Exploring the PARCC Assessment and Resource Materials

Agenda Louisiana Believes 2 TimeTopic/Task 12:30-1:45 PARCC Test Expectations and Exploration 1:45-2:00Break 2:00-3:15Practice Test Exploration 3:15-3:30Wrap-Up!

Today’s Goals 3 Louisiana Believes Know what to expect for the PARCC Performance- Based Assessment (PBA) Know what to expect for the PARCC End-of-Year Assessment (EOY) Understand how to best use PARCC Evidence Tables Understand how to best use PARCC Practice Tests

What to Expect on the PARCC PBA

PBA Logistics 5 Louisiana Believes General Information Type I, II, and III items with multiple-choice (MC), multiple-select (MS), fill-in-the-blank (FIB), and open-response (OR) Grades 3, 4, 6, and 7 each have 17 items split between two units Grade 5 has 16 items split between two units Grade 8 has 18 items split between two units For all grades, approximately 6 to 8 embedded field test items Unit 1 administered March 19 Time: grade 3—75 minutes; grades 4-8—80 minutes Grades 6-8 each have two sections: non-calculator/calculator Unit 2 administered March 20 Time: grade 3—75 minutes; grades 4-8—70 minutes Grades 6-8, entire unit is calculator allowed Grades 3-5 are NOT allowed to use a calculator on any unit of the PARCC test unless the student has an IEP/IAP accommodation.

PBA Evidence Statements 6 Louisiana Believes PBA assesses 5 types of evidence statements Exact language statements Derived language statements Integrative statements Sub-claim C or reasoning statements Sub-claim D or modeling statements

Exact and Derived Statements 7 Louisiana Believes Exact Language Standard 3.MD.C.06 Measure areas by counting unit squares (square cm, square m, square in, square ft., and improvised units). Evidence Statement 3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft., and improvised units). Derived Language Evidence Statement 3.MD.1-1 Tell and write time to the nearest minute and measure time intervals in minutes. Evidence Statement 3.MD.1-2 Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

Integrative Evidence Statements 8 Louisiana Believes Integrative Evidence Statements Cluster Domain Grade Evidence Statement 4.NF.A.Int.1 Apply conceptual understanding of fraction equivalence and ordering to solve simple word problems requiring fraction comparison. Evidence Statement 4.NBT.Int.1 Perform computations by applying conceptual understanding of place value, rather than by applying multi-digit algorithms. Evidence Statement 4.Int.6 Solve real-world and mathematical problems about perimeter involving grade-level addition and subtraction of fractions, such as finding an unknown side of a rectangle. See 4.NF.3, 4.MD.3 Integrates the two standards from Cluster A (Extend understanding of fraction equivalence and ordering). Integrates any of the six standards from the Numbers and Operations in Base Ten domain for grade 4. Integrates the two standards listed (4.NF.3 and 4.MD.3). Not all evidence statements that integrate by grade will list specific standards.

Sub-claim C (reasoning) and Sub-claim D (modeling) 9 Louisiana Believes Sub-claim C Sub-claim D Evidence Statement 5.C.6 Base explanations/reasoning on concrete referents such as diagrams (whether provided in the prompt or constructed by the student). Content Scope: Knowledge and skills articulated in 5.MD.C Evidence Statement 5.D.1 Solve multi-step contextual word problems with degree of difficulty appropriate to Grade 5, requiring application of knowledge and skills articulated in the Evidence Statements on the PBA (excludes Reasoning Evidence Statements from Sub-claim C). Evidence Statement 5.D.2 Solve multi-step contextual problems with degree of difficulty appropriate to Grade 5, requiring application of knowledge and skills articulated in 4.OA, 4.NBT, 4.NF, 4.MD. Evidence Statement 5.C.9 Distinguish correct explanation/reasoning from that which is flawed, and – if there is a flaw in the argument – present corrected reasoning. (For example, some flawed ‘student’ reasoning is presented and the task is to correct and improve it). Content Scope: Knowledge and skills articulated in 4.NBT, 4.NF.A, 4.NF.B

Open-Response Items 10 Louisiana Believes All test items on the paper form are adapted from online test items. Whatever limitations show-up in online testing are accounted for on the paper test. For example, since a student cannot draw a model (such as a tape diagram) as an answer to an online item, a student will not be expected to draw a model on the paper test. Students may draw a model if it helps them to understand or explain. Students may be expected to refer to a model to explain themselves or demonstrate conceptual understanding.

