1. PARCC’s Non-Summative Assessment Suite
ITEM REVIEW BOOT CAMP
PARCC’s Non-Summative Assessment Suite
The Partnership for the Assessment of Readiness for College and Careers
February 2014

2. Directions for Sharing Ideas
During this session, you will have time to talk and discuss ideas linked to several planned PARCC non-summative assessments and tools. Find two to three thought partners with whom to discuss ideas in this session.
Take notes for yourself to capture your key thoughts.
At the end of the session, you will have time to send an to Doug Sovde and Bonnie Hain to share your thoughts and ideas more formally with PARCC.

3. Overview Background on PARCC
A Closer Look at PARCC’s Non-Summative Suite
Maintaining Quality
Guiding Questions:
How might you or others you know leverage the non-summative assessments and tools?
What more do you want to know?
What should PARCC consider?

4. PARCC Priorities Equity and Excellence
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
As a reminder—PARCC has several priorities that guide all assessment development.

5. Optional Assessments During the Year
Beginning of School Year
End of School Year
Flexible administration
Speaking and Listening Assessment
Diagnostic Assessment
Mid-Year Assessment
Currently, PARCC plans several non-summative measures that meet the PARCC priorities.
Flexible indicator of student knowledge and skills
Allows instruction, supports and professional development to be tailored to improve student learning
2015
Performance-based items and tasks
Emphasis on hard-to-measure standards
Flexible choice of tasks and items to use, based on local decision making
2014
Performance-based tasks
Innovative approach to challenging standards to measure
Non-summative, but required
2015

6. Kindergarten and First Grade
Formative Assessment Tools:
Purpose is to inform instruction, not for accountability purposes
Optional, but designed to be widely used
Curriculum embedded
Leverages technology where possible
Educator scored
Anchor items available early 2014
Tools available in 2015
…will consist of developmentally appropriate measures, including observations, checklists, running records and on-demand performance events that reflect milestones within given windows during the school year. The measures will produce results that identify appropriate interventions or enrichment activities and are capable of supporting measures of growth. The Partnership also will explore the use of applicable technology innovations.

7. Kindergarten and First Grade
Formative Assessment Tools:
How might you or others you know leverage these tools?
What more do you want to know?
3. What should PARCC consider?
Discuss the guiding questions with your previously identified thought partners. Remember, at the end of the session, you will have time to send your thoughts and ideas to Doug and Bonnie in an , so PARCC really hears from each of you.

8. Diagnostic Assessment
PARCC is developing Diagnostic Assessments that will:
be available on demand, with little set up and preparation;
be able to be administered and scored within a short period of time;
have results available as soon as possible following administration so that the information can be used to support instruction prior to the first operational PARCC assessment;
provide for detailed, yet easy to understand information regarding a student’s areas of strength and weakness, above and below grade level, relative to a given skill or set of skills as defined by the CCSS;
provide feedback that supports targeted intervention and suggests instructional strategies; and,
provide for, but not be limited to, real-time scoring and reporting, including automated scoring of CR/Essay responses, if possible.

9. Diagnostic Assessment
Hence, PARCC will create a diagnostic assessment that can deliver on the following innovations:
Engage students in a wide range of content aligned with the CCSS in a time efficient manner, i.e., through a computer adaptive testing (CAT) system;
The CAT system must also ensure sufficient coverage of content to reliably report at the standard level;
The CAT system support broad coverage of all standards associated with a content progression and coverage of a subset of such standards selected “a la carte” by a user; and,
The CAT system will enable the user to determine either the number of items OR an estimated time to administer for the assessment to be administered.

10. Diagnostic Assessment
Purpose is to inform instruction, not for accountability purposes
Optional, but hopefully widely used
Computer Adaptive
Counting and Cardinality (Kindergarten):
Know number names and the count sequence
Count and tell the number of objects
Compare numbers
Operations and Algebraic Thinking (Grades K – 4)
Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from (K)
Represent and solve problems involving addition and subtraction (1)
Understand and apply properties of operations and the relationship between addition and subtraction (1)
Add and subtract within 20 (1)
Work with addition and subtraction equations (1)
Represent and solve problems involving addition and subtraction (2)
Represent & solve problems involving multiplication and division (3)
Understand properties of multiplication and the relationship between multiplication and division (3)
Multiply & divide within 100 (3)
Solve problems involving the four operations, and identify & explain patterns in arithmetic (3)
Use the four operations with whole numbers to solve problems (4)
Number and Operations in Base Ten (K – 2, 4 – 5)
Work with numbers to gain foundations for place value (K)
Extend the counting sequence (1)
Understand place value (1)
Use place value understanding and properties of operations to add and subtract (1)
Understand place value (2)
Use place value understanding and properties of operations to add and subtract (2)
Generalize place value understanding for multi-digit whole numbers (4)
Use place value understanding and properties of operations to perform multi-digit arithmetic (4)
Understand the place value system (5)
Perform operations with multi-digit whole numbers and decimals to hundredths (5)
Measurement and Data (Grades 1 – 3, 5)
Measure lengths indirectly and by iterating length units (1)
Measure and estimate lengths in standard units (2)
Relate addition and subtraction to length (2)
Solve problems involving measurement and estimation of intervals of time, liquid volumes, & masses of object (3)
Geometric measurement: understand concepts of area and relate area to multiplication and to addition (3)
Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition (3)
Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition (5)
Number and Operations – Fractions (Grades 3 – 5)
Develop understanding of fractions as numbers (3)
Extend understanding of fraction equivalence and ordering (4)
Build fractions from unit fractions by applying and extending previous understandings of operations (4)
Understand decimal notation for fractions, and compare decimal fractions (4)
Use equivalent fractions as a strategy to add and subtract fractions (5)
Apply and extend previous understandings of multiplication and division to multiply and divide fractions (5)
Geometry (Grade 5)
Graph points in the coordinate plane to solve real-world and mathematical problems*
The Number System (Grades 6 – 7)
Apply and extend previous understandings of multiplication and division to divide fractions by fractions (6)
Apply and extend previous understandings of numbers to the system of rational numbers (6)
Apply and extend previous understanding of operations with fractions to add, subtract, multiply, and divide rational numbers (7)
Ratios and Proportional Reasoning (Grades 6 – 7)
Understand ratio concepts and use ratio reasoning to solve problems (6)
Analyze proportional relationships and use them to solve real-world and mathematical problems (7)
Expressions and Equations (Grades 6 – 8)
Apply and extend previous understandings of arithmetic to algebraic expressions (6)
Reason about and solve one-variable equations and inequalities (6)
Represent and analyze quantitative relationships between dependent and independent variables (6)
Use properties of operations to generate equivalent expressions (7)
Solve real-life and mathematical problems using numerical and algebraic expressions and equations (7)
Work with radical and integer exponents (8)
Understand the connections between proportional relationships, lines, and linear equations (8)
Analyze and solve linear equations and pairs of simultaneous linear equations (8)
Functions (Grade 8)
Define, evaluate, and compare functions
Use functions to model relationships between quantities* While the CCSS in this cluster includes fluency, the content scope of items for the diagnostic should not address fluency for this cluster
While Modeling and applications are noted in this cluster, items for the diagnostic assessment should not focus on modeling applications
ELA/Literacy
Fluency
Decoding
Vocabulary
Using and Analyzing Sources in Writing
Student’s Independent Reading Level
Reading Comprehension
Machine scorable items, except for writing, which will be teacher-scored
Mathematics
Overall Mathematics Comprehension
Pinpoint student mastery along multiple progressions
Mathematical Fluency
Machine scorable items

