Advances in the PARCC ELA/Literacy Assessment

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PARCC Membership

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Common Core Assessment Timeline

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Summer 2015

Set achievement

levels, including

college-ready performance

levels

SY 2014-15

Full administration

of Common Core

assessments

SY 2013-14

Second year pilot/field testing and

related research and

data collection

SY 2012-13

First year pilot/field testing and

related research and

data collection

SY 2011-12

Development begins

SY 2010-11

Launch and design phase

College- and Career Ready Determination

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• PARCC intends to make two College- and Career- Ready (CCR) Determinations

• Students who earn a College- and Career-Ready Determination in ELA/literacy will have demonstrated the academic knowledge, skills and practices necessary to enter directly into and succeed in entry-level, credit-bearing courses in College English Composition, Literature, and technical courses requiring college-level reading and writing.

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Meaning of a College- and Career- Ready Determination

• Students who earn a CCR Determination will be exempt from having to take and pass placement tests designed to determine whether they are academically prepared to enter directly into entry-level, credit-bearing courses in ELA/literacy, mathematics, and technical courses requiring college-level reading, writing, or mathematics skills .

• The CCR Determination is not intended to inform admission decisions or exempt students from taking tests designed to place them into more advanced courses than entry-level.

Benefit of Earning a College- and Career- Ready Determination

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• CCR Determinations will be awarded to students who achieve Level 4* on the designated PARCC high school assessments in ELA/literacy and mathematics.

• In order to achieve Level 4, students will need to demonstrate a strong command of the knowledge and skills embodied by the Common Core State Standards assessed on the designated PARCC high school assessments.

• Options for determining the specific PARCC high school assessments that will be used to make CCR Determinations will be discussed at the December 2012 Governing Board meeting.

*Results of PARCC assessments will be reported using five performance levels, Level 5 being the highest.

Criteria for Earning a College- and Career- Ready Determination

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The following statement will be used to inform standard-setting (determining cut scores for PARCC performance levels) and to conduct future studies to validate the efficacy of the CCR Determinations.

– Students who earn a College- and Career-Ready Determination by performing at level 4 in ELA/literacy and enroll in College English Composition, Literature, and technical courses requiring college-level reading and writing have approximately a 0.75 probability of earning college credit by attaining at least a grade of C or its equivalent in those courses.

Standard-Setting/ Validation Studies

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PARCCPerformance Levels

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Purposes of Performance Levels

• To report the results of assessment(s) used to make College- and Career- Ready Determinations

• To report the results of high school end-of-grade ELA/literacy assessments and end-of-course math assessments (grades 9 and 10)

• To report the results of end-of-grade assessments for grades 3-8

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• Five levels– No names for the levels have been proposed. Level 4 is pitched to a level of

rigor currently described by NAEP’s Proficient Level (solid command of the content). It is also the level for earning a CCR Determination.

Number of Levels

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• Level 5: Distinguished command of the knowledge, skills, and practices embodied by the CCSS assessed at the grade level/ course.

• Level 4: Strong command …• Level 3: Moderate command …• Level 2: Partial command …• Level 1: Minimal command …

General Definition of Each Level

• In ELA/literacy, general content claims at each level describe how well students are able to– Read and comprehend a range of sufficiently complex text independently– Write effectively when using and/or analyzing sources– Build and present knowledge through the integration, comparison, and

synthesis of ideas– Use of context to determine the meaning of words and phrases

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General Content Claims

PLDs for Reporting Results of Assessments used to make College- and Career- Ready

Determinations

• Level 5– Distinguished command of the knowledge and skills contained in the CCSS assessed – Academically well prepared to engage successfully in entry-level credit bearing courses in …..– Exempt from having to take and pass placement tests designed to determine whether they are prepared for

entry-level, credit bearing courses without need for remediation• Level 4

– Strong command …– Academically prepared …– Exempt …

• Level 3– Moderate command …– Will likely need academic support to engage successfully in entry-level, credit-bearing courses– Not exempt …

• Level 2– Partial command …– Will need academic support …– Not exempt …

• Level 1– Minimal command …– Will need extensive academic support …– Not exempt …

PLDs for Reporting Results of Grades 9 and 10 Assessments

• Level 5– Distinguished command…– Academically well prepared to engage successfully in further studies in the content area– On-track to become academically prepared to engage successfully in entry-level, credit bearing courses in …

• Level 4– Strong command …– Academically prepared …– On-track …

• Level 3– Moderate command …– Will likely need academic support to engage successfully in further studies …– Will likely need academic support to become prepared to engage successfully in entry-level ….

