PARCC Assessment Items: Aligned to the Common Core

Key Advances of the Common Core ENGLISH LANGUAGE ARTS/LITERACY Balance of literature and informational texts; focus on text complexity Emphasis on argument, informative/ explanatory writing, and research Literacy standards for history, science and technical subjects MATHEMATICS Focus, coherence and clarity: emphasis on key topics at each grade level and coherent progression across grades Balance between procedural fluency and understanding of concepts and skills Promote rigor through mathematical proficiencies that foster reasoning and understanding across discipline ANCHORED IN COLLEGE AND CAREER READINESS

Evidence-Centered Design (ECD) for the PARCC Assessments Model Content Frameworks To make claims about what students know, we must operationalize the standards Evidence Statements Based on analysis, evidence drive task development Tasks Tasks are designed to elicit specific evidence from students 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. The Model Content Frameworks guide the development of Evidence Statements. Evidence statements describe what students might say or do to demonstrate mastery of the standards. Then, the design of the tasks or items is predicated upon how best to elicit the needed evidences. Confidential - Not for Distribution

What is Different About PARCC’s Development Process? 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. Aligned evidence statements and task models followed. So… PARCC is designing the assessments around exactly the same content shifts the standards expect of teachers and students. PARCC is communicating in the same voice to teachers as it is to assessment developers  The Model Content Frameworks were developed through a state-led process that included K-12 and postsecondary content experts from PARCC member states and members of the Common Core State Standards writing team. The Model Content Frameworks were constructed based on the Common Core State Standards for use in guiding and framing item development for the PARCC assessment.

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 Conventions and Knowledge of Language Students build and present knowledge through research and the integration, comparison, and synthesis of ideas. Confidential - Not for Distribution

What Are the Shifts at the Heart of PARCC Design for ELA/Literacy? Complexity: Regular practice with complex text and its academic language Evidence: Reading and writing grounded in evidence from text, literary and informational Knowledge: Building knowledge through content rich nonfiction Shift 1) PARCC builds a staircase of text complexity to ensure students are on track each year for college and career reading. PARCC rewards careful, close reading rather than racing through passages. PARCC systematically focuses on the words that matter most—not obscure vocabulary but the academic language that pervades complex texts. Shift 2) PARCC focuses on students’ rigorously citing evidence from texts throughout the assessment (including selected response items). 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). PARCC requires writing to sources rather than writing to de-contextualized expository prompts. PARCC also includes rigorous expectations for narrative writing, including accuracy and precision in writing in later grades. 3) PARCC assesses not just ELA but a full range of reading and writing across the disciplines of science and social studies. PARCC simulates research on the assessment, including the comparison and synthesis of ideas across a range of informational sources. PARCC focuses speaking and listening assessments on sharing findings and what students have learned.

Claims Driving Design: Mathematics Students are on-track or ready for college and careers Students solve problems involving the major content* for their grade level with connections to practices Students solve problems involving the additional and supporting content* for their grade level with connections to practices Students express mathematical reasoning by constructing mathematical arguments and critiques Students solve real world problems engaging particularly in the modeling practice Student demonstrate fluency in areas set forth in the Standards for Content in grades 3-6 Reporting categories

PARCC’s Core Commitments to Mathematics Assessment Quality Focus: Instead of randomly sampling a mile-wide array of topics, PARCC assessments will focus strongly. Teachers will be rewarded for teaching crucial material in depth, not penalized for failing to “cover topics.” Problems worth doing: Multi-step problems, conceptual questions, applications, and substantial procedures will be common, as in an excellent classroom. Better Standards Demand Better Questions: Instead of reusing existing items, PARCC will develop custom items to the Standards. Fidelity to the Standards (now in Teacher’s hands): PARCC evidences are rooted in the language of the Standards so that expectations remain the same in both instructional and assessment settings. Task Type Description of Task Type I. Tasks assessing concepts, skills and procedures Balance of conceptual understanding, fluency, and application Can involve any or all mathematical practice standards Machine scorable including innovative, computer-based formats Will appear on the End of Year and Performance Based Assessment components II. Tasks assessing expressing mathematical reasoning Each task calls for written arguments / justifications, critique of reasoning, or precision in mathematical 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 III. Tasks assessing modeling / applications Each task calls for modeling/application in a real-world context or scenario (MP.4) Can involve other mathematical practice standards.

