A New Vision of Assessment Texts Worth Reading Problems Worth Solving Tests Worth Taking September 2013

What Is PARCC? 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) 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

Why New Assessments Now? We have to prepare all students for college or other postsecondary opportunities: A high school diploma isn’t enough in our 21st century economy Our K–12 system is not adequately preparing students for college 1/3 of college freshmen need remedial courses 81% of today’s jobs require college or career training

Personal Benefits: Higher Earnings and Higher Employment Rates Source: U.S. Census Bureau (2011). Current Population Survey. Figures are based on the total persons in the civilian labor force. http://www.census.gov/cps/data/cpstablecreator.html

Why New Assessments Now? Current state assessments were not designed to: Assess and signal whether students are on track for success in college or careers Produce timely, actionable data for students, teachers and parents Test key skills, such as critical thinking and ability to problem solve

Why New Assessments Now? The Common Core State Standards are here: States are implementing these standards for ELA/literacy and math Better standards require better tests High-quality tests improve and inform instruction — they don’t detract from it

Why New Assessments Now? 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.

PARCC Priorities Determine whether students are college and career ready or on track Connect to the Common Core State Standards Measure the full range of student performance, including that of high- and low-achieving students Provide educators data throughout the year to inform instruction Create innovative 21st century, technology-based assessments Be affordable and sustainable PARCC will develop an assessment system comprised of four components. Each component will be computer-delivered and will use technology to incorporate innovations. Two summative, required assessment components designed to: Make “college- and career-readiness” and “on-track” determinations, Measure the full range of standards and full performance continuum, and Provide data for accountability uses, including measures of growth. Two non-summative, optional assessment components designed to: Generate timely information for informing instruction, interventions, and professional development during the school year. A third non-summative component in English language arts/literacy will assess students’ speaking and listening skills

How Will PARCC Be Different? Students: Will know if they are on track to graduate ready for college/careers Teachers: Will have access to timely data to guide learning and instruction Parents: Will have clear and timely information about student progress States: Will have valid results that are comparable across borders

How Will PARCC Be Different? For students: Test quality will mirror high-quality coursework Is computer-based, interactive, engaging Measures the skills and knowledge students need to succeed in college and careers Produces timely information, allowing teachers to tailor instruction to students’ needs Includes embedded supports for English language learners, students with disabilities

Embedded Supports Being Discussed Some examples include: Home language supports/tools Highlighting Customized colors Braille (tactile/refreshable) Graphic organizers or representations Signing supports (ASL) Assistive technology Captions for audio Screen readers text-to-speech/speech-to-text software Highlighting Enlargement of text/graphics Customized colors Graphic organizers or representations Customized dictionary or other home language supports/tools Embedded/pop-up glossary Reducing visual distractions surrounding written text Captions for audio Descriptive audio for students with visual impairments Option response: adapted keyboards, StickyKeys, MouseKeys, FilterKeys Braille (tactile/refreshable) Signing supports (ASL) Assistive technology 11

How Will PARCC Be Different? For teachers and schools: Computer-based testing will boost student engagement and access More efficient than pencil-and-paper tests Timely data during the year will aid instruction, professional development Tests will assess the full range of student performance, not just students in the middle Tests will measure student growth at all levels as well as focusing on proficiency

How Will PARCC Be Different? Help advance our goals: Increased competitiveness in a global economy Higher achievement levels and more opportunities for all students Greater comparability between states Higher college completion, lower remedial rates Better educated citizens

Getting All Students College and Career Ready K–2 Grades 3–8 High School Ongoing student support/interventions Success In first-year, credit-bearing, postsecondary coursework 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 Targeted interventions and supports: State-developed 12th-grade bridge courses The PARCC assessment system will be aligned to the college- and career-ready, Common Core State Standards, and is being designed to challenge students, help identify when they’re not meeting the standards, and provide targeted instruction, supports and interventions to help them succeed Students who score proficient on the assessments will know they are on track for the next steps in their education, creating a more meaningful target In high school, results will send an early signal about whether students are ready for entry-level, non-remedial courses at higher education institutions in all 19 PARCC states Students who are identified as not being on track, or who do not meet the college readiness score, will receive targeted supports and interventions Higher education partners in PARCC—nearly 200 institutions and systems covering over 8,50 campuses across the country—have committed to help develop the high school assessments and set the college-ready cut score that will be used to place incoming freshman in credit-bearing college courses Professional development for educators