• Level 2– Partial command…– Will need academic support to engage successfully in further studies …– Will need academic support to become prepared to engage successfully in entry-level …

• Level 1– Minimal command …– Will need extensive academic support to engage successfully in further studies …– Will need extensive academic support to become prepared to engage successfully in entry-level …

PLDs for Reporting Results of End-of-Grade Assessments for Grades 3-8

• Level 5– Distinguished command …– Academically well prepared to engage successfully in further studies in the content area

• Level 4– Strong command …– Academically prepared …

• Level 3– Moderate command– Will likely need academic support to engage successfully …

• Level 2– Partial command …– Will need academic support …

• Level 1– Minimal command– Will need extensive academic support

The PARCC Goals

1. Create high-quality assessments

2. Build a pathway to college and career readiness for all students

3. Support educators in the classroom

4. Develop 21st century, technology-based assessments

5. Advance accountability at all levels

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• PARCC is developing an assessment system comprised of four components. Each component will be computer-delivered and will leverage technology to incorporate innovations.– Two summative assessment components designed to

• Make “college- and career-readiness” and “on-track” determinations• Measure the full range of standards and full performance continuum• Provide data for accountability uses, including measures of growth

– Two formative assessment components designed to • Generate timely information for informing instruction, interventions,

and professional development during the school year• In ELA/literacy, a third formative component will assess students’

speaking and listening skills

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Goal #1: Create High Quality Assessments

Assessment Design

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End-of-Year Assessment

• Innovative, computer-based items

• Required

Performance-BasedAssessment (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

2 Optional Assessments/Flexible Administration

Mid-Year Assessment• Performance-based• Emphasis on hard-

to-measure standards

• Potentially summative

Speaking And Listening Assessment• Locally scored• Non-summative

Goal #1: Create High Quality Assessments

Required summative assessment components

• Performance Based Assessment (PBA) ‐ – administered about

the same time as current FCAT Writing, and comprised primarily of performance tasks. Results incorporated into summative score

• End-of-Year Assessment (EOY) – administered about the same time as current EOCs, and comprised of innovative, machine-scorable items. Results combined with PBA results to yield a single summative score

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Goal #1: Create High Quality Assessments

– Required summative assessment components • Grades 3-11 in English, Language Arts,

Literacy• Grades 3-8 in Mathematics• End-of-Course Mathematics tests in

Algebra 1, Geometry, and Algebra 2; or Integrated Mathematics 1/2/3

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Goal #1: Create High Quality Assessments

• In 2014-2015, Common Core summative assessments will replace current FCAT 2.0 and End-of-Course tests currently being administered in Writing, Reading, and Mathematics

• Current Florida assessments in non-Common Core content areas will remain in place:– FCAT 2.0 Science in Grades 5 and 8– Florida’s Biology EOC assessment– Florida’s US History EOC assessment– Florida’s Civics EOC assessment– Retakes for Florida’s Grade 10 Reading and EOCs as

required

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Transition from FCAT to Common Core Assessments

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Assessments in 2012-13, and 2013-14 Assessments in 2014-15

FCAT 2.0 Reading Grades 3 to 10 Common Core English Language Arts Grades 3 to 11

FCAT 2.0 Writing Grades 4, 8, 10

FCAT 2.0 Mathematics Grades 3 to 8 Common Core Mathematics Grades 3 to 8

Florida Algebra 1 EOC Common Core Algebra 1 EOC

Florida Geometry EOC Common Core Geometry EOC

Common Core Algebra 2 EOC

FCAT 2.0 Science FCAT 2.0 Science

Florida Biology 1 EOC Florida Biology 1 EOC

Florida US History EOC Florida US History EOC

Florida Civics EOC Florida Civics EOC

Goal #1: Create High Quality Assessments

– Required summative assessment components

• States will have a choice of testing windows to accommodate district and school needs

• Assessments will be given over the course of several days, with exact numbers and timing still to be determined

• Results will be made available on a similar timeline as current EOCs and FCAT tests

• Test Administration Guidance Document

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PARCC Core Commitments, Key Shifts in the Standards, and the Corresponding

Advances in PARCC

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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 Fundamental Advance

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• 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.

