partnership for assessment of readiness for college and careers parcc 10/11/2015 1
TRANSCRIPT
Partnership for Assessment of Readiness for College and
Careers PARCC
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GoalsReview current information about the PARCC assessments
Examine the Model Content Frameworks for each grade level band.
Consider how these documents should be used at sites with leadership, staff, and parents
Essential QuestionsWhat is the purpose of the Content Frameworks?
List the Connections to Assessment from the Content Frameworks.
ASSESSMENT AND CONTENT FRAMEWORKS
An Overview of the Design of the PARCC Assessment System
THE ASSESSMENT CONSORTIA
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Pascal (Pat) D. Forgione, Jr., Ph.D. and Nancy A. Doorey
Center for K – 12 Assessment & Performance Management at ETS
RACE TO THE TOP ASSESSMENT PROGRAM COMPETITIVE GRANT, SPRING 2010
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Groups of 15 or more states could apply for a grant to design, develop and pilot a next generation assessment system that:
•Builds upon shared standards for college- and career-readiness
•Measures at each grade level tested
Individual growth and proficiency
The extent to which each student is on track
•Provides information that is useful in informing:
Teaching, learning, and program improvement;
Determinations of school effectiveness ,as well as, principal and teacher effectiveness
Determinations of individual student college and career readiness,
high school exit decisions
college course placement to credit-bearing classes
college entrance.
(US Department of Education, 2009)4
THE COMPREHENSIVE ASSESSMENT SYSTEM PROPOSALS
Two Comprehensive Assessment System Proposals Funded:
.
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Partnership for Assessment of Readiness for College and
Careers (PARCC)
SMARTER BalancedAssessment Consortium
(SBAC)
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PARTNERSHIP FOR ASSESSMENT OF READINESS FOR COLLEGE AND CAREERS
(PARCC)
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PERFORMANCE
ASSESSMENT
END OF YEAR
ASSESSMENT
• Given primarily on computer or other digital devices
• Composed primarily performance tasks with emphasis on hard-to-measure standards
• Results returned within 2 weeks
•Given on computer (most students), with
multiple item types and technological
tools
•Scored entirely by computer for fast results
PARCC: TWO COMPONENTS OF THE SUMMATIVE ASSESSMENT
04/21/23• Scores from the performance assessment and the end-of-year test will be combined for annual accountability scores.
In mathematics and in English language arts (ELA):
+
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PERFORMANCE
ASSESSMENT• ELA• Math
PARCC:
PERFORMANCE ASSESSMENT
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Over several sessions/class periods, students will complete a project-like task that draws on a range of skills.
• ELA/literacy tasks will focus on writing effectively when analyzing texts, using evidence drawn from the texts to support claims
• Math tasks will require students to apply key mathematical skills, concepts and processes to solve complex problems of the types encountered in everyday life, work and decision-making.
Final weeks of school year
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END OF YEARASSESSMENT
PARCC: END-OF-YEAR ASSESSMENT
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• Consisting of a range of item types including innovative technology-enhanced items to sample the full set of grade level standards
• Will make major investment in enhanced item types
• Will include items across a range of cognitive demand
• Currently planned as a fixed-form test, PARCC will review the precision of scores for students at the tails of the performance distribution and, if needed, consider customizing for high- and low-performing students by either lengthening the test or using “staged” or “block” adaptive delivery.
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Final weeks of school year
PARCC:
SPEAKING/LISTENING ASSESSMENT
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• Required assessment, but not used for accountability
• Administered in the ELA classroom, with flexible window for administration
• Scored by classroom teacher using standardized rubric
• Scores may be used within students’ grades
Flexible timing
ELA/Literacy
• Speaking• Listening
PARCC SUPPORTS:
FORMATIVE ASSESSMENTS
Timing of formative components is flexible
Early indicator of knowledge and skills to inform instruction,
supports, PD
EARLY ASSESSMENT
Mid-Year Performance-Based
Assessment
(Potentially summative*)
MID-YEAR ASSESSMENT
• Formative early assessment designed to provide an indicator of student knowledge and skills so that instruction, supports and professional development can be tailored to student needs
• Formative mid-year performance tasks designed to prepare students for Summative Performance Assessment and to yield instructionally useful feedback. Teachers will be given an online scoring tool to score tasks and improve understanding of the CCSS expectations.
• For voluntary use, the timing of the administration is to be locally determined
* Over time, states may consider using scores from these tasks in the summative/accountability scores.
