TRANSITIONING TO A NEW ASSESSMENT SYSTEM

1. TRANSITIONING TO A NEW ASSESSMENT SYSTEM

2. ICE BREAKER Complete your name tent and read the quote on the front. *Discuss at your table how your quote relates to Common Core/PARCC. **If you would like to be added to our database, write your name and email address on an index card.

3. Today’s Focus: • Background information about the Partnership for Assessment of Readiness for College and Careers (PARCC) • Design of the PARCC assessments • Text complexity • PARCC updates and releases

4. Rumor Has It… • Write ONE thing you’ve heard about the PARCC assessments on a Post It. • Discuss all statements at your table. • Select one statement and choose a spokesperson to read it to the entire group. • Place your statements on the “Rumor Has It…” poster.

5. The Partnership for Assessment of Readiness for College and Careers: Made up of 22 states Developing common, high-quality math and English language arts (ELA) tests for grades 3–11 Computer-based and linked to what students need to know for college and careers For use starting in the 2014–15 school year What Is PARCC?

6. Why PARCC and not Smarter Balanced? • Type of assessment • State involvement • Demographics

7. Why New Assessments Now?

8. Why do we need change? http://www.youtube.com/watch?v=dY2mRM4i6tY

9. PARCC ASSESSMENT PRIORITIES:

10. PARCC Assessment Design: ELA/Literacy and Mathematics 3-11 2 Optional Assessments/Flexible Administration • End-of-Year • Assessment • Innovative, computer-based items • Required • Mid-Year Assessment • Performance-based • Emphasis on hard-to-measure standards • Potentially summative • Performance-Based • Assessment (PBA) • Extended tasks • Applications of concepts and skills • Required • Diagnostic Assessment • Early indicator of student knowledge and skills to inform instruction, supports, and PD • Non-summative • Speaking And Listening Assessment • Locally scored • Non-summative, required

11. Capturing What Students Can Do • Grade- and Subject-Specific Performance Level Descriptors (PLDS) • capture how all students perform • show understandings and skill development across the spectrum of standards and complexity levels assessed

12. PLDs 5 Performance Levels CCR Level 5 Level 4 Level 3 • Level 5: Students performing at this level demonstrate a distinguished command of the knowledge, skills, and practices embodied by the Common Core State Standards assessed at their grade level. Level 2 Level 1

13. Arizona Involvement in PARCC

14. Evidence Based Assessment The PARCC assessment system is designed to assess students’ readiness for success in careers and college.

15. Complexity vs. Difficulty KAREN HESS VIDEO: http://vimeo.com/20998609

16. Complexity vs. Difficulty, Cont.

17. Webb’s DOK Levels

18. Hess Cognitive Rigor Matrix

19. Questions?

20. ELA/Literacy Shifts at the Heart of PARCC Design: Evidence Complexity Knowledge

21. CCSS AND PASSAGES • Complex, Rich Texts • Passage Selection Guidelines • Appendix B

22. Overview of Text Complexity • Reading Standards include exemplar texts (stories and literature, poetry, and informational texts) that illustrate appropriate level of complexity by grade. • Text complexity is defined by: Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Quantitative Quantitative measures – readability and other scores of text complexity Qualitative Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned Reader and Task

23. Text Complexity Worksheets • With others at your table, discuss the similarities and differences between the literary complexity analysis worksheet (blue) and the informational complexity analysis worksheet (yellow).

24. Let’s Practice Harlem [Dream Deferred] What happens to a dream deferred?Does it dry uplike a raisin in the sun?Or fester like a sore—And then run?Does it stink like rotten meat?Or crust and sugar over—like a syrupy sweet?Maybe it just sagslike a heavy load.Or does it explode? --Langston Hughes

25. The results? • Grade Level: 11th • Fits evidence statements: 11.RL.1, 11.RL.2, 11.RL.4, 11.RL.5, 11.RL.6 • Complexity Level: higher end of moderately complex • Reasons: Multiple levels of meaning relatively easy to identify; some unpredictable structural elements; complex and abstract themes; abstract, ironic and figurative language

