Assessing Literacy in the ELA Classroom—secondary Grades

1. Assessing Literacy in the ELA Classroom—secondary Grades

2. Classroom Assessments: Discuss the following questions with a neighbor or a small group: • How do you currently assess literacy in your classroom? • How have your classroom assessments changed in order to assess the Common Core Standards?

3. Overview: • Design of the PARCC assessment • PARCC materials • Task Models • Evidence Statements • Writing Rubric • Applications in the classroom

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

5. PARCC: ECD Background • What is Evidence Centered Design? • How does it relate to the PARCC summative assessment system?

6. Claims Driving Design: ELA/literacy MASTER CLAIM 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. MAJOR CLAIMS SUB CLAIMS Convention and Knowledge of Language Reading Informational Text Vocabulary Interpretation and use Reading Literature Written Expression

7. Sample Model Content Framework Chart

8. Evidence Statements Grade Each bullet lists an evidence statement that is aligned to the standard next to it and to the claim. Claim Each standard may have (1) or more evidences. To refer to the evidences, the following “code” is to be used until metadata and tagging for these charts is completed. 3.RI5.1 = Grade 3, Reading Information Standard 5, Evidence (1). Standards that may be measured to support the claim

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

10. 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”

11. Technology Enhanced Constructed Response: 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 evidence 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. Claims Earhart and Noonan lived as castaways on Nukumaroro Island. Earhart and Noonan’s plane crashed into the Pacific Ocean. People don’t really know where Earhart and Noonan Died.

12. PARCC Summative Assessment ELA/Literacy Performance Tasks

13. Prose Constructed Response: Research Simulation Task

14. Task Models For the ELA/Literacy PBA, all items must align to a task model. Task models identify: • The main focus for the task • The ES to be targeted with the PCR item • The ES to be targeted with the EBSR and TECR items • The number of items required for the task

15. Task Models

16. Exploration: • Take a look at ELA Task Generation Model 8B7PBA(page 49 of the PARCC Combined ELA PBA Task Generation Models Grades 6-8 PDF that was included with the presentation materials). • Look up the Standards that the Task Model requires (pages 23-25 and 27-28 of the PARCC ELA Combined Evidence Tables also included with the presentation materials). • In a small group or with a partner, brainstorm a list of possible topics/passages/excerpts that might work well with this model and the evidence statements.

17. PARCC Scoring Rubric Score Points Claims

18. Exploration • Look through the 6-11 Scoring Rubric included with the presentation materials. • With a neighbor or in a small group, discuss the similarities and differences between the PARCC scoring rubric and the holistic rubric currently used to assess writing for AIMS.

19. Materials: www.parcconline.org • Assessment Blueprints and Test Specifications • PARCC Combined ELA PBA Task Generation Models Grades 6-8 • PARCC Combined ELA PBA Task Generation Models Grades 9-11 • PARCC ELA Combined Evidence Tables • PARCC ELA Combined Writing Evidence Tables • Contents of the Draft Grade- and Subject-Specific Performance Level Descriptors: ELA/Literacy • Grades 6-11 ELA Expanded Rubric

20. Q & A • What are the potential benefits to using a task model approach as one method of classroom assessment? • What are some other ways to assess the ACCS? • How might these tools assist you with developing your classroom assessments?

21. Final Thoughts/Questions?