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PARCC Partnership for Assessment of Readiness for College and Careers www.parcconline.org. Stay informed!. www.parcconline.org. Enter email here. The latest news…. PARCC States . Important Acronyms. EOY – End of Year PBA/ MYA – Performance Based Assessment/ Mid-Year Assessment

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    1. PARCCPartnership for Assessment of Readiness for College and Careerswww.parcconline.org

    2. Stay informed! www.parcconline.org Enter email here

    3. The latest news…

    4. PARCC States

    5. Important Acronyms • EOY – End of Year • PBA/ MYA – Performance Based Assessment/ Mid-Year Assessment • CCSS – Common Core State Standards • CCSSM- Common Core State Standards Math • MP – Mathematical Practices • ELA –English Language Arts • PLD – Performance Level Descriptor

    6. Important Attached Documents PARCC Glossary PARCC Fact Sheet PARCC FAQs PARCC Milestones/ Timeline Arkansas Achieve Sheet Location of PARCC documents 8 Mathematical Practices PARCC High Level Blueprints-Mathematics Grade 3 PBA/MYA Evidence Table Algebra II PBA/ MYA Evidence Table Performance Level Descriptors-Algebra II Performance Level Descriptors-Grade 3 PARCC Model Content Frameworks-Algebra II PARCC Model Content Frameworks-Grade 3

    7. Arkansas Curriculum Frameworks Math • Grades K-8 are identical to the CCSS for those grades • Algebra 1, Geometry, Algebra 2 contain standards from a • variety of high school math CCSS. • For example, the Arkansas Algebra 2 course contains • standards listed in the High School: Geometry CCSS, • High School: Algebra CCSS, and others

    8. Common CoreState Standards ELA/ Literacy

    9. 8 Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

    10. Big Shifts in ELA/Literacy • Appropriate Text Complexity • Increased Reading of Informational Texts • Disciplinary Literacy • Close Reading • Text-dependent Questions • General Academic and Domain-specific Vocabulary • Argumentative Writing • Short and Sustained Research Projects

    11. K-2 Assessments • The tasks will consist of developmentally-appropriate assessment types, such as • observations • checklists • classroom activities • protocols, which reflect foundational aspects of the Common Core State Standards.

    12. 3-8 Assessments • 2 Summative Assessments • PBA - Administered after approximately 75% of the school year • ELA will focus on writing effectively when analyzing text • Math focus on applying skills, concepts, and understandings to solve multi-step problems requiring abstract reasoning, precision, perseverance, and strategic use of tools.

    13. 3-8 Assessments cont’d • EOY - Administered after approximately 90% of the school year • ELA will focus on reading comprehension • Math will call on students to demonstrate further conceptual understanding of the Major Content and Additional and Supporting Content of the grade and demonstrate mathematical fluency.

    14. 3-8 Assessments Cont’d • Optional Non-Summative Assessments • Diagnostic Assessment - designed to be an indicator of student knowledge and skills so that instruction, supports, and professional development can be tailored to meet student needs. • MYA - comprised of performance-based items and tasks, with an emphasis on hard-to-measure standards. • Speaking and Listening (ELA/ Literacy only) - designed to be an indicator of students’ ability to communicate their own ideas, listen to and comprehend the ideas of others, and to integrate and evaluate information from multimedia sources.

    15. High School Assessments • 2 Summative Components • PBA - Administered after approximately 75% of the school year • ELA will focus on writing effectively when analyzing text • Mathfocus on mathematical reasoning and modeling real world problems

    16. High School Assessments cont’d • EOY - Administered after approximately 90% of the school year • ELA will focus on reading comprehension • Math will call on students to demonstrate further conceptual understanding of the Major Content and Additional and Supporting Content of the grade and demonstrate mathematical fluency.

    17. High School Assessments cont’d • Optional Non-Summative Assessments • Diagnostic Assessment - designed to be an indicator of student knowledge and skills so that instruction, supports, and professional development can be tailored to meet student needs. • MYA - comprised of performance-based items and tasks, with an emphasis on hard-to-measure standards. • Speaking and Listening (ELA/ Literacy only) - designed to be an indicator of students’ ability to communicate their own ideas, listen to and comprehend the ideas of others, and to integrate and evaluate information from multimedia sources.

    18. High School Assessments • The high school assessments will includea range of item types, including: • innovative constructed response • extended performance tasks • selected response (all of which will be computer based). **In addition, there will be college-ready cut scores on high school tests in mathematics and ELA/Literacy, which will signify whether students are ready for entry-level, credit-bearing college coursework. Earlier tests will be aligned vertically to ensure students are on - and stay on - the track to graduating ready for college and careers.

    19. Model Content Frameworks

    20. Model Content Frameworks • serves as a bridge between CCSS and the PARCC assessments • were developed to help design items for the PARCC tests and to support educators’ implementation of the Common Core.