PARCC Assessment: English Language Arts Sample Items

Three Types of Items for ELA/Literacy Evidence-Based Selected Response (EBSR) – These items are used to measure reading comprehension. They appear on both the performance-based assessment and the end of year assessment. Technology- Enhanced Constructed Response (TECR) -These items are used to measure reading comprehension. They appear on both the performance-based assessment and the end of year assessment. Prose Constructed Response (PCR) – There are three of these item on each annual performance-based assessment. They measure reading comprehension, written expression, knowledge and use of language and conventions.

Research Simulation Task (Grade 7): Amelia Earhart’s Disappearance Session 1: Students begin by reading an anchor text that introduces the topic. EBSR and TECR items ask students to gather key details about the passage to support their understanding. Then, they write a summary or short analysis of the piece. Session 2: Students read two additional sources (may include a multimedia text) and answer a few questions about each text to learn more about the topic so they are ready to write the final essay and to show their reading comprehension. Finally, students mirror the research process by synthesizing their understandings into an analytic essay using textual evidence from several of the sources.

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. Range: Example of assessing reading across the disciplines and helping to satisfy the 55%-45% split of informational text to literature at the 6-8 grade band. Quality: The texts on Amelia Earhart represent content-rich nonfiction on a topic that is historically significant. Complexity: Quantitatively and qualitatively, the passages have been validated and deemed suitable for use at grade 7 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.

Questions Worth Answering? Grade 7 Analytical Prose Constructed-Response Item #1 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.

Questions Worth Answering? Final Grade 7 Prose Constructed-Response Item #2 You have read three texts describing Amelia Earhart. All three include the claim that Earhart was a brave, courageous person. The three texts are: “Biography of Amelia Earhart” “Earhart's Final Resting Place Believed Found” “Amelia Earhart’s Life and Disappearance” Consider the argument each author uses to demonstrate Earhart’s bravery. Write an essay that analyzes the strength of the arguments about Earhart’s bravery in at least two of the texts. Remember to use textual evidence to support your ideas.

Narrative Task (Grade 6): Jean Craighead George’s Excerpt from Julie of the Wolves Students read one or two brief texts and answer a few questions to help clarify their understanding of the text(s). Students then write either a narrative story or a narrative description (e.g., writing a historical account of important figures; detailing a scientific process; describing an account of events, scenes, or objects).

ELA/Literacy: Grade 6 Sample Item Range: Example of assessing literature and helping to satisfy the 55%-45% split of informational text to literature at the 6-8 grade-band. Quality: Julie of the Wolves was a winner of the Newbery Medal in 1973. This text about a young Eskimo girl surviving on her own in the tundra by communicating with wolves offers a story rich with characterization and imagery that will appeal to a diverse student population. Complexity: Quantitatively and qualitatively, the passages have been validated and deemed suitable for use at grade 6. Specific CCSS alignment to: RL.6.1 (use of evidence). RL.6.3 (how characters respond). RL.6.10 (complex texts). Rewards careful, close reading to find specific information and applying understanding of a text. Focuses students on rigorously citing evidence for their answer; students must provide the context used to establish the accuracy of their answer or they don’t receive credit for the item. Asks students to delve deeply into how the main character is feeling as she reflects on her predicament, helping students gather information and details for use on the Prose Constructed Response.

Questions Worth Answering? Grade 6 Prose Constructed Response from Narrative Writing Task In the passage, the author developed a strong character named Miyax. Think about Miyax and the details the author used to create that character. The passage ends with Miyax waiting for the black wolf to look at her. Write an original story to continue where the passage ended. In your story, be sure to use what you have learned about the character Miyax as you tell what happens to her next. Item Advances: This item demonstrates What PARCC means by “writing using and analyzing sources”—students Must draw evidence from the text (character traits and how Miyax faces challenges) and apply that understanding to create a story. Explanation of Alignment: The item meets the two PARCC claims that address writing: Written Expression and Conventions and the Knowledge of Language, as well as the claim for Reading Literature. Students are expected to Respond to the text via a narrative essay that extends the story based on inferences they’ve made about Miyak’s predicament and her character traits.

