1. Whats New in PARCCApril 2013Cory Shinkle and Mona ToncheffAZ
PARCC ELC
2. 2Thats me
3. Recent Major Developments3December 2011 Item Development
RFPJune 2012 Minimum Technology Specifications, version 1.0July
2012 Calculator PolicyAugust 2012 Item and Task PrototypesSeptember
2012 Principles for Comparability with SBAC Mathematics Reference
Sheets for Grades 3-8 and HSOctober 2012 College- and Career-Ready
Determination PolicyNovember 2012 Item Tryout and Field Testing RFP
High School Mathematics Model Content FrameworksDecember 2012
College- and Career-Ready Assessments in Mathematics Retest Policy
Minimum Technology Specifications, version 2.0
4. Recent Major Developments4September 2012 Principles for
Comparability with SBAC Mathematics Reference Sheets for Grades 3-8
and HS One key decision was to approve a set of principles
forestablishing comparable assessment results with the
SmarterBalanced Assessment Consortium. Mobile student populations
students will move from PARCC statesto SBAC states and vice versa.
These principles will allow PARCCstates to use data from new
students prior assessments in an SBACstate. Comparing performance
state-to-state governors, state chiefs,business leaders, higher
education leaders and other policymakerswant to know how well their
students and school systems stack up toother states. These
principles will inform the development work of bothconsortia over
the next two years to help ensure that results onboth tests can be
compared.
5. Recent Major Developments5October 2012 College- and
Career-Ready Determination PolicyThe CCR Determination policy also
included important informationabout the performance levels on the
PARCC assessment for everygrade level: The PARCC assessments will
have 5 performance levels 1,2, 3, 4 and 5 PARCC approved
policy-level performance leveldescriptors that describe (at a high
level) what studentsscoring at each level know and can do relative
to the CCSS. The PLDs are an important tool for the PARCC
assessmentdevelopment process and will be used to set
performancelevels on the assessments in summer 2015.
6. Recent Major Developments6November 2012 Item Tryout and
Field Testing RFP High School Mathematics Model ContentFrameworks
The HS Math MCF lay out how the HS math CCSS might bearticulated
over two different course pathways (traditional Alg I, Geometry,
Alg II; or integrated Math I, II, III). This was an important step
for finalizing the testspecifications for the end-of-course HS math
assessments,which will be offered for both course
sequences.November 2012 Model Content Frameworks for
Mathematics
7. Recent Major Developments7December 2012 College- and
Career-Ready Assessments inMathematics Retest Policy Minimum
Technology Specifications, version 2.0 Algebra II is very important
to student success after highschool, postsecondary clearly said it
is also important thatstudents have command of content from
earliergrades/courses. PARCCs approach will include on the final
assessment ineach sequence (Alg II or Math III) some performance
taskson those tests that draw on content from
previousgrades/courses. This is NOT a comprehensive math
exam;rather, students will be asked to draw on that content
andapply it in the context of Algebra II or Math III.
8. Recent Major Developments8December 2012 College- and
Career-Ready Assessments in Mathematics Retest Policy Minimum
Technology Specifications, version 2.0 PARCC will make available
retests to member states In grades 3-8, PARCC will offer 1 retest
opportunity peryear In high school, PARCC will offer a max of 3
retestopportunities per year Individual states will determine
whether to offerretests. If they do offer them, the state will
determinehow many times per year and at what grade levels theyare
provided.