• 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.

PARCC’s Core Commitments to ELA/Literacy Assessment Quality

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• PARCC states first developed the Model Content Frameworks to provide guidance on key elements of excellent instruction aligned with the Standards.

• Then, those Frameworks informed the assessment blueprint design.

So, for the first time. . .

• PARCC is communicating in the same voice to teachers as it is to assessment developers!

• PARCC is designing the assessments around exactly the same critical content the standards expect of teachers and students.

What is Different About PARCC’s Development Process?

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1. Complexity: Regular practice with complex text and its academic language.

2. Evidence: Reading and writing grounded in evidence from text, literary and informational.

3. Knowledge: Building knowledge through content rich nonfiction.

What Are the Shifts at the Heart of PARCC Design (and the Standards)?

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The CCSS Shifts Build Toward College and Career Readiness for All Students

Nine Specific Advances in the PARCC ELA/Literacy Assessment Demanded by the

Three Core Shifts. . .

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1. PARCC builds a staircase of text complexity to ensure students are on track each year for college and career reading.

2. PARCC rewards careful, close reading rather than racing through passages.

3. PARCC systematically focuses on the words that matter most—not obscure vocabulary, but the academic language that pervades complex texts.

Shift 1: Regular practice with complex text and its academic language

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4. PARCC focuses on students rigorously citing evidence from texts throughout the assessment (including selected-response items).

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).

6. PARCC requires writing to sources rather than writing to de-contextualized expository prompts.

7. PARCC also includes rigorous expectations for narrative writing, including accuracy and precision in writing in later grades.

Shift 2: Reading and writing grounded in evidence from text, literary and informational

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8. PARCC assesses not just ELA but a full range of reading and writing across the disciplines of science and social studies.

9. PARCC simulates research on the assessment, including the comparison and synthesis of ideas across a range of informational sources.

Shift 3: Building knowledge through content rich nonfiction

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Sample Items Illustrating Some of the Advances

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SO. . .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)

Students’ Command of Evidence with Complex Texts is at the Core of Every Part of the Assessment!

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• 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.

• Technology-Enhanced Constructed Response (TECR)—Uses technology to capture student comprehension of texts in authentic ways that have been difficult to score by machine for large scale assessments (e.g., drag and drop, cut and paste, shade text, move items to show relationships).

• 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.

Three Innovative Item Types That Showcase Students’ Command of Evidence with Complex Texts

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PARCC Summative Assessment with EBSR, TECR, and PCR Items

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Sample Items Illustrating Some of the Advances• Literary Analysis Task Sample Items (Grade 10 )• Research Simulation Task Sample Items (Grade 7)• Narrative Writing Task Sample Items (Grade 6)• End of Year Assessment Sample Items(Grade 3)

Sample Items

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Literary Analysis Task (Grade 10):Ovid’s “Daedalus and Icarus” and

Sexton’s “To a Friend Whose Work Has Come to Triumph”

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• Students carefully consider two literary texts worthy of close study.

• They are asked to answer a few EBSR and TECR questions about each text to demonstrate their ability to do close analytic reading and to compare and synthesize ideas.

• Students write a literary analysis about the two texts.

Understanding the Literary Analysis Task

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• Range: Example of assessing literature and helping to satisfy the 70%-30% split of informational text to literature at the high school grade band.

• Quality: The story of Daedalus and Icarus from Ovid's Metamorphoses is a classic of the genre and has proven to be inspirational to painters and poets alike, and no poet’s version is more striking than that of Anne Sexton. Her “To a Friend Whose Work Has Come to Triumph” refashions the themes of the myth in dramatic fashion, providing a powerful counterpoint for students to explore.

• Complexity: Quantitatively and qualitatively, the passages have been validated and deemed suitable for use at grade 10.

Texts Worth Reading?

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On the following pages, there are two Evidence-Based Selected-Response Items and one Prose Constructed Response Item that challenge students’ command of evidence with complex texts.

Questions Worth Answering?

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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 provides an analysis of how Sexton transforms Daedalus and Icarus.

As a starting point, you may want to consider what is emphasized, absent, or different in the two texts, but feel free to develop your own focus for analysis.

Develop your essay by providing textual evidence from both texts. Be sure to follow the conventions of standard English.