11. Diagnostic Assessment:
How might you or others you know leverage these tools?
What more do you want to know?
3. What should PARCC consider?
Discuss the guiding questions with your previously identified thought partners. Remember, at the end of the session, you will have time to send your thoughts and ideas to Doug and Bonnie in an , so PARCC really hears from each of you.

12. “Mid-Year” Assessment
Purpose is to inform instruction, not for accountability purposes
Optional, but hopefully widely used
Will mirror Performance-Based Assessments, but can be customized for administration between 25%-75% of school year through the use of “modules”.
Teacher scored
ELA/Literacy
Research simulation tasks
Literary Analysis tasks
Narrative analysis tasks
Technology enhanced constructed response items
Mathematics
Reasoning tasks
Modeling tasks
Practice-forward, machine scorable tasks

13. PARCC Sample Items http://practice.parcc.testnav.com/#
ELA, Grade 7
PARCC Sample Items

14. PARCC Sample Items http://practice.parcc.testnav.com/#
Mathematics, Grade 7
PARCC Sample Items

15. Mid Year Assessment:
How might you or others you know leverage these tools?
What more do you want to know?
3. What should PARCC consider?
Discuss the guiding questions with your previously identified thought partners. Remember, at the end of the session, you will have time to send your thoughts and ideas to Doug and Bonnie in an , so PARCC really hears from each of you.

16. Speaking and Listening Assessment
PARCC is building Speaking and Listening Assessments for grades K-12 to provide the following:
Information to parents and students that indicates student learning with respect to the Speaking and Listening CCSS;
Results that are available as soon as possible following administration so that the information can be used to support instruction;
Teacher-scoring of assessments to inform and improve instruction;
Information to schools and school districts that can be used to evaluate and improve the efficacy of instructional programs and materials and professional learning with respect to the Speaking and Listening CCSS; and,
Full and rigorous enacting of the CCSS for Speaking and Listening, including the key ideas described in the PARCC Model Content Frameworks for English Language Arts, K-12 (see Appendix B).

17. Speaking and Listening Assessment
Students will engage with two modes of performance over the course of the year focused on speaking and listening skills:
Real Time Engagement (MODE 1) performances will entail real time engagement in the speaking and listening process. Students will listen to a pre-recorded speech and/or media production and speak/respond using spontaneous oral responses. Mode 1 performance based tasks will be administered in grades 3, 5, 7, 9, and 11.
Advance Preparation (MODE 2) performances will entail advance preparation in the speaking and listening process. Students will perform research using authentic and grade-appropriate topics, share their findings in the form of a formal presentation (speaking) and respond spontaneously to audience questions (listening and speaking); Mode 2 performance based tasks will be administered in grades 4, 6, 8, 10, and 12.

18. Speaking and Listening Assessment:
How might you or others you know leverage these tools?
What more do you want to know?
3. What should PARCC consider?
Discuss the guiding questions with your previously identified thought partners. Remember, at the end of the session, you will have time to send your thoughts and ideas to Doug and Bonnie in an , so PARCC really hears from each of you.

19. Share Your Ideas
How might you or others you know leverage these tools?
What more do you want to know?
What should PARCC consider?
Take a few moments to send an informal to Doug and Bonnie to share your thoughts and ideas. Bonnie will collate the informal thoughts and ideas and share a summary back with the whole group via our edmodo site in the upcoming weeks, for those interested in hearing others thoughts and ideas.

20. www.parcconline.org Doug Sovde
Director, Content and Instructional Supports, PARCC
Bonnie Hain
Project Manager, PARCC
Twitter: @bonniehain