9. Looking Ahead: The Next Six Months9March 2013 Assessment
Scheduling GuidanceApril 2013 Draft English Language Learner (ELL)
policies and participationguidelines for public review Draft
Accommodations Manual for public review Draft Subject- and
Grade-Level Performance Level Descriptors forpublic reviewSpring
2013 Guidance on Participation in Item Tryouts, Field Test, and
PracticeTests Design of Diagnostic and K-1 Tools Design of Speaking
and Listening AssessmentJune 2013 Final Subject- and Grade-Level
Performance Level Descriptors Final Accommodations Manual for
Students with Disabilities Final Accommodations Policies and
Participation Guidelines forELL
10. Looking Ahead: 6 18 Months10Summer 2013 Design of
Assessment Professional DevelopmentModulesFall 2013 Design of
Student Score Reports Minimum Technology Specifications, version
3.0Spring 2014 Field Testing Administration and Practice Test
Methodologies for Standard SettingFall 2014 Operational Assessment
Administration ManualThroughout2013-14 Release of Additional Sample
Items, ItemTryouts/Cognitive Labs, and Additional Guidanceto
Districts on Assessment Administration
11. ECD is a deliberate and systematic approach to assessment
development thatwill help to establish the validity of the
assessments, increase thecomparability of year-to year results, and
increase efficiencies/reduce costs.Evidence-Centered Design
(ECD)ClaimsDesign begins withthe inferences(claims) we want tomake
aboutstudentsEvidenceIn order to supportclaims, we mustgather
evidenceTask ModelsTasks are designedto elicit specificevidence
fromstudents in supportof claims
12. 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. The student solves
grade-level /course-level problems inmathematics as set forth in
the Standards for Mathematical Content with connections to the
Standards forMathematical Practice.Sub-Claim A: Major Content1
withConnections to PracticesThe student solves problemsinvolving
the Major Content1 for hergrade/course with connections tothe
Standards for MathematicalPractice.Sub-Claim B: Additional &
SupportingContent2 with Connections toPracticesThe student solves
problems involvingthe Additional and SupportingContent2 for her
grade/course withconnections to the Standards forMathematical
Practice.Sub-Claim E: Fluency in applicablegrades (3-6)The student
demonstrates fluency as setforth in the Standards for
MathematicalContent in her grade.Claims Structure:
MathematicsSub-Claim C: Highlighted PracticesMP.3,6 with
Connections to Content3(expressing mathematical reasoning)The
student expresses grade/course-level appropriate
mathematicalreasoning by constructing viablearguments, critiquing
the reasoning ofothers, and/or attending to precisionwhen making
mathematical statements.Sub-Claim D: Highlighted Practice MP.4 with
Connections to Content(modeling/application)The student solves
real-world problems with a degree of difficulty appropriate to
thegrade/course by applying knowledge and skills articulated in the
standards for thecurrent grade/course (or for more complex
problems, knowledge and skills articulatedin the standards for
previous grades/courses), engaging particularly in the
Modelingpractice, and where helpful making sense of problems and
persevering to solve them(MP. 1),reasoning abstractly and
quantitatively (MP. 2), using appropriate toolsstrategically
(MP.5), looking for and making use of structure (MP.7), and/or
looking forand expressing regularity in repeated reasoning
(MP.8).Total Exam score 107 points (PBA and EOY)50 pts25 pts14 pts
PBA only18 pts PBA only
13. PARCC High Level Blueprints
14. Overview of PARCC Mathematics TaskTypes14Task Type
Description of Task TypeI. Tasks assessingconcepts, skills
andprocedures Balance of conceptual understanding, fluency, and
application Can involve any or all mathematical practice standards
Machine scoreable including innovative, computer-based formats Will
appear on the End of Year and Performance Based Assessment
components Sub-claims A, B and EII. Tasks
assessingexpressingmathematicalreasoning Each task calls for
written arguments / justifications, critique of reasoning, or
precision inmathematical statements (MP.3, 6). Can involve other
mathematical practice standards May include a mix of machine scored
and hand scored responses Included on the Performance Based
Assessment component Sub-claim CIII. Tasks assessingmodeling
/applications Each task calls for modeling/application in a
real-world context or scenario (MP.4) Can involve other
mathematical practice standards May include a mix of machine scored
and hand scored responses Included on the Performance Based
Assessment component Sub-claim DFor more information see PARCC Task
Development ITN Appendix D.
15. Assessment DesignEnglish Language Arts/Literacy and
Mathematics, Grades 3-112 Optional Assessments/Flexible
AdministrationDiagnostic AssessmentEarly indicator ofstudent
knowledge andskills to informinstruction, supports,and
PDNon-summativeMid-Year AssessmentPerformance-basedEmphasis on
hard-to-measure standardsPotentiallysummativePerformance-Based
Assessment(PBA)Extended tasksApplications ofconcepts and
skillsRequiredEnd-of-YearAssessmentInnovative,computer-baseditemsRequiredSpeaking
And Listening AssessmentLocally scoredNon-summative,
required13
16. Arizona Department of Education
17. Arizona Department of Education
18. Assessment Evidence Tables RELEASED19 For more information
see PARCC Task Development ITN Appendix D.
19. Instructional Uses20 To see ways to combine standards
naturallywhen designing instructional tasks To determine and create
instructionalscaffolding (to think through whichindividual, simpler
skills can be taught firstto build to more complex skills) To
develop rubrics and scoring tools forinstructional tasks
21. Factors that determine the performancelevels (Cognitive
Complexity)CognitiveComplexityMathematicalContentMathematicalPracticesStimulusMaterialResponseModeProcessingDemand1.
Mathematical Content2. Mathematical Practices3. Stimulus Material4.
Response Mode5. Processing Demand22
22. 23Questions?AZ PARCC to AIMS
transitionhttp://www.azed.gov/standards-development-assessment/aimsparcctransition/AZ
Latest News with
PARCChttp://www.azed.gov/standards-development-assessment/2013/01/18/parcc-whats-new/Partnership
for Assessment of Readiness for College and
Careerswww.parcconline.org