Grade 10 Prose Constructed-Response Item

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• Specific CCSS alignment to:– RL.10.1 (use of evidence); RI.10.9 (comparison of authors’ presentation); RL.10.10

(complex texts). – W.10.2 (writing to inform and explain); W.10.4 (writing coherently); W.10.9

(drawing evidence from texts).– L10.1-3 (grammar and conventions).

• Measures the ability to explain how one text transforms ideas from another text by focusing on a specific concept presented in the texts (the transformation of ideas with regard to the experience of flying).

• Asks students to write to sources rather than write to a de-contextualized prompt.

• Focuses on students’ rigorously citing evidence for their answer.• Requires students to demonstrate they can apply the knowledge of

language and conventions when writing.

Aligns to the Standards and Reflects Good Practice

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Part AWhich 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 BSelect three pieces of evidence from Ovid’s “Daedalus and Icarus” that support the answer to Part A.

e. “and by his playfulness retard the work/his anxious father planned” (lines 310-311)*f. “But when at last/the father finished it, he poised himself” (lines 312-313)g. “he fitted on his son the plumed wings/ with trembling hands, while down his withered cheeks/the tears were falling” (lines

327-329)h. “Proud of his success/the foolish Icarus forsook his guide” (lines 348-349)*i. “and, bold in vanity, began to soar/rising above his wings to touch the skies” (lines 350-351)*j. “and as the years went by the gifted youth/began to rival his instructor’s art” (lines 376-377)k. “Wherefore Daedalus/enraged and envious, sought to slay the youth” (lines 384-385)l. “The Partridge hides/in shaded places by the leafy trees…for it is mindful of its former fall” (lines 395-396, 399)

Grade 10 Evidence-Based Selected-Response Item

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• Specific CCSS alignment to:– RL.10.1 (evidence).– RL.10.2 (theme). – RL.10.10 (complex text).

• This item helps students gather information and details for use on the Prose

Constructed Response; it requires close analytical reading to answer both

parts correctly (e.g., Part A of this item is challenging because it requires

synthesis of several parts of the myth to determine the answer).

• Requires students in Part B to provide evidence for the accuracy of their

answer in Part A.

• PARCC assessment gives students the opportunity to gain partial credit if

their answers reflect genuine comprehension on their part (e.g., they identify

the theme correctly and are able to identify at least 2 details).

Aligns to the Standards and Reflects Good Practice

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Part AWhat does the word vanity mean in these lines from the text “Daedalus and Icarus”?

“Proud of his success, the foolish Icarus forsook his guide, and, bold in vanity, began to soar” (lines 345-349)a. arrogance*b. fearc. heroismd. enthusiasm

Part BWhich word from the lines from the text in Part A best helps the reader understand the meaning of vanity?

e. proud*f. successg. foolishh. soar

Grade 10 Evidence-Based Selected-Response Item

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• Specific CCSS alignment to:– RL.10.1 (use of evidence).– RL.10.4 (meaning of words and phrases).– RL.10.10 (complex texts).

• Reflects a key advance, namely focusing on the words that matter most, not obscure vocabulary, but the academic language that pervades complex texts.

• Rewards careful, close reading rather than requiring students to race through the passage to determine the meaning (by using the context of the text) of an academic word that is important to one of the main characters and to the central themes. Again, this item helps students gather details for use on the Prose Constructed Response.

• Credit for Part B (evidence) is given only if Part A is correct, signaling the importance of the connection between the claim and the evidence.

Aligns to the Standards and Reflects Good Practice

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Research Simulation Task (Grade 7): Amelia Earhart’s Disappearance

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• 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 of the sources.

Understanding the Research Simulation Task

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• Range: Example of assessing reading across the disciplines and helping to satisfy the 55%-45% split of informational text to literature at the 6-8 grade band.

• Quality: The texts on Amelia Earhart represent content-rich nonfiction on a topic that is historically significant.

• Complexity: Quantitatively and qualitatively, the passages have been validated and deemed suitable for use at grade 7.

Texts Worth Reading?

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On the following pages there are two Prose Constructed Response Items and one Technology Enhanced Constructed-Response Item that challenge students’ command of evidence with complex texts.

Questions Worth Answering?

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Based on the information in the text “Biography of Amelia Earhart,” write an essay that summarizes and explains the challenges Earhart faced throughout her life. Remember to use textual evidence to support your ideas.

