense of problems and persevering to solve them (MP. 1),reasoning abstractly and quantitatively (MP. 2), using appropriate tools strategically (MP.5), looking for and making use of structure (MP.7), and/or looking for and expressing regularity in repeated reasoning (MP.8). Claims Structure: Mathematics Sub-Claim B: Additional & Supporting Content2 with Connections to Practices The student solves problems involving the Additional and Supporting Content2 for her grade/course with connections to the Standards for Mathematical Practice. Sub-Claim E: Fluency in applicable grades (3-6) The student demonstrates fluency as set forth in the Standards for Mathematical Content in her grade. Sub-Claim A: Major Content1 with Connections to Practices The student solves problems involving the Major Content1 for her grade/course with connections to the Standards for Mathematical Practice. Master Claim: On-Track for college and career readiness. The degree to which a student is college and career ready (or “on-track” to being ready) in mathematics. The student solves grade-level /course-level problems in mathematics as set forth in the Standards for Mathematical Content with connections to the Standards for Mathematical Practice.  Total Exam Score Points: 92 (Grades 3-8), 107 (HS) Sub-Claim C: Highlighted Practices MP.3,6 with Connections to Content3 (expressing mathematical reasoning) The student expresses grade/course-level appropriate mathematical reasoning by constructing viable arguments, critiquing the reasoning of others, and/or attending to precision when making mathematical statements. ~40 pts (3-8), ~50 pts (HS) ~18 pts (3-8), ~25 pts (HS) 14 pts (3-8), 14 pts (HS) 7-10 pts (3-8) 12 pts (3-8), 18 pts (HS) 1 For the purposes of the PARCC Mathematics assessments, the Major Content in a grade/course is determined by that grade level’s Major Clusters as identified in the PARCC Model Content Frameworks for Mathematics (with designations for high school courses to come in the final Frameworks). Note that tasks on PARCC assessments providing evidence for this claim will sometimes require the student to apply the knowledge, skills, and understandings from across several Major Clusters. 2 The Additional and Supporting Content in a grade/course is determined by that grade level’s Additional and Supporting Clusters as identified in the PARCC Model Content Frameworks for Mathematics. 3 For 3 – 8, Sub-Claim C includes only Major Content. For High School, Sub-Claim C includes Major, Additional and Supporting Content.

8. Master Claim On-Track for College and Career Readiness Standards for Mathematical Content with connections to Standards for Mathematical Practice

9. Claims Document – What are the sub-claims? A B C D E

10. Task Types Type II Assesses expressing mathematical reasoning. Type III Assesses modeling/applications. Type I Assesses concepts, skills and procedures.

11. Fluency

12. Fluency “Fluently” in a content standard means quickly and accurately.

13. Fluency Where is fluency in the CCSS? When/where/how is it assessed?

14. Evidence Statements

15. What is an Evidence Statement?

16. Evidence statements describe the knowledge and skills that an assessment item or a task elicits from students.

17. Let’s look at some Evidence Statements By Grade

18. TASKS and Evidence Statements

22. Compare the Old and the New

23. Comparing the Old and the New

25. EXAMPLE

27. PROBLEMS/TASKS

28. PROBLEMS/TASKS partner

29. PROBLEMS/TASKS

30. PARCC Model Content Framework for Mathematics http://www.parcconline.org/sites/parcc/files/PARCCMCFMathematicsNovember2012V3_FINAL.pdf • USEFUL Websites PARCC Evidence Tables http://www.parcconline.org/assessment-blueprints-test-specs PARCC Claims Structure: Mathematics (and more!) http://www.lipscomb.edu/uploads/55905.pdf

31. FACTS Field testing will occur in every school but only one class. Systems and schools are being notified now about their participation.

32. MORE FACTS The PARCC Score is a combination of the PBA and the EOY. Only the EOY is fully machine scored. In three years, all PARCC assessments should be delivered online.

33. Thank You mfrye@msde.state.md.us