ELA/Literacy: Grade 6 Sample Item Specific CCSS alignment to: RL.6.1 (use of evidence). RL.6.3 (how characters respond). RL.6.10 (complex texts). Rather than a single right answer, this item allows students to explore different solutions and generate varying insights about a multi-dimensional character, choosing the word they most strongly feel they can defend. The item also insists on students rigorously substantiating their conclusions/insights about the character of Miyax with two details drawn from the text, helping students gather information and details for use on the Prose Constructed Response. Technology enables students to “drag and drop” evidence that supports their understanding.

PARCC Assessment: Mathematics Sample Items

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.

PARCC Technology Enhanced Item: 5th Grade Mathematics: Area of a Cut Board

Using Technology to Model the Equation: 5th Grade Mathematics: Area of a Cut Board Here the area of the board is 1 square foot and students can use the technology to create a diagram that helps them solve the problem. The student types the answer in the space provided and the technology scores the item by checking to see if the value is equivalent to 10/18 . Key Advances: Students multiply fractions While student could use basic multiplication applications to find the right answer, they are required to use a model Using the model requires students to apply concepts by thinking critically and analytically This item can be used in the classroom to provide a deeper conceptual understanding of multiplication of fractions The student types the answer in the space provided and the technology scores the item by checking to see if the value is equivalent to 10/18 An fractional answer equivalent to 10/18 such as 20/36 is also correct because it illustrates conceptual understanding.

PARCC Algebra I/Math I Part A – 1 point Student types “13,000” or “13000” in the first blank and “600” in the second blank. Part B – 1 point Student graphs f(m) = 13,000 + 10m Key Advances: - Students construct a linear function based on real world facts - Students must think about the context and use the regularity in the linear rate to create a good mental model of the situation - The questions in this item are sequenced to provide students with a deeper understanding of the mathematical concept - Item can be used in the classroom for instructional purposes - Students may receive partial credit

Key Advances Students construct a linear function based on real world facts Students must think about the context and use the regularity in the linear rate to create a good mental model of the situation The questions in this item are sequenced to provide students with a deeper understanding of the mathematical concept Item can be used in the classroom for instructional purposes Students may receive partial credit •

PARCC Grade 10 English Language Arts/Literacy Sample Item: Evidence Based Selected Response Student read an excerpt from "Daedalus and Icarus" from Ovid's Metamorphoses Volume Two and answer the following questions: 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" (lines 310-311) b. "But when at last/the father finished it, he poised himself" (lines 312-313). c. "he fitted on his son the plumed wings/ with trembling hands, while down his withered cheeks/the tears were falling" (lines 327-329). d. "Proud of his success/the foolish Icarus forsook his guide” (lines 348-349)." 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 "

Key Advances Part A: Requires students to determine one of the themes of the myth as recounted in this version Requires synthesis of several parts of the myth to determine the answer Lays the foundation for Part B in which students must locate evidence to justify their answer Part B: Students must read carefully to answer both parts correctly Student must use textual evidence to justify their answer to Part A. Student may receive full or partial credit •

PARCC Grade 10 English Language Arts/Literacy Sample Item: Prose Constructed Response Students read an excerpt from both "Daedalus and Icarus," from Ovid's Metamorphoses Volume Two and “To a Friend Whose Work Has Come to Triumph” by Anne Sexton and respond to the following prompt: Use what you have learned from reading “Daedalus and Icarus” by Ovid and “To a Friend Whose Work Has Come to Triumph” by Anne Sexton to write an essay that provides an analysis of how Sexton transforms “Daedalus and Icarus.” As a starting point, you may want to consider what is emphasized, absent, or different in the two texts, but feel free to develop your own focus for analysis. Develop your essay by providing textual evidence from both texts. Be sure to follow the conventions of standard English.

Key Advances Students must draw evidence from two texts and cite this evidence clearly to analyze how the author draws upon and transforms source materials Student must cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text Students are required to demonstrate that they can apply knowledge of language and conventions of writing •

PARCC Assessment: Embedded Accessibility Features

Embedded Features Demonstration Example of “eliminate answer choice.” *NOTE: NOT a PARCC item. Not on the PARCC delivery platform.

Embedded Features Demonstration Example of “highlighting.” *NOTE: NOT a PARCC item. Not on the PARCC delivery platform.