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Understanding the Core: ELA CCSS and the PARCC Assessment
Wendi Anderson, Senior Associate ELA/Literacy
Achieve
September 2013
Why Common Core State Standards?
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• Preparation
• Competition
• Equity
• Clarity
• Collaboration
The Common Core State Standards Initiative
3
• Began spring 2009
• Coordinated by National Governor’s Association (NGA) and the Council of Chief State School Officers (CCSSO)
• Involvement of 48 states, 2 territories and the District of Columbia
• state-led effort
• www.corestandards.org
Common Core State Standards Design
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Building on the strength of current state standards, the CCSS are designed to be:
– Focused, coherent, clear and rigorous
– Internationally benchmarked
– Anchored in college and career readiness*
– Evidence‐ and research‐based
*Ready for first-year credit-bearing, postsecondary coursework in mathematics and English without the need for remediation.
Common Core State Standards: Evidence Based
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Evidence was used to guide critical decisions in the following areas: – Inclusion of particular content
– Timing of when content should be introduced and the progression of that content
– Ensuring focus and coherence
– Organizing and formatting the standards
– Determining emphasis on particular topics in standards
Evidence included:– Standards from high‐performing countries, leading states, and nationally‐
regarded frameworks
– Research on adolescent literacy, text complexity, mathematics instruction, quantitative literacy
– Lists of works consulted and research base included in standards’ appendices
The ELA/Literacy CCSS Shifts Build Toward College and Career Readiness for All Students
College and Career Readiness (CCR) Standards
–10 overarching standards for each strand that are further defined by grade‐specific standards
Grade‐Level Standards in English Language Arts
–K‐8, grade‐by‐grade
–9‐10 and 11‐12 grade bands for high school
–Four strands: Reading, Writing, Speaking and Listening, and Language
Standards for Literacy in History/Social Studies, Science, and Technical Subjects
–Standards are embedded at grades K‐5
–Content‐specific literacy standards are provided for grades 6‐8, 9‐10, and 11‐12
CCSS for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects
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Overview of Reading Strand
Reading• Progressive development of reading comprehension; students gain
more from what they read
• Emphasize the importance of grade-level texts that are of appropriate difficulty and are increasingly sophisticated - Standards for Reading Foundational Skills (K-5)
- Reading Standards for Literature (K-12)
- Reading Standards for Informational Text (K-12)
- Reading Standards for Literacy in History/Social Studies (6-12)
- Reading Standards for Literacy in Science and Technical Subjects (6-12)
Writing• Expect students to compose arguments and opinions, informative/
explanatory pieces, and narrative texts
• Focus on the use of reason and evidence to substantiate an argument or claim
• Emphasize ability to conduct research – short projects and sustained inquiry
• Require students to incorporate technology as they create, refine, and collaborate on writing
• Include student writing samples that illustrate the criteria required to meet the standards (See standards’ appendices for writing samples)
Overview of Writing Strand
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Speaking and Listening – Focus on speaking and listening in a range of settings, both formal and informal –
academic, small‐group, whole‐class discussions
– Emphasize effective communication practices
– Require interpretation and analysis of message as presented through oral, visual, or multimodal formats
Language– Include conventions for writing and speaking
– Highlight the importance of vocabulary acquisition through a mix of conversation, direct instruction, and reading
– To be addressed in context of reading, writing, speaking and listening
Media and Technology are integrated throughout the CCSS
Overview of Speaking and Listening and Language Strands
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Reading Standards for History and Reading Standards for Science, and Technical Subjects– Knowledge of domain‐specific vocabulary
– Analyze, evaluate, and differentiate primary and secondary sources
– Synthesize quantitative and technical information, including facts presented in maps, timelines, flowcharts, or diagrams
Writing Standards for History/Social Studies, Science, and Technical Subjects– Write arguments on discipline‐specific content and informative/explanatory texts
– Use of data, evidence, and reason to support arguments and claims
– Use of domain‐specific vocabulary
Overview of Standards for History/Social Studies, Science, and Technical Subjects
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How might implementation of the Common Core State Standards affect
higher education?
Discussion:
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Questions Related to ELA Common Core Standards?
The Partnership for Assessment of Readiness for College and Careers:
Made up of 19 states
Developing common, high‐quality math and English language arts (ELA)/literacy 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
What Is PARCC?