Grade 7 Analytical Prose Constructed-Response Item #1

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• Specific CCSS alignment to: – RI.7.1 (use of evidence); RI.7.2 (summary of text); RI.7.10 (complex texts).– W.7.2 (writing to explain or inform); W.7.4 (writing coherently); W.7.9 (drawing evidence

from texts).– L.7.1-3 (grammar and conventions).

• Requires writing to sources rather than to a de-contextualized or generalized prompt (e.g., asks about a specific aspect of Earhart’s life).

• Requires students to draw evidence from the text and cite this evidence clearly.

• Requires students to apply the knowledge of language and conventions when writing.

• Purposely designed to help students gather information for writing the final analytic essay that asks students to evaluate the arguments made in three texts about Earhart’s bravery (i.e., her bravery can be expressed as her ability to face the many challenges).

Aligns to the Standards and Reflects Good Practice

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You have read three texts describing Amelia Earhart. All three include the claim that Earhart was a brave, courageous person. The three texts are:

• “Biography of Amelia Earhart”

• “Earhart's Final Resting Place Believed Found”

• “Amelia Earhart’s Life and Disappearance”

Consider the argument each author uses to demonstrate Earhart’s bravery.

Write an essay that analyzes the strength of the arguments about Earhart’s bravery in at least two of the texts. Remember to use textual evidence to support your ideas.

Final Grade 7 Prose Constructed-Response Item #2

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• Specific CCSS alignment to:– RI.7.1 (use of evidence); RI.7.8 (evaluate claims in a text); RI.7.9 (comparison of authors’

presentation); RI.7.10 (complex texts).– W.7.2 (writing to inform and explain); W.7.4 (writing coherently); W.7.7 (conduct short

research projects); W.7.8 (gather relevant information from multiple sources); W.7.9 (drawing evidence from texts).

– L.7.1-3 (grammar and conventions).

• Measures the ability to compare and synthesize ideas across multiple texts and the ability to analyze the strength of various arguments.

• Asks students to write to sources rather than write to a de-contextualized prompt.

• Focuses on students rigorously citing evidence for their answer.• Requires students to delve deeply into multiple texts to gather evidence to

analyze a given claim, simulating the research process.• Requires students to demonstrate they can apply the knowledge of language

and conventions when writing.

Aligns to the Standards and Reflects Good Practice

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Below are three claims that one could make based on the article “Earhart’s Final Resting Place Believed Found.”

Part A•Highlight the claim that is supported by the most relevant and sufficient facts within “Earhart’s Final Resting Place Believed Found.”

Part B•Click on two facts within the article that best provide evidence to support the claim selected in Part A.

Grade 7 Technology-Enhanced Constructed-Response Item

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• Specific CCSS alignment to: – RI.7.1 (use of evidence).– RI.7.8 (author’s claims and evidence).– RI.7.10 (complex texts).

• This item helps students gather information and details for use on the first and second Prose Constructed Response.

• Requires students to employ reasoning skills, since all of the claims listed could be made, but only one is supported by the most relevant and sufficient facts.

• Reflects the key shift of reading closely and weighing evidence by offering credit for Part B only if Part A is correct.

• Technology enables students to highlight evidence that supports their understanding.

Aligns to Standards and Reflects Good Practice

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Narrative Task (Grade 6):Jean Craighead George’s

Excerpt from Julie of the Wolves

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• Students read one or two brief texts and answer a few questions to help clarify their understanding of the text(s).

• Students then write either a narrative story or a narrative description (e.g., writing a historical account of important figures; detailing a scientific process; describing an account of events, scenes, or objects).

Understanding the Narrative Writing Task

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• Range: Example of assessing literature and helping to satisfy the 55%-45% split of informational text to literature at the 6-8 grade-band.

• Quality: Julie of the Wolves was a winner of the Newbery Medal in 1973. This text about a young Eskimo girl surviving on her own in the tundra by communicating with wolves offers a story rich with characterization and imagery that will appeal to a diverse student population.

• Complexity: Quantitatively and qualitatively, the passages have been validated and deemed suitable for use at grade 6.

Texts Worth Reading?

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On the following pages there is one Evidence-Based Selected-Response Item, one Technology Enhanced Constructed-Response Item, and one Prose Constructed Response Item that challenge students’ command of evidence with complex texts.