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PARTNERSHIP RESOURCE CENTER: Digital library of released items, formative assessments, model content frameworks, instructional and formative tools and resources; student and educator tutorials and practice tests, scoring training modules; professional development materials; and an interactive report generation system
PARCC SUPPORTS: THE PARTNERSHIP RESOURCE CENTER
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Partnership Resource Center:• Interactive Data Tool for accessing data and creating customized reports• Model lesson plans• Formative assessment items and tasks• Professional development materials regarding test administration, scoring, and use of data• Online practice tests• Item development portal• Tools and resources developed by Partner states• Optional “ready-to-use” performance tasks for K-212
PARCC SUPPORTS: SUPPLEMENTAL APPLICATION GRANT
Transition and Implementation Planning
State Leadership Teams
Educator Leadership Cadres
Technical Working Groups
Collaboration on Instructional Tools
Framework of priority assets
Prototypes of through-course components
Set of 38 voluntary instructional units
Voluntary college-readiness tools such as model grade 12 bridge courses for struggling students
Support for Technology Transitions
Coordination with SBAC
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END-OF-YEARASSESSMENT
THE PARCC ASSESSMENT SYSTEM(JULY 2011 REVISION, PENDING USED APPROVAL)
English Language Arts and Mathematics, Grades 3–8 and High School
Developed by The Center for K–12 Assessment & Performance Management at ETS, version 4, July 2011. For detailed information on PARCC, go to http://PARCConline.org.
Comp 3
PERFORMANCE
ASSESSMENT• ELA• Math
Timing of formative components is flexible
ELA/Literacy
• Speaking• Listening
Comp 5
Flexible timing
Comp 4
Early indicator of knowledge and skills to inform instruction,
supports, PD
Component 1EARLY
ASSESSMENT
Mid-Year Performance-Based
Assessment
(Potentially summative)
Component 2MID-YEAR
ASSESSMENT
PARTNERSHIP RESOURCE CENTER: Digital library of released items; formative assessments; model content frameworks; instructional and formative tools and resources; student and educator tutorials and practice tests; scoring training modules; professional development materials; and an interactive report generation system.
FormativeAssessment
Summative assessment for accountability
Summative, but not used for accountability
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PARCC IMPLEMENTATION MILESTONES
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2011-2012 Item and task development, piloting of components
Release of Model Content Frameworks and prototype items and tasks
Development of professional development resources and online platform
2012-2014 Field testing
2014-2015 New summative assessments in use
Summer 2015
Setting of common achievement standards
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Pascal (Pat) D. Forgione, Jr., Ph.D.
Distinguished Presidential Scholar and Executive Director
Center for K-12 Assessment and Performance Management at ETS
Educational Testing Service
823 Congress Avenue, Suite 816
Austin, TX 78701
E-Mail: [email protected]
Nancy Doorey
Director of Programs
www.k12center.org
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GUIDE TO THE ASSESSMENT CONSORTIA:
Coming Together to Raise Achievement: New Assessments for the
Common Core State Standards
For updates and other informationwww.parcconline.org
PARCC MODEL CONTENT FRAMEWORKS
For English Language Arts/Literacy
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TAB: Content Frameworks18
THE MODEL CONTENT FRAMEWORKS
•Assist educators to implement the standards•Illustrate one a number of ways the standards could be organized over the course of the school year•Inform the development of item specifications and blueprints for the PARCC assessments
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•Students read and comprehend a range of grade-level complex texts encountered in:
•ELA•science•history/social studies•the arts
•Vocabulary will be assessed in the context of reading passages
•Close, analytic reading and comparing and synthesizing ideas across texts are expected
Students demonstrate the core interrelated literacy activities of:
•reading
•gathering evidence about what is read
•analyzing and presenting that evidence in
writing
Comprehending complex texts Analyzing sources in writing
ELA CONNECTIONS TO ASSESSMENT
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ELA CONNECTIONS TO ASSESSMENT
Conducting and reporting on research Speaking and Listening
Assessing students’ abilities to:
•gather resources
•evaluate their relevance
•report on information and ideas they have investigated
•conduct original research to answer questions or to solve problems
Students demonstrate a range of interactive oral communication and interpersonal skills:
•formal presentations
•working collaboratively
•sharing findings
•listening carefully to the ideas of others
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ELA CONNECTIONS TO ASSESSMENT
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Language use for reading, writing and speaking
Students demonstrate a strong command of grammar, and
spoken and written academic English.
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STRUCTURE OF THE MODEL CONTENT FRAMEWORKS
1. Narrative Summary of the ELA Standards
2. The Model Content Framework Chart3. Key Terms and Concepts for the Chart4. Writing and Speaking and Listening
Standards Progressions Charts
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CHECK THEM OUT!
Review the sample grade level frameworks for grades 3, 5. 7, and 11.
How will you use the frameworks at your site? Did they answer some of your questions?
Be ready to share with the entire group.
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Essential Questions
What is the purpose of the Content Frameworks?
List the Connections to Assessment from the Content
Frameworks.
ASSESSMENT AND CONTENT FRAMEWORKS
STOP AND GO: TO DO LIST
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Got it Covered First Steps Next Steps Down the Road
THANK YOU!
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Please fill out the evaluation form.
We learn from and appreciate your thoughtful comments.
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