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Why New Assessments Now?
We have to prepare all students for college or other postsecondary opportunities:
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A high school diploma isn’t enough in our 21st century economy
81% of today’s jobs require college or career training
1/3 of college freshmen need remedial courses
Our K–12 system is not adequately preparing students for college
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.
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Why New Assessments Now?
1. Determine whether students are college‐ and career‐ready or on track
2. Compare performance across states and internationally
3. Assess the full range of the Common Core Standards, including standards that are difficult to measure
4. Measure the full range of student performance, including the performance of high and low performing students
5. Provide data during the academic year to inform instruction, interventions and professional development
6. Provide data for accountability, including measures of growth
7. Incorporate innovative approaches throughout the system
PARCC Assessment Priorities
Getting All Students College and Career Ready
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Voluntary K–2 assessment being developed, aligned to the Common Core State
Standards
Timely data showing whether ALL students are on track for college and career readiness
College readiness score to identify who is ready for college‐level
coursework
Success In first‐year,
credit‐bearing, postsecondary coursework
Targeted interventions and
supports:•State‐developed 12th‐grade bridge courses
Ongoing student support/interventions
Professional development for educators
AssessmentsELA/Literacy and Mathematics, Grades 3–11
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Beginning of School Year
End of School Year
DiagnosticAssessment
Mid‐Year Assessment
Performance‐Based
Assessment
End‐of‐Year Assessment
Speaking and Listening
Assessment
Optional Required
Key:
Flexible administration
Optional Assessments During the Year
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DiagnosticAssessment
Mid‐Year Assessment
Flexible administration
Performance‐based items and tasks
Emphasis on hard‐to‐measure standards
Individual states may consider including as a summative component
Flexible indicator of student knowledge and skills
Allows instruction, supports and professional development to be tailored to improve student learning
Beginning of School Year
End of School Year
Two Required Assessments Yield Overall Score
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Performance‐Based
Assessment
End‐of‐Year Assessment
After 90 percent of the school year
Innovative, short‐answer items
ELA/literacy: Reading comprehension
Math: Short items that address both concepts and skills
After 75 percent of the school year
Extended tasks, applications of concepts and skills
ELA/literacy:Writing effectively when analyzing text, research simulation
Math: Solving multistep problems requiring abstract reasoning, precision, perseverance and strategic use of tools
Beginning of School Year
End of School Year
• PARCC states first developed the Model Content Frameworks to provide guidance on key elements of excellent instruction aligned with the Standards.
• Then, those Frameworks informed the assessment blueprint design.
So, for the first time. . .
• PARCC is communicating in the same voice to teachers as it is to assessment developers!
• PARCC is designing the assessments around exactly the same critical content the standards expect of teachers and students.
What is Different About PARCC’s Development Process?
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1.Complexity: Regular practice with complex text and its academic language.
2.Evidence: Reading and writing grounded in evidence from text, literary and informational.
3.Knowledge: Building knowledge through content rich nonfiction.
What Are the Shifts at the Heart of PARCC’s Design (and the Standards)?
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1. PARCC builds a staircase of text complexity to ensure
students are on track each year for college and career
reading.
2. PARCC rewards careful, close reading rather than racing
through passages.
3. PARCC systematically focuses on the words that matter
most—not obscure vocabulary, but the academic language
that pervades complex texts.
Shift 1: Regular practice with complex text and its academic language
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4. PARCC focuses on students citing evidence from texts
throughout the assessment.
5. PARCC includes questions with more than one right answer
to allow students to generate a range of rich insights that are
substantiated by evidence from text(s).
6. PARCC requires writing to sources rather than writing to de‐
contextualized expository prompts.
7. PARCC also includes rigorous expectations for narrative
writing, including accuracy and precision in writing in later
grades.
Shift 2: Reading and writing grounded in evidence from text, literary and informational
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8. PARCC assesses not just ELA but a full range of reading and writing across the disciplines.
9. PARCC simulates research on the assessment, including the comparison and synthesis of ideas across a range of informational sources.
Shift 3: Building knowledge through content rich nonfiction
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SO. . .