Questions Worth Answering?

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In the passage, the author developed a strong character named Miyax. Think about Miyax and the details the author used to create that character. The passage ends with Miyax waiting for the black wolf to look at her.

Write an original story to continue where the passage ended. In your story, be sure to use what you have learned about the character Miyax as you tell what happens to her next.

Grade 6 Prose Constructed-Response Item

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• Specific CCSS alignment to:– RL.6.1 (use of evidence); RL.6.3 (describe how characters respond to changes); RL.6.10 (complex

text).– W.6.3 (narrative writing); W.6.4 (writing coherently).– L.6.1-3 (grammar and conventions).

• Includes rigorous expectations for narrative writing, including weaving details from the source text accurately into an original narrative story (students must draw evidence from the text—character traits and the events of the story—and apply that understanding to create a story).

• For students who struggle to create original stories, the source text provides ideas from which to begin; for those students who readily create imaginative experiences, the source provides a means to “jump off” and innovate.

• Focuses on students applying their knowledge of language and conventions when writing (an expectation for both college and careers).

Aligns to the the Standards and Reflects Good Practice

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Part AWhat does the word “regal” mean as it is used in the passage?a. generousb. threateningc. kingly*d. uninterested

Part BWhich of the phrases from the passage best helps the reader understand the meaning of “regal?”e. “wagging their tails as they awoke”f. “the wolves, who were shy”g. “their sounds and movements expressed goodwill”h. “with his head high and his chest out”*

Grade 6 Evidence-Based Selected-Response Item #1

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• Specific CCSS alignment to:

– RL.6.1 (use of evidence).

– RL.6.4 (meaning of words and phrases).

– RL.6.10 (complex texts).• Reflects a key shift, namely focusing on the words that matter most, not

obscure vocabulary, but the academic language that pervades complex texts.

• Rewards careful, close reading rather than requiring the students to race through the passage to determine the meaning of an academic word by showing the context within the passage that helped them determine the meaning of the word.

Aligns to the Standards and Reflects Good Practice

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Part ABased on the passage from Julie of the Wolves, how does Miyax feel about her father?a. She is angry that he left her alone.b. She blames him for her difficult childhood.c. She appreciates him for his knowledge of nature.*d. She is grateful that he planned out her future.

Part BWhich sentence from the passage best shows Miyax’s feelings for her father?e. “She had been lost without food for many sleeps on the North Slope of Alaska.”f. “This could be done she knew, for her father, an Eskimo hunter, had done so.”*g. “Unfortunately, Miyax’s father never explained to her how he had told the wolf of his

needs.”h. “And not long afterward he paddled his kayak into the Bering Sea to hunt for seal, and

he never returned.”

Grade 6 Evidence-Based Selected-Response Item #2

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• Specific CCSS alignment to:

– RL.6.1 (use of evidence).

– RL.6.3 (how characters respond).

– RL.6.10 (complex texts).• Rewards careful, close reading to find specific information and applying

understanding of a text.• Focuses students on rigorously citing evidence for their answer; students

must provide the context used to establish the accuracy of their answer or they don’t receive credit for the item.

• Asks students to delve deeply into how the main character is feeling as she reflects on her predicament, helping students gather information and details for use on the Prose Constructed Response.

Aligns to the Standards and Reflects Good Practice

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Part AChoose one word that describes Miyax based on evidence from the text. There is more than one correct choice listed below.A. recklessB. livelyC. imaginative*D. observant*E. impatientF. confidentPart BFind 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 CFind 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.

Grade 6 Technology-Enhanced Selected-Response Item

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• Specific CCSS alignment to:– RL.6.1 (use of evidence).– RL.6.3 (how characters respond).– RL.6.10 (complex texts).

• Rather than a single right answer, this item allows students to explore different solutions and generate varying insights about a multi-dimensional character, choosing the word they most strongly feel they can defend.

• The item also insists on students rigorously substantiating their conclusions/insights about the character of Miyax with two details drawn from the text, helping students gather information and details for use on the Prose Constructed Response.

• Technology enables students to “drag and drop” evidence that supports their understanding.

Aligns to the Standards and Reflects Good Practice

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End-of-Year Assessment (Grade 3):“How Animals Live”

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• Students will be given several passages to read closely.• EBSR and TECR questions will be sequenced in a way that they

will draw students into deeper encounters with the texts and will result in thorough comprehension of the concepts to provide models for the regular course of instruction.

