An Introduction to PARCC Design Principles and Evidence Tables for ELA and Math

1. An Introduction to PARCC Design Principles and Evidence Tables for ELA and Math June 12, 2013 Tennessee Department of Education, Division of Curriculum and Instruction Webinar

2. Today’s agenda

3. PARCC will be given in two sessions 3-8 Schedule PBA End of Year Feb/ March April / May High School Schedule PBA I PBA II EOC I EOC II Oct / Nov Dec /Jan Feb/ March April / May

4. Evidence-Centered Design (ECD) ECD is a deliberate and systematic approach to assessment development that will help to establish the validityof the assessments, increase the comparability of year-to year results, and increase efficiencies/reduce costs.

5. PARCC assessment blueprints and test specifications • ELA: • Form specifications (# of passages/tasks/items/task types and point values per form) • Task generation models • Evidence tables • Item guidelines • Passage selection guidelines • Math • High level blueprints (# of tasks/task types and point values per task) • Evidence tables

6. What are evidence tables? • The tables contain the Major claims and the evidences to be measured on the PARCC Summative Assessment. • Evidences describe what students might say or doto demonstrate mastery of the standards. • An item on the PARCC assessment may measure multiple standards and multiple evidences.

7. PARCC Model Content Frameworks Just as the major claims, evidence tables, and other documents provide blueprintsfor PARCC assessments, the MCFs provide blueprintsfor curricular development

8. Instructional uses of the evidence statements/tables for teachers • To see ways to combine standards naturally when designing instructional tasks • To develop the stem for questions/tasks for instruction aligned with the standards • To determine and create instructional scaffolding (to think through which individual, simpler skills can be taught first to build to more complex skills)  • To develop rubrics and scoring tools for classroom use

9. Today’s agenda

10. 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). Sub-Claim B: Additional & Supporting Content with Connections to Practices The student solves problems involving the Additional and Supporting Content for her grade/course with connections to the Standards for Mathematical Practice. Claims in Mathematics 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 Contentwith Connections to Practices The student solves problems involving the Major Content 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.  Sub-Claim C: Highlighted Practices MP.3,6 with Connections to Content(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.

11. Task Types for Mathematics • The PARCC assessments for mathematics will involve three primary types of tasks: Type I, II, and III. • Each task type is described on the basis of several factors, principally the purpose of the task in generating evidence for certain sub-claims.

12. Task Types for Mathematics

13. Design of PARCC Math Summative Assessments • Performance Based Assessment (PBA) • Type I items (Machine-scoreable) • Type II items (Mathematical Reasoning/Hand-Scored – scoring rubrics are drafted but Performance Level Descriptor development will inform final rubrics) • Type III items (Mathematical Modeling/Hand-Scored and/or Machine-scored - scoring rubrics are drafted but PLD development will inform final rubrics) • End-of-Year Assessment (EOY) • Type I items only (All Machine-scoreable)

14. Evidence Statement Tables: Types of Evidence Statements Several types of evidence statements are being used to describe what a task should be assessing, including: • Those using exact standards language • Those transparently derived from exact standards language, e.g., by splitting a content standard • Integrative evidence statements that express plausible direct implications of the standards without going beyond the standards to create new requirements • Sub-claim C & D evidence statements, which put MP.3, 4, 6 as primary with connections to content

15. Types of Evidence Statements 1. Evidence Statements using exact standards language

16. Types of Evidence Statements 2. Evidence Statements transparently derived from exact standards language, e.g., by splitting a content standard. Here 8.F.5 is split into 8.F.5-1 and 8.F.5-2

17. Types of Evidence Statements • 3. Integrative evidence statements that express plausible direct implications of the standards without going beyond the standards to create new requirements • An Evidence Statement could be integrated across • Grade/Course – Ex. 4.Int.2 (Integrated across Grade 4) • Domain – F.Int.1 (Integrated across the Functions Domain) • Cluster - S-ID.Int.1 (Integrated across S-ID Interpreting Categorical & Quantitative Data) • Numbers at the end are for item developers and do not have any connection to coding for the CCSS.