Assessments ELA/Literacy and Mathematics, Grades 3–11 Beginning of School Year End of School Year Flexible administration Performance-Based Assessment Diagnostic Assessment Mid-Year Assessment End-of-Year Assessment Speaking and Listening Assessment Key: Optional Required

Optional Assessments During the Year Beginning of School Year End of School Year Flexible administration Diagnostic Assessment Mid-Year Assessment Flexible indicator of student knowledge and skills Allows instruction, supports and professional development to be tailored to improve student learning Performance-based items and tasks Emphasis on hard-to-measure standards Individual states may consider including as a summative component

Two Required Assessments Yield Overall Score Beginning of School Year End of School Year Performance-Based Assessment End-of-Year Assessment 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 After 90 percent of the school year Innovative, short-answer items ELA/literacy: Reading comprehension Math: Short items that address both concepts and skills

Higher Expectations ELA/Literacy Math Read sufficiently complex texts independently Write effectively to sources Build and present knowledge through research Math Solve problems: content and mathematical practice Reason mathematically Model real-world problems Have fluency with mathematics

Math: Grade 3 Sample Item This a fairly traditional fraction task in a computer-based setting. Unlike traditional multiple choice, it is difficult to guess the correct answer or use a choice elimination strategy and there is more than one correct solution. Unlike paper and pencil tests, students can create a visual representation even though the task is scored automatically.

Math: Grade 3 Sample Item Second part of multi-step problem, and, unlike traditional multiple choice, it is difficult to guess the correct answer or use a choice elimination strategy.

Math: High School Sample Item Item has two possible solutions Students have to recognize the nature of the equation to know how to solve Technology prevents guessing and working backward

ELA/Literacy: Grade 7 Sample Item Students read the text that introduces the topic Items are designed to help students gather information from the texts to lead to the final writing prompt Items require different types of responses to allow students to demonstrate a command of evidence with complex texts Specific CCSS alignment to: RI.7.1 (use of evidence); RI.7.2 (summary of text); RI.7.10 (complex texts). W.7.2 (writing to explain or inform); W.7.4 (writing coherently); W.7.9 (drawing evidence from texts). L.7.1-3 (grammar and conventions). Requires writing to sources rather than to a de-contextualized or generalized prompt (e.g., asks about a specific aspect of Earhart’s life). Requires students to draw evidence from the text and cite this evidence clearly. Requires students to apply the knowledge of language and conventions when writing. Purposely designed to help students gather information for writing the final analytic essay that asks students to evaluate the arguments made in three texts about Earhart’s bravery (i.e., her bravery can be expressed as her ability to face the many challenges).

ELA/Literacy: Grade 7 Sample Item Claims Earhart and Noonan lived as castaways on Nikumaroro Island. Earhart and Noonan’s plane crashed into the Pacific Ocean People don’t really know where Earhart and Noonan died. Specific CCSS alignment to: RI.7.1 (use of evidence). RI.7.8 (author’s claims and evidence). RI.7.10 (complex texts). This item helps students gather information and details for use on the first and second Prose Constructed Response. Requires students to employ reasoning skills, since all of the claims listed could be made, but only one is supported by the most relevant and sufficient facts. Reflects the key shift of reading closely and weighing evidence by offering credit for Part B only if Part A is correct. Technology enables students to highlight evidence that supports their understanding. 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.

ELA/Literacy: Grade 7 Sample Item Specific CCSS alignment to: RI.7.1 (use of evidence); RI.7.8 (evaluate claims in a text); RI.7.9 (comparison of authors’ presentation); RI.7.10 (complex texts). W.7.2 (writing to inform and explain); W.7.4 (writing coherently); W.7.7 (conduct short research projects); W.7.8 (gather relevant information from multiple sources); W.7.9 (drawing evidence from texts). L.7.1-3 (grammar and conventions). Measures the ability to compare and synthesize ideas across multiple texts and the ability to analyze the strength of various arguments. Asks students to write to sources rather than write to a de-contextualized prompt. Focuses on students rigorously citing evidence for their answer. Requires students to delve deeply into multiple texts to gather evidence to analyze a given claim, simulating the research process. Requires students to demonstrate they can apply the knowledge of language and conventions when writing.

Conclusion College or postsecondary career and technical training is essential to earning sustainable wages All high school graduates should be ready to enroll in college courses or similar technical coursework without remediation PARCC assessments will aid student learning, not detract from it We must measure what children learn in school, but we must measure with meaningful assessments In PARCC, students will engage with texts worth reading, problems worth solving, and tests worth taking

A New Vision of Assessment September 2013 www.PARCConline.org