A New Vision for Illinois Assessment: Problems Worth Solving Tests Worth Taking

1. Illinois State Board of Education A New Vision for Illinois Assessment: Problems Worth Solving Tests Worth Taking October, 2013

2. What Is PARCC? The Partnership for Assessment of Readiness for College and Careers: Made up of 19 states + DC and US Virgin Islands KY and PA are participating 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

3. The Common Core State Standards are here and better standards require better tests. Unlike many current tests, PARCC tests will be engaging and will test the critical-thinking and problem-solving skills students need to succeed in school and life. Validity of interpretation for large-scale assessment data rests squarely on the close alignment of assessment items with curriculum. Why New Assessments Now?

4. PARCC’s Fundamental Advance 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.

5. PARCC Assessment Priorities • Determine whether students are college- and career-readyor on track • Compare performance across states and internationally • Assess the full range of the Common Core Standards, including standards that are difficult to measure • Measure the full range of student performance, including the performance of high and low performing students • Provide data during the academic year to inform instruction, interventions and professional development • Provide data for accountability, including measures of growth • Incorporate innovative approaches throughout the system

6. PARCC’s Core Commitments to Mathematics Assessment Quality • Focus: PARCC assessments will focus strongly on where the Standards focus. Students will have more time to master concepts at a deeper level. • Problems worth doing: Multi-step problems, conceptual questions, applications, and substantial procedures will be common, as in an excellent classroom. • Better Standards Demand Better Questions: Instead of reusing existing items, PARCC will develop custom items to the Standards. • Fidelity to the Standards: PARCC Evidence Statements are rooted in the language of the Standards so that expectations remain the same in both instructional and assessment settings.

7. What Are the Shifts at the Heart of PARCC’s Design? • Focus: The PARCC assessment will focus strongly where the Standards focus. • Coherence: Think across grades and link to major topics within grades. • Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application.

8. Some material has been removed from the original PowerPoint. (modified by Jim Olsen) Research Strategy for Validation of College and Career Ready Scores

9. CCRD: Placement NOT Admission A College and Career Ready Determination on the PARCC assessments indicate: • Mastery of the core competencies in the Common Core State Standards identified by postsecondary education faculty as prerequisites for and key to success in entry-level, credit-bearing courses in English and mathematics • Readiness for placement into entry-level, credit-bearing courses in ELA and mathematics A College and Career Ready Determination will not: • Determine admission to college or university • Replacecollege/university tests to place students into higher level mathematics and English courses • Address non-traditional students who delay enrollment

10. AssessmentsELA/Literacy and Mathematics, Grades 3–11 Beginning of School Year End of School Year Flexible administration Performance-Based Assessment DiagnosticAssessment Mid-Year Assessment End-of-Year Assessment Speaking and Listening Assessment Key: Optional Required

11. Evidence-Centered Design (ECD) for the PARCC Assessments ECD is a deliberate and systematic approach to assessment development that will help to establish the validityof the assessments, increase the comparability of year-to year results, and increase efficiencies/reduce costs.

12. Claims for Mathematics Master Claim: Students are on-track or ready for college and careers

13. Evidence-Centered Design (ECD) for the PARCC Assessments ECD is a deliberate and systematic approach to assessment development that will help to establish the validityof the assessments, increase the comparability of year-to year results, and increase efficiencies/reduce costs.

14. Evidence Statement Tables:Types of Evidence Statements Several types of evidence statements are being used to describe what a task should be assessing, including: • Those using exact standards language • Those transparently derived from exact standards language, e.g., by splitting a content standard • Integrative evidence statements that express plausible direct implications of the standards without going beyond the standards to create new requirements • Sub-claim C & D evidence statements, which put MP.3, 4, 6 as primary with connections to content

15. What I consider:The BIG THREE • The Common Core State Standards (themselves) • PARCC Model Content Frameworks • The Evidence Tables (under Assessment Blueprints and Test Specifications) Source: Appendix D of the PARCC Task Development ITN on page 17

16. Overview of Task Types • The PARCC assessments for mathematics will involve three primary types of tasks: Type I, II, and III. • Each task type is described on the basis of several factors, principally the purpose of the task in generating evidence for certain sub claims. Source: Appendix D of the PARCC Task Development ITN on page 17

17. Overview of PARCC Mathematics Task Types For more information see PARCC Task Development ITN Appendix D.

18. Type I

19. Type II

20. Type III

21. Algebra II/Math III Sample Task

22. Algebra II/Math III Sample Task

23. Algebra II/Math III Sample Task

24. Sub-Claim D: Highlighted Practice MP.4 with Connections to Content (modeling/application) Claims Structure: Mathematics Sub-Claim B: Additional & Supporting Content2 with Connections to Practices Sub-Claim E: Fluency in applicable grades (3-6) Sub-Claim A: Major Content1 with Connections to Practices Master Claim: On-Track for college and career readiness. The degree to which a student is college and career ready (or “on-track” to being ready) in mathematics. Total Exam Score Points: 82 (Grades 3-8), 97 or 107(HS) Sub-Claim C: Highlighted Practices MP.3,6 with Connections to Content3 (expressing mathematical reasoning) . ~14 pts (3-8), ~23 pts (HS) ~37 pts (3-8), ~42 pts (HS) 14 pts (3-8), 14 pts (HS) 4 pts (Alg II/Math 3 CCR) 12 pts (3-8), 18 pts (HS) 6 pts (Alg II/Math 3 CCR) 7-9 pts (3-6)

26. PARCC Information Release July 2013 • Summative assessment cost estimates • Final English Language Learners policy • Final accommodations manual for students with disabilities • Final performance level descriptors for all grades/courses in ELA/literacy and mathematics August 2013 • Additional sample items • Specific information about windows for traditional and block scheduling, when assessment components will be available within the window, models of what PARCC will look like in schools, and proctor requirements

29. Questions

30. Contact Heather Brown – hedi0201@me.com Jennie Winters –jwinters@lake.k12.il.us For “End-of-Course” Questions, email Rachel Jachino, rjachino@isbe.net Any publicly released assessment policies, item prototypes, PARCC Model Content Frameworks, and other valuable resources can be found at www.PARCConline.org www.facebook.com/ilmathcommoncore