18. Example of Integrative Evidence Statement

19. Types of Evidence Statements • 4. Sub-claim C & Sub-claim D Evidence Statements, which put MP. 3, 4, 6 as primary with connections to content

20. Using Evidence Tables to Understand Scope • 5.NBT.B.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

21. Using Evidence Tables to Understand Scope • A-REI.C.6Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables. • In Algebra I • In Algebra II

22. Sample Task, High School • This task is Type I, Sub-Claim A • CCSS Content Standards A-REI.B.4b and Practice Standards MP5 and 7

23. Evidence Statement for Sample Task • A-REI.B.4b Solve quadratic equations by inspection (e.g., for = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.

24. Today’s agenda

25. ELA/Literacy Claims for the PARCC Summative Assessment

26. PARCC PBA Task types

27. ELA Task Generation Models The task generation models outline how the claims and standards are used to generate tasks for the PBA

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

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

30. Reading a Writing Evidence Table Standards: W – Writing

31. 3rd Grade Sample Informational Text: Main Idea Question The question requires students to determine the main idea of the passage. Students must use close reading to not only determine the main idea but to select the textual evidence that will justify the chosen main idea.

32. 10th Grade Sample Prose Constructed Response: Literary Analysis Text • Evidences: • Written expression (Development of ideas; Organization; Clarity of Language) • Knowledge of Language and Conventions Sample item: Use what you have learned from reading “ Daedalus and Icarus ” by Ovid and “ To a Friend Whose Work Has Come to Triumph ” by Anne Sexton to write an essay that analyzes how Icarus’s experience of flying is portrayed differently in  the two texts. Develop your essay by providing textual evidence from both texts. Be sure to follow the conventions of standard English. Like all PARCC PCR’s, this item aligns with all writing evidences

33. Reading Standard 1 on the Evidence Tables • All questions are text-dependent and thus assess Reading Standard 1 • All items measuring the reading major claim require students to read a text prior to responding to the items • This standard is always combined with the assessment of other standards.

34. Key aspects of PARCC ELA items • In all Evidence Tables for Grades 3 – 11 Standard 1 is always combined with the teaching of any of the other standards. • More than one evidence may be combined with Standard 1. • Texts need to be complex literary or informational text(s) that students will use as a basis for their answers. • All items are text-dependent questions which require students to draw evidence from a text to support their answers. • Careful and close reading is required in order to determine meaning and answer questions. • Written tasks require writing to sources rather than a de-contextualized or generalized prompt and require students to apply their knowledge of language and conventions.

35. Today’s agenda

36. PARCC Resources • PARCC assessment blueprints and test specifications, including narrated explanatory PowerPoints: http://www.parcconline.org/assessment-blueprints-test-specs • PARCC assessment policies, including PLD’s (performance level descriptors): http://www.parcconline.org/parcc-assessment-policies • PARCC administration guidance (including technology specs): http://www.parcconline.org/assessment-administration-guidance • PARCC accessibility accommodations and fairness: http://www.parcconline.org/parcc-accessibility-accommodations-and-fairness • PARCC Model Content Frameworks: http://www.parcconline.org/parcc-model-content-frameworks • PARCC item prototypes: http://www.parcconline.org/samples/item-task-prototypes • PARCC timeline for future guidance: http://www.parcconline.org/sites/parcc/files/PARCCCommunicationsTimeline_March%202013_FINAL_0.pdf

37. How to stay informed • www.tncore.org • Sign up for TNCore Updates • PARCC information (more will be added as it becomes available) • tncore.questions@tn.gov • Sign up for PARCC updates at http://www.parcconline.org/

38. Questions?

39. David Williams Coordinator of Mathematics Content and Resources Tennessee Department of Education david.s.williams@tn.gov Thank you! Lior Klirs Coordinator of English Language Arts Content and Resources Tennessee Department of Education lior.klirs@tn.gov