Using the PARCC Rubrics to Analyze Student Writing College Career Ready Conference 2015

 Identify the rubric that will be used to evaluate each type of writing students produce on the PARCC Performance-Based Assessment  Analyze the dimensions of each rubric and determine how they will be applied at each grade level  Apply the rubrics to student writing samples  Uncover ways in which teachers can use these rubrics in the classroom to promote student achievement

 Then, find a photo on your mobile device, share it with your group, and briefly explain the anecdote behind it.  Please introduce yourself to your table group and share a few “vital statistics” (name, position, school/county, familiarity with PARCC rubrics).

The writing rubrics for the PARCC assessment were created to score on-demand “summative, final prose constructed response items. Research… suggests that it would be unwise and counterproductive to expect students to use these rubrics as ‘checklists’ to produce writing.” (PARCC) Remember:PARCC  These rubrics are holistic.  These rubrics are not grade specific.

Students will write three responses as part of the ELA/Literacy Performance-Based Assessment (PBA):  Literary Analysis Task  Research Simulation Task  Narrative Task

The Literary Analysis Task and the Research Simulation Task will be a combination of:  Informative Writing  Argumentative Writing Students may write one of each, or two informative pieces. It is unlikely that they will write two argumentative pieces.

At the Middle School level, there are two rubrics:  Grades 6-11 Research Simulation Task (RST) and Literary Analysis Task (LAT)  Grades 6-11 Narrative Task (NT) Access rubrics electronically at

Let’s take a closer look at the RST and LAT Rubric…

 Reading: Comprehension of Key Ideas and Details  Writing: Written Expression  Writing: Knowledge of Language and Conventions

What are the key ideas for receiving a Score Point 4?

Remember, these rubrics are not grade specific. Consider the grade-specific standards. What criteria within the Score Point 4 will vary based on grade level?

Grade 6: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Grade 7: Cite several pieces of textual evidence to support analysis... Grade 8: Cite the textual evidence that most strongly supports analysis...

Where do we find the grade-specific expectations for textual analysis? See Reading grade-level standards 2-9 for specific expectations.

What are the keys for receiving a Score Point 4?

Remember, these rubrics are not grade specific. Consider the grade- specific standards.  In your table groups, determine the criteria within the Score Point 4 that will vary based on grade level.  In what standards can you find the grade- specific expectations? The student response  addresses the prompt and provides effective and comprehensive development of the claim or topic that is consistently appropriate to the task by using clear and convincing reasoning supported by relevant textual evidence;  demonstrates purposeful coherence, clarity, and cohesion, making it easy to follow the writer’s progression of ideas;  establishes and maintains an effective style, attending to the norms and conventions of the discipline. Score Point 4 W1, W2 R1 W1, W2 L3 L1, L2

Note that Score Points range from 0-3 for this dimension instead of 0-4. What are the keys for receiving a Score Point 3? Note: There will be errors in student writing. The key is whether or not these errors impact meaning.

Remember, these rubrics are not grade specific. Consider the grade-specific standards.  What criteria within the Score Point 3 will vary based on grade level?  In what standards can you find the grade-specific expectations? L1, L2, L3

Students will receive a score for each dimension, such as 4, 4, 3.

What are the implications of a holistic rubric that spans grades 6-11?

Your group has 4 examples of student writing in response to a single task. Independently (15 minutes)  Read the texts and the task.  Use the PARCC rubric to evaluate student responses (whole-number scores only for each of the three dimensions). Note your rationale. As a Group (10 minutes)  Share the scores you gave each response. Discuss and COME TO A CONSENSUS for each dimension.

As a group, discuss successes and challenges you faced while applying the PARCC rubric to the student writing samples.

Take a close look at the Narrative Task Rubric. Identify ways in which it is the same and different from the RST/LAT Rubric.

 Narrative Writing will not receive a separate score for Reading Comprehension.  “The narrative criteria for Written Expression was separated so that both teachers and scorers can easily apply the correct criteria.” (PARCC ELA/Literacy Rubrics: Updated and Refined)PARCC ELA/Literacy Rubrics: Updated and Refined  The Language and Conventions construct is identical to that on the RST & LAT Rubric.

RST/LAT The student response  addresses the prompt and provides effective and comprehensive development of the claim or topic that is consistently appropriate to the task by using clear and convincing reasoning supported by relevant textual evidence; NT The student response  is effectively developed with narrative elements and is consistently appropriate to the task;

As a group, discuss how teachers might use the PARCC ELA/Literacy rubrics in the classroom.

 Use to score final written essays  Use to pull together student models of excellence  Use to guide discussion with student(s) about how to better meet criteria  Use in conjunction with PARCC’s released sample tasks to understand rigor of expected student work  Use language from one dimension of rubric to exemplify criteria for mastery of a skill  Use language from rubrics to create classroom rubrics or other formative assessment tools that are aligned with the standards

Three Things You Learned… Two Things You Will Put into Action/Practice… One Thing You Will Explore Further…

Common Core Website PARCC Website (Link to Rubrics: MSDE Website (Username: MSDEguest; Password: MSDEguest) Achieve the Core (Link to Writing Samples: From Comprehension to Conventions (Session Resources) ASCD Article Using Rubrics to Promote Thinking and Learning