    21. Model Content FrameworksMathGrades 3-8 This document for each grade addresses the following: • Examples of Key Advances from Grade # to # • Fluency Expectations or Examples of Culminating Standards • Examples of Major Within-Grade Dependencies • Examples of Opportunities for Connections among Standards, Clusters or Domains • Examples of Opportunities for In-Depth Focus • Examples of Opportunities for Connecting Mathematical Content and Mathematical Practices • Content Emphases by Cluster • Examples of Linking Supporting Clusters to the Major Work of the Grade

    22. Model Content FrameworksMath Grade 3 Example

    23. Model Content FrameworksMath Grade 3 Example

    24. Model Content FrameworksAlgebra I, Geometry, Algebra II This document for each grade addresses the following: • Course Overview • Examples of Key Advances from Previous Grades or Courses • Discussion of Mathematical Practices in Relation to Course Content • Fluency Recommendations • Pathway Summary Table: AI-G-AII Pathway • Assessment Limits for Standards Assessed on More than one End of Course Test

    25. Model Content FrameworksMath Algebra II Example

    26. Model Content FrameworksMath Algebra II Example

    27. Model Content FrameworksMath Algebra II Example

    28. Model Content FrameworksELA/Literacy Grades 3-11 This document for each grade addresses the following: • Narrative Summary of ELA/ Literacy Standards for Grade # • ELA/ Literacy Content Frameworks Chart for Grade # • Key Terms and Concepts for Grade # ELA/ Literacy Model Content Framework Chart • Reading Complex Texts • Writing to Texts • Research Project • For Reading and Writing in Each Module • For Reading Foundation Skills in Each Module • Writing Standards Progression from Grades # to # • Speaking and Listening Standards Progression from Grade # to Grade #

    29. Model Content FrameworksELA/Literacy Grades 3-11

    30. Model Content FrameworksELA/Literacy Grades 3-11

    31. Performance Level Descriptors (PLDs)

    32. Performance Level Descriptors • indicate the knowledge, skills and practices that students should be able to demonstrate at each performance level, in each content area (ELA/literacy and mathematics), at each grade. • Content- and grade level-specific PLDs are designed to inform test item development, the setting of performance level cut scores, and curriculum and instruction at the local level.

    33. Performance Level DescriptorsMath Grades 3-6 5 Sub-Claims A: The student solves problems involving the MAJOR CONTENT for the grade/ course with connections to the Standards for Mathematical Practice B: The student solves problems involving the ADDITONAL and SUPPORTING CONTENT for the grade/ course with the connections to the Standards for Mathematical Practice.

    34. Performance Level DescriptorsMath Grades 3-6 5 Sub-Claims C: The student expresses grade/ course-level appropriate mathematical REASONING by constructing arguments, critiquing the reasoning of others and/ or attending to precision when making mathematical statements.

    35. Performance Level DescriptorsMath Grades 3-6 5 Sub-Claims • D: 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, reasoning abstractly and quantitatively, using appropriate tools strategically, looking for the making use of structure, and/or looking for and expressing regularity in repeated reasoning.

    36. Performance Level DescriptorsMath Grades 3-6 5 Sub-Claims • E: The student demonstrates FLUENCY in areas set forth in the Standards for Content in grades 3-6. *Sub-Claim E is only present in grades 3-6

    37. Performance Level DescriptorsGrade 3 Example

    38. Performance Level DescriptorsAlgebra II Example

    39. Performance Level DescriptorsELA/ Literacy: Reading Claims • Text complexity • The range of accuracy in expressing reading comprehension demonstrated in student responses • The quality of evidence cited from sources read

    40. Performance Level DescriptorsELA/ Literacy

    41. Performance Level DescriptorsELA/ Literacy: Text Complexity • Three  quantitative  text  complexity  measures  (Reading  Maturity  Metric,  Source  Rater,  and  Lexile)  will  be  used  to  analyze  all  reading  passages  to  determine  an  initial  recommendation  for  placement  of  a  text  into  a  grade  band  and   subsequently  a  grade  level.     • Complexity  Analysis  Worksheets  (www.PARCConline.org),  one  for  informational  text  and  one  for  literary  text,  are  then  used  to  determine  qualitative  measures.  Trained  evaluators  use  these  worksheets  to  determine  a   recommendation  for  qualitative  text  complexity  within  the  grade  level,  with  each  text  defined  as  readily  accessible,  moderately  complex,  or  very  complex.  

    42. Performance Level DescriptorsELA/ Literacy: Range of Accuracy • Accurate • Mostly accurate • Generally accurate • Minimally accurate • Inaccurate

    43. Performance Level DescriptorsELA/ Literacy: Quality of Evidence • Explicit evidence • Inferential evidence

    44. Performance Level DescriptorsELA/ Literacy: Writing Claim • Written expression • Knowledge of language and conventions

    45. Performance Level DescriptorsELA/ Literacy: Written Expression

    46. Performance Level DescriptorsELA/ Literacy: Knowledge of Language and Conventions

    47. Evidence Tables

    48. Evidence Tables • describe the knowledge and skills that an assessment item or a task elicits from students • are grade-level specific • tells how and when standards are assessed • tables include standard, evidence statement, clarifications, associated practices, and calculator designation

    49. Math Evidence Tables • Evidence Statement Key • this will list either a CCSS, sub-claim, grade/ course, domain, or cluster • Evidence Statement Text • CCSS – will use exact standard language (ex. (8.F.5) • sub-claim – will list what the student will be expected to do within the sub-claim as well as the content scope (ex. HS.C.5.11 Reasoning or 3.D.1 Modeling/Application) • grade/ course – implications of the standards that could be integrated across a grade or course (ex. 4.int.2 integrated across grade 4 or G.int.4 integrated across Geometry) • domain – implications of the standards that could be integrated across a domain (ex. F.Int.1 integrated across the Functions domain) • cluster – implications of standards that could be integrated across a cluster (ex. S-ID.int.1 integrated across interpreting categorical & quantitative data)

    50. Math Evidence Tables • Clarifications • provides item developers with guidance on the depth and breadth of the tasks • includes clarifications, limits, emphases, and other information intended to ensure appropriate variety in tasks • MP • mathematical practices provide guidance on how content should be connected to practices