26. More Practice • Science: “How Underground Rodent Wards Off Cancer: Second Mole Rat Species Has Different Mechanism for Resisting Cancer” (Lexile: 1430; Source Rater:11.1) • Social Studies: Moonshot: The Flight of Apollo 11 (Lexile: 1050; Source Rater: 3.2)

27. Claims Driving Design: ELA/literacy Students are on-track or ready for college and careers Students read and comprehend a range of sufficiently complex texts independently Students write effectively when using and/or analyzing sources. Students build and present knowledge through research and the integration, comparison, and synthesis of ideas. Convention and Knowledge of Language Reading Informational Text Vocabulary Interpretation and use Reading Literature Written Expression

28. Sample Model Content Framework Chart

29. PARCC Summative Assessment: Item Types • Evidence Based Selected Response (EBSR) • Technology Enhanced Constructed Response (TECR) • Range of Prose Constructed Response (PCR)

30. Evidence Based Selected Response: Grade 10 Example Part A Which of the following sentences best states an important theme about human behavior as described in Ovid’s “Daedalus and Icarus”? a. Striving to achieve one’s dreams is a worthwhile endeavor. b. The thoughtlessness of youth can have tragic results. c. Imagination and creativity bring their own rewards. d. Everyone should learn from his or her mistakes. Part B Select three pieces of evidence from Ovid’s “Daedalus and Icarus” that support the answer to Part A. a. “and by his playfulness retard the work/his anxious father planned” b. “But when at last/the father finished it, he poised himself” c. “he fitted on his son the plumed wings/with trembling hands, while down his withered cheeks/the tears were falling” d. “Proud of his success/the foolish Icarus forsook his guide” e. “and, bold in vanity, began to soar/rising upon his wings to touch the skies” f. “and as the years went by the gifted youth/began to rival his instructor’s art” g. “Wherefore Daedalus/enraged and envious, sought to slay the youth” h. “The Partridge hides/in shaded places by the leafy trees…for it is mindful of its former fall”

31. Technology Enhanced Constructed Response: Grade 3 Example 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.”

32. PARCC Summative Assessment ELA/Literacy Performance Tasks

33. Prose Constructed Response: Narrative Task

34. Prose Constructed Response: Research Simulation Task

35. Prose Constructed Response: Literary Analysis Task

36. ELA/Literacy PLDs • The ELA/Literacy PLDs are organized in two areas: reading and writing • For reading, the levels are differentiated by three factors: • text complexity (standard 10) (accessible, moderately complex, very complex) • accuracy in student responses • evidence cited (explicit, implied) from sources read (standard 1) • At each, performance level, the degree to which students are able to demonstrate command of standards 2-9 (e.g. main idea, point of view, setting, plot, character, structure …) is described in terms of the three factors • For writing, the levels are differentiated by: • idea development, including when drawing evidence from sources • organization • use of conventions (grammar, capitalization, etc.) • language usage

37. Three factors determine the performance levels • Text complexity • Range of accuracy • Quality of evidence Grade 11

38. Excerpt: ELA/LiteracyGrade 11, Level 5 This area provides information about the performances displayed by students in reading at this level in terms of complexity, accuracy, and evidence This area provides information about the performances displayed by students in writing at this level This column provides the level being described Evidence statements derived from standards 2-9

39. Questions?

40. PARCC Updates and Releases • Released for public review: • Grade- and subject-specific performance level descriptors (until May 8) • PARCC Accommodations Manual (until May 13) • Available on the PARCC website: • Assessment Administration guidance • Model content frameworks • Item and task prototypes • Assessment blueprints and test specifications

41. Preparing for PARCC ELA/Literacy Mathematics Allow students time to grapple with mathematics problems Require students to explain their reasoning and show their work Have students evaluate the mathematical reasoning of other students Utilize real world scenarios Incorporate technology Encourage students to take math problems one step further • Incorporate rich, engaging text at a variety of complexity levels • Incorporate informational as well as literary text • Require students to find and use evidence to back up their answers • Use multi-media on a regular basis • Allow students time to grapple with the text • Use the rubrics as an instructional tool

42. Questions?

43. Support and Resources Web sites 10 Clicks to Understanding PARCC PARCC in the Classroom PARCC Items and Prototypes PARCC Performance Level Descriptors ADE contacts Sarah.Gardner@azed.gov Wendi.Anderson@azed.gov