PARCC General Criteria for Mathematics Core Leadership Reviewers February 5-8, 2013

1. PARCC General Criteria for Mathematics Core Leadership Reviewers February 5-8, 2013 Note: all items included in this presentation are for illustrative training purposes only. They are not representative of PARCC assessment items.

2. Question 1 • Does the task measure the intended evidence statement?

3. Each task should: assess the designated evidence statement align with one or more of the Common Core State Standards associated with the evidence statement align with one or more of the Mathematical Practices associated with the evidence statement conform to the content clarifications, limits, and emphasis associated with the evidence statement elicit student performance that will provide evidence of the student’s level of mastery of the mathematical standard(s) and practice(s) associated with the evidence statement not be so broad in scope that it assesses multiple evidence statements Alignment to Evidence Statements and the CCSS

4. Sample #1a Task Type: I Points: 1Evidence Statement: 3.NF.2 Jonathan’s teacher wrote two fractions, and , on the board. Select four fractions that would lay, on a number line, between the two fractions Jonathan’s teacher wrote. A) C) E) G) B) D) F) Note: all items included in this presentation are for illustrative training purposes only. They are not representative of PARCC assessment items.

5. Evidence Statement Text, Clarifications, Limits, Emphases and Other Information for 3.NF.2

6. Sample #1b Task Type: I Points: 1Evidence Statement: 8.EE.2 Which values represent solutions to the equation 2x2 = 64? Select all that apply. A) x = -16 D) x = 4 B) x = - E) x = C) x = - 4 F) x = 16 Note: all items included in this presentation are for illustrative training purposes only. They are not representative of PARCC assessment items.

7. Evidence Statement Text, Clarifications, Limits, Emphases and Other Information for 8.EE.2

8. Question 2 • Is the task mathematically correct and free from errors?

9. Mathematical Accuracy Each task should: • contain content (text, stimuli, terminology, notation, art, etc.) that is • mathematically correct, precise, and generally accepted by math educators • not contain unintended mathematical errors, misconceptions, • contradictions, or ambiguities

10. Sample #2 Task Type: I Points: 1Evidence Statement: 6.G.1 This regular hexagon has been divided into congruent triangles. 12 in. 10 in. What is the area of the hexagon? square inches Note: all items included in this presentation are for illustrative training purposes only. They are not representative of PARCC assessment items.

11. Evidence Statement Text, Clarifications, Limits, Emphases and Other Information for 6.G.1

12. Question 3 • Is the task (wording and art) clear, cohesive, concise, accurate, grade-level appropriate, and free from internal clueing?

13. Each task should: convey a clearly defined task or problem in concise and direct language use the language of the evidence statements and standards when appropriate exclude information that is construct irrelevant (e.g., sports knowledge that is needed to answer the question but is not provided) use a variety of approaches rather than a canned approach Language Clarity and Appropriateness

14. Sample #3 Task Type: I Points: 1Evidence Statement: 7.NS.2b-2 Which situation can be represented by the expression ? A) The width of a nightstand is the width of a dresser. If the width of the dresser is feet, what is the width of the nightstand? B) There are cups of flour in a container. How much flour is left in the container after a baker takes cup of flour from it? C) A relay race is miles long. This distance is divided into equal parts that are mile each. How many parts are there in the race? D) A puppy’s weight increased by pound. What is the puppy’s new weight if its original weight was pounds? Note: all items included in this presentation are for illustrative training purposes only. They are not representative of PARCC assessment items.

15. Evidence Statement Text, Clarifications, Limits, Emphases and Other Information for 7.NS.2b-2

16. Question 4 • If technology is involved in the task, is it used effectively?

17. Each task should: include the number of options and correct answers that are appropriate for the grade level use a format that is sufficiently simple yet interesting and engaging for students include directions that are clear and detailed Effectiveness and Grade Appropriateness of Technology

18. Sample #4 Task Type: I Points: 1Evidence Statement: N-CN.2 As part of a mathematics homework assignment for practicing FOILing with complex numbers, a student needs to simplify the expression (3 + 4i)(5 + 2i). The homework assignment is due tomorrow at the beginning of math class. What should the student write for the simplified form of (3 + 4i)(5 + 2i) to receive full credit for the answer to the mathematics homework assignment for practicing FOILing with complex numbers? Select the simplified expression. 7 + 26i 15 + 34i 15 + 8i 23 + 26i Note: all items included in this presentation are for illustrative training purposes only. They are not representative of PARCC assessment items.

19. Evidence Statement Text, Clarifications, Limits, Emphases and Other Information for N-CN.2

20. Question 5 • For Type II and Type III tasks, is the scoring guide/rubric clear, correct, and aligned with the expectations for performance that are expressed in the task?

21. Scoring Rubrics Scoring Rubrics should: • be clear enough so that the person scoring the response will know how to assign points based on different parts of the response • assign more of the points to the explanation (reasoning/modeling) provided in the response and less of the points to a correct response

22. Sample #5 Task Type: II Points: 4Evidence Statement: 5.C.6/5.MD.5c 7 in. 7 in. 5 in. 4 in. 6 in. 11 in. 12 in. Rosa needs to calculate the volume of a right prism. This diagram shows the dimensions of the prism. All angles in the base of the prism are right angles. Show how Rosa can calculate the volume of the right prism. Be sure to explain why you chose the operations you use in your calculation, and include the volume of the prism. Note: all items included in this presentation are for illustrative training purposes only. They are not representative of PARCC assessment items.

23. Evidence Statement Text, Clarifications, Limits, Emphases and Other Information for 5.C.6 and 5.MD.5c

24. Scoring Rubric for Sample #5 Scoring Rubric The task is worth 4 points; 1 point for computation and 3 points for reasoning. Computation component: 582 cubic inches Reasoning component: 1 point is awarded for a correct process in which the student shows or explains how to divide the prism into two (or more) right rectangular prisms 1 point is awarded for showing or explaining the correct calculations for determining the volume of each rectangular prism 1 point is awarded for showing or explaining that the volumes need to be added together to determine the volume of the entire prism.

25. Questions?