Full Speed Ahead: PARCC ELA Assessments Explored

1. Full Speed Ahead: PARCC ELA Assessments Explored Presented by Marcia Barnhart Marcia Barnhart Educational Consulting

2. Session Outline • Update on the latest PARCC information • Learn details released about ELA assessments • Explore PARCC Content Model Frameworks • Learn about PARCC item types: EBSR, TECR, PCR • Examine the released prototypes of assessment questions.

3. What is PARCC? • Partnership for Assessment of Readiness f0r College and Careers (PARCC) • 17 states plus the U.S. Virgin Islands • Develop common set of K – 12 assessments in English and math aligned to the Common Core State Standards • $186 million grant from U.S. Department of Education • 2014-2015 school year

4. PARCC STATES

5. The PARCC Vision • Builds a pathway to college and career readiness for all students, • Creates high-quality assessments that measure the full range of the Common Core State Standards, • Supports educators in the classroom, • Makes better use of technology in assessments, and • Advances accountability at all levels.

6. PARCC-Developed Assessments • English Language Arts • Grades 3 – 8 • High School End of Course (3) • English 1 • English 11 • English 111 • Operational school year 2014-15 Ohio’s Next Generation Assessments

7. Online Assessments The PARCC assessments will be available in paper and pencil format for: • students with disabilities whose Individualized Education Plans require it • schools that have gained approval for paper and pencil-based testing from their State Educational Agency (SEA).

8. ELA PARCC Assessments Required Summative Optional Non-Summative • Performance-Based (PBA) • End of Course (EOY) (Applies to math, science and social studies as well) • Mid-Year • Diagnostic

10. ELA Performance-Based Assessment • administered after approximately 75% of the school year. • focus on writing effectively when analyzing text • Hand scored Students will: • Read and analyze texts worth reading • Write in response to text-dependent questions

11. End-of-Year Assessment (EOY) • administered after approximately 90% of the school year • measures Reading Literature/Informational Text and Vocabulary Interpretation and Use standards • Computer scored Students will: • Read and analyze text worth reading. • Answer questions to demonstrate their reading comprehension.

12. Field Test and Online Practice Test • Field Test – Spring 2014 • PBA and EOY • Grades 3-8 and High School EOC • Online Practice Test (Became available 01/27/2014) • Students try out technology • Teachers see type of content to be tested • Similar to field test http://www.parcconline.org/computer-based-samples

16. ELA PARCC Assessments Required Summative Optional Non-Summative • Performance-Based (PBA) • End of Course (EOY) (Applies to math, science and social studies as well) • Mid-Year • Diagnostic

18. PARCC Speaking and Listening Assessments • Speaking and Listening Assessments • Real Time Engagement (Grades 3, 5, 7, 9, 11) • Advance Preparation (Grades 4, 6, 8, 10, 12) • Available to districts 2015-16 school year

19. Speaking and Listening Real Time Engagement • Listen to pre-recorded speech or media production • Spontaneous oral responses to questions/topics • Grades 3, 5, 7, 9, 11

20. Speaking and Listening Advance Preparation • Conduct research of authentic topic in advance • Share findings in formal presentation • Respond spontaneously to audience questions • Grades 4, 6, 8, 10, 12

21. ELA PARCC Assessments will include • Texts worth reading • Questions worth answering

22. Basic Literacy Model

23. ELA Assessment Claims Students will demonstrate deep understanding of text under review and perform several tasks to ensure the assessment measures the extent to which students are “on track” for college and career readiness.

24. Distribution of Literary and Informational Text Distribution of Literary Informational Passages by Grade in the 2009 NAEP Framework

26. Literary Text Literary Text Types will be categorized using four categories: • a. Poetry • b. Drama • c. Fiction • d. Multimedia (e.g. film, radio play)

27. Informational Text Informational Text Types will be categorized using four categories: • a. Literary Non-fiction • b. History/Social Studies Texts • c. Science/Technical Texts • d. Multimedia (e.g. texts that have both words and audio or video)

28. Sample Informational Text Types • Advertisements • Agendas • Autobiographies • Biographies • Company profiles • Contracts • Correspondence • Essays • Feature Articles • Government Documents

29. More Informational Text Types • Histories • Interviews • Journal Articles • Legal Documents • Magazine articles • Memoirs • News articles • Opinion/Editorial pieces • Political Cartoons • Product Specifications

30. And More Informational Text Types • Product/Service Descriptions • Recipes • Reports • Reviews • Science Investigations • Speeches • Textbooks • Tourism Guides • Training manuals • User Guides/manuals

31. Passage Selection

32. 3 Item Types • EBSR – Evidence Based Selected Response • TECR – Technology Enhanced Constructed Response • PCR – Prose Constructed Response

33. Evidence-Based Selected Response (EBSR) • Combines a traditional multiple-choice question with a second multiple-choice question • 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

34. EBSR Example Read all parts of the question before responding 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.

35. Second part…. • Part B Which detail 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."

36. 2. Technology-Enhanced Constructed Response (TECR) • Uses technology to capture student comprehension of texts • authentic in 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)

37. TECR Example 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.

39. TECR Example – Grade 6 Part A Choose one word that describes Miyax based on evidence from the text. There is more than one correct choice listed below. reckless lively imaginative observant impatient confident

40. TECR Grade 6 Part 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 C Find another 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.

41. 3. Prose Constructed Responses (PCR) • Elicits evidence that students have understood a text or texts they have read. • Students 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.

42. PCR Example 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.

43. What makes Casey’s experiences at bat humorous? What can you infer from King’sletter about the letter that he received? “The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech? Text-Dependent Questions Not Text-Dependent Text-Dependent In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something. In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair. In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?

45. New Grade 11 Sample Questions Research Simulation Task • Question: Both John and Abigail Adams believed strongly in freedom and independence. However, their letters suggest that each of them understood these terms differently based on their experiences. • Write an essay that explains their contrasting views on the concepts of freedom and independence. In your essay, make a claim about the idea of freedom and independence and how John and Abigail Adams add to that understanding and/or how each illustrates a misunderstanding of freedom and independence. Support your response with textual evidence and inferences drawn from all three sources. http://parcconline.org/sites/parcc/files/Grade11SampleItems.pdf

47. Rubrics and Sample Assessment Questions http://www.parcconline.org/samples/ELA

48. 3 Types Performance Tasks* • Literary Analysis Task • Research Simulation Task • Narrative Task *All tasks will make use of EBSR, TECR, and PCR.

49. Understanding the Literary Analysis Task • Read two literary texts worthy of close study. • Answer a few EBSR and TECR questions about each text • Write a literary analysis about the two texts.

50. Literary Analysis Task (Grade 10):Ovid’s “Daedalus and Icarus” andSexton’s “To a Friend Whose Work Has Come to Triumph”