What to Expect on the PARCC EOY

EOY Logistics 12 Louisiana Believes General Information Type I items with MC, MS, and FIB Grade 3 has 39 items split between two units Grades 4 and 5 each have 36 items split between two units Grade 6 has 34 items split between two units Grades 7 and 8 each have 33 items split between two units All grades, approximately 6 to 8 embedded field test items Unit 1 administered May 4 Time: grades 3-5—75 minutes; grades 6-8—80 minutes Grades 6 and 8 are each non-calculator Grade 7 has two sections: non-calculator/calculator Unit 2 administered May 5 Time: all grades—75 minutes Grades 6-8, entire unit is calculator allowed Grades 3-5 are NOT allowed to use a calculator on any unit of the PARCC test unless the student has an IEP/IAP accommodation.

EOY Evidence Statements 13 Louisiana Believes EOY assesses 3 types of evidence statements Exact language statements Derived language statements Integrative statements

Using PARCC Evidence Tables

Exploring PARCC Evidence Tables 15 Louisiana Believes Go to test-documentshttp:// test-documents Scroll to the bottom of the page Select a grade-level to explore

Exploring PARCC Evidence Tables 16 Louisiana Believes Use the information on evidence statements (beginning on page 8) to answer the following questions: 1.How does the organization of these tables support instruction? 2.How can the clarifications be useful to teachers? 3.What do the sub-claim C and D evidence statements tell teachers about expectations for student reasoning and modeling? 4.How can the evidence statements be used to inform instruction and assessment in the classroom?

Break: 15 minutes

Using PARCC Practice Tests

Practice Tests 19 Louisiana Believes What is available now? EOY paper practice test for all grade-levels Answer Keys with alignment to evidence statements What is coming in January? PBA practice test for all grade-levels (online will be available first as the paper needs to be converted to Braille before it can be made available) Answer Keys with alignment to evidence statements Rubrics for OR items

Using PARCC Practice Tests 20 Louisiana Believes Examine questions to understand key Math skills direct use of standards, integration of standards, and major shifts (rigor and coherence) different solving methods/strategies, connection between items and evidence statements, samples of items for integrative evidence statements Use as models to create classroom assessments design assessments that use features of different item types MC, MS, and FIB evaluate resource materials by comparing content to practice tests (How does a curricula’s assessment items compare to items on the practice tests? Do the items meet the same rigor level, are they integrative, etc.?) Simulate testing conditions become familiar with test materials, such as gridding answers in test booklets, using calculators and scratch paper understand different types of questions, including MC, MS, and FIB

Exploring the PARCC Practice Test 21 Louisiana Believes Go to tests/math/ tests/math/ Select a grade-level to explore. Then, select “Paper Practice Test.”

Exploring the PARCC Practice Test 22 Louisiana Believes In a separate tab, open Select the grade-level that matches your selected practice test.

Exploring the PARCC Practice Test 23 Louisiana Believes 1.Look through the test and write down three things you think are similar to our former assessments and three things that are different (consider format and content). 2.Discuss the similarities and differences. 3.Make a list of concerns that stem from the discussion.

Questions to Discuss with Students 24 Louisiana Believes What do the directions for MS look like? How will students know the item is MS vs MC? Why is MS more challenging than MC? How do students grid the FIB? What do students do if they get a fraction as an answer to a FIB? What do students do if the answer they get does not fit in a FIB? Can students cross-out answers, underline, or highlight?

Topics to Discuss with Students 25 Louisiana Believes Most challenging items vs. least challenging items Concerns about completing the test in the given amount of time Concerns about non-calculator items Concerns about problem-solving and/or fluency items

One More Question Louisiana Believes What is one way you plan to use either the evidence tables or the practice tests in your class?

Thank You! 27 Louisiana Believes For any mathematics assessment concerns or questions, please contact Michelle McAdams For general or other assessment concerns or questions, please contact