• 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.

Understanding the End-of-Year Assessment

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• Range: Follows the requirements in the standards to make use of informational texts, including history, science, and technical passages (50% of the points in grades 3-5 are to come from informational texts).

• Quality: This is an example of a science passage from a third-grade textbook.

• Complexity: Quantitatively and qualitatively, the passages have been validated and deemed suitable for use at grade 3.

Texts Worth Reading?

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On the following pages there is one Evidence-Based Selected-Response Item and one Technology Enhanced Constructed-Response Item that challenge students’ command of evidence with complex texts.

Questions Worth Answering?

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Part A

What is one main idea of “How Animals Live?”

a. There are many types of animals on the planet.

b. Animals need water to live.c. There are many ways to sort

different animals.*d. Animals begin their life cycles in

different forms.

Grade 3 Evidence-Based Selected-Response Item #1

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Part B

Which sentence from the article best supports the answer to Part A?

a. “Animals get oxygen from air or water.”

b. "Animals can be grouped by their traits.”*

c. "Worms are invertebrates.”d. "All animals grow and change over

time.”e. "Almost all animals need water,

food, oxygen, and shelter to live."

• Specific CCSS alignment to:– RI.3.1 (evidence).– RI.3.2 (main idea).– RI.3.10 (complex text).

• While this is an example of a less complex item—one where the main idea and details to support it are explicit and readily found—students must provide evidence for the accuracy of their answer in Part B, illustrating one of the key shifts: use of textual evidence.

Aligns to the Standards and Reflects Good Practice

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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:

Grade 3 Technology-Enhanced Constructed-Response Item

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Pupa Adult

Egg Larva

• Specific CCSS alignment to:– RI.3.1 (use of evidence).– RI.3.3 (relationship between events).– RI.3.10 (complex texts).

• Reflects the key shift of building knowledge from informational text: – students must apply their understanding of the text to complete the graphic.– requires explicit references to the text as the basis for the answers rather than

simply guessing.• Whereas traditional items might have asked students to “fill in one blank”

on a graphic (with three steps already provided), this technology enhanced item allows students to demonstrate understanding of the entire sequence of the life cycle because none of the steps are ordered for them.

Aligns to the Standards and Reflects Good Practice

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Evidence –Centered Design

An argument is made about what we observe students say, do, or produce (the evidence) in a few particular circumstances (the tasks or items) to support our inferences (or claims) about what they know, can do, or have accomplished more generally.

Item Guidelines

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PARCC Assessment – 3 Types of Claims

• The Master Claim is the overall performance goal for the PARCC ELA/Literacy Assessment System – students must demonstrate that they are “on track” for college and career readiness (CCR)

• Major Claims are designed to elicit sufficient evidence to yield scale scores for making longitudinal comparisons.

• Sub Claims are designed to elicit additional data in support of the Major Claims while providing data that must help educators to focus instruction on key priorities.

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Evidence Tables

When an item is designed to measure the reading major claim or is designed to measure both the reading major claim and a reading sub claim, the item writer should refer to the appropriate evidence tables.

Each evidence table contains critical information to help item developers writing items to align items with claims, standards, and evidence statements.ELA Evidence TablesWriting Evidence Tables

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Evidence Tables

• Review 6-8 Reading and Writing Evidence Tables with your group.

• Discuss the information contained in the tables.• How might you use information in the Evidence Tables to plan

instruction, create assignments, and develop assessments• Review the Extended Rubric for Scoring. How might you apply

all or some of the components of the rubric to writing assignments you have students complete in your classroom?

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Task Generation Models

3 Types of Tasks the Performance-Based Assessment• A. Literary Analysis Task• B. Research Simulation Task• C. Narrative Writing Task

• Task Generation Models 3-5• Task Generation Models 6-8• Task Generation Models 9-11

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Task Generation Models

• Review the Task Generation Models with your group.• What information is provided?• How might this information impact instruction, materials, and

assignments in your classroom?

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• Review the Form Specifications for grades 6-8.• Discuss the information included for the PBA and EOY

Assessment.• How might this information be used to select texts used for

instruction, to create student assignments, and to create classroom assessments?

Forms Specifications for PBA and EOY

• Passage Selection Guidelines

Passage Selection Guidelines