Two standards are always in play—whether items are focused on reading or writing. These standards are:
– Reading Standard One (Use of Evidence)
– Reading Standard Ten (Complex Texts)
Students’ Command of Evidence with Complex Texts is at the Core of Every Part of the Assessment!
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ECD is a deliberate and systematic approach to assessment development that will help to establish the validity of the assessments, increase the
comparability of year‐to year results, and increase efficiencies/reduce costs.
PARCC: Evidence‐Centered Design (ECD)
Claims Driving Design: ELA/literacy
Students are on-track or ready for college and careers
Students read and comprehend a range of sufficiently complex texts
independently
Reading Literature
Reading Informational
Text
Vocabulary Interpretation
and use
Students write effectively when using and/or
analyzing sources.
Written Expression
Convention and
Knowledge of Language
Students build and present knowledge through
research and the
integration, comparison, and synthesis
of ideas.
MASTER CLAIM
MAJOR CLAIMS
SUB CLAIMS
Sample Model Content Framework Chart
ECD is a deliberate and systematic approach to assessment development that will help to establish the validity of the assessments, increase the
comparability of year‐to year results, and increase efficiencies/reduce costs.
PARCC: Evidence‐Centered Design (ECD)
Evidence Statements
Grade
Claim
Standards that may be measured to support the claim
Each bullet lists an evidence statement that is aligned to the standard next to it and to the 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).
ECD is a deliberate and systematic approach to assessment development that will help to establish the validity of the assessments, increase the
comparability of year‐to year results, and increase efficiencies/reduce costs.
PARCC: Evidence‐Centered Design (ECD)
PARCC Summative Assessment ELA/Literacy Performance Tasks
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
Task Models
PARCC Summative Assessment: Item Types
• Evidence Based Selected Response (EBSR)
• Technology Enhanced Constructed Response (TECR)
• Range of Prose Constructed Response (PCR)
Evidence Based Selected Response: Grade 10 Example—Lit Analysis Task
Part AWhich 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 BSelect 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”
Technology Enhanced Constructed Response: Grade 7 Example—RST
Below are three claims that one could make based on the article “Earhart’s Final Resting Place Believed Found.”
Part AHighlight the claim that is supported by the most relevant and sufficient evidence within “Earhart’s Final Resting Place Believed Found.”Part BClick 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.
Prose Constructed Response: Grade 7 Example—RST
Prose Constructed Response: Grade 6 Example—Narrative
Part A:
Which statement best describes the central idea of the text?
a.Miyax is far from home and in need of help.
b.Miyax misses her father and has forgotten the lessons he taught her.
c.Miyax is cold and lacks appropriate clothing.
d.Miyax is surrounded by a pack of unfriendly wolves.
Part B:
Which sentence best helps develop the central idea?
a.“Miyax pushed back the hood of her sealskin parka and looked at the Arctic sun.”
b.“Somewhere in this cosmos was Miyax; and the very life in her body, its spark and warmth, depended upon these wolves for survival.”
c.“The next night the wolf called him from far away and her father went to him and found a freshly killed caribou.”
d.He had ignored her since she first came upon them, two sleeps ago.”
PARCC Content Specific Performance Level Descriptors (PLDs)
• The PARCC PLD writing panels consisted of educators from across the PARCC States.
• The PARCC PLD writing panels were focused on staying true to the CCSS.
• The foundation of the PARCC PLDs are the PARCC Evidence Statements and the PARCC Cognitive Complexity Framework.
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Capturing What Students Can Do
PARCC PLDs•capture how all students perform•show understandings and skill development across the spectrum of standards and complexity levels assessed
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Looking at the PLDs
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Gives the Sub‐Claims for which the PLD is
writtenGives the PLD by performance level ranging from 2‐5. Level 1 indicates a range from no work shown to
Minimal command
• Begin Phase 2 of item development this fall (last 50% of item bank)
• Begin the forms construction and forms review process
• Develop and release additional sample items this fall
• Conduct Field Testing in Spring 2014
• Data Review in Summer 2014
What’s Next for PARCC ELA/Literacy?
What are the implications for higher education of new, more rigorous standards and
assessments?
Consider:
•Effects on course offerings•Effects on syllabi
Discussion:
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Final Questions?
A New Vision of Assessment
September 2013
www.PARCConline.org
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