TCAP, PARCC,COS, Soc.Stud. and Sci. Assesments,MAP, DRA II

Report
PARCC Assessments:
ELA & Math
&
Colorado State Summative
Assessments: Science & Social Studies
BOE presentation June 10, 2013
Presented by Andrea Duran
PARCC (Partnership for Assessment
Readiness for College and Career)
Info
 ELA & Math grades 3-12
 End-of-year assessment for grades 3-11 in Spring 2015
 End-of-year assessment for grade 12 in Fall of 2015
 Fully electronic including writing assessments
 Aligned with Common Core Standards, not CAS
 Districts will have the option to use interim
assessments in Sept. and Dec. in addition to Spring
A Strong Foundation:
The Common Core State Standards
 The Common Core State Standards in English
language arts/literacy and mathematics were
created by educators around the nation.
 Nearly every state in the nation is working
individually and collectively to improve its
instruction and assessments to ensure students
graduate with the knowledge and skills most
demanded by college and careers.
5



Using Technology to Advance
Assessment and the Shifts
Technology enhancements supporting accessibility
(e.g., the ability to hover over a word to see and/or
hear its definition, etc.)
Transformative formats making possible what can not
be done with traditional paper-pencil assessments
(e.g., simulations to improve a model, game-like
environments, drawing/constructing diagrams or visual
models, etc.)
Getting beyond the bubble and avoiding drawbacks of
traditional selected response such as guessing or
choice elimination.
11
Using Technology to Advance
Assessment and the Shifts
 Capturing complex student responses through a
device interface (e.g., using drawing tools, symbol
palettes, etc.)
 Machine scorable multi-step tasks are more
efficient to administer and score.
12
Overview of Mathematics Task
Types
PARCC mathematics assessments will include three types of
tasks.
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.
May include a mix of machine scored and hand scored responses
Included on the Performance
Based Assessment component
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For more information see PARCC Item Development ITN Appendix D.
Elementary Math Sample
 http://www.ccsstoolbox.com/parcc/PARCCPrototype_
main.html
PARCC’s Core Commitments to
ELA/Literacy Assessment Quality

Texts Worth Reading: The assessments will use authentic texts worthy of
study instead of artificially produced or commissioned passages.

Questions Worth Answering: Sequences of questions that draw students into
deeper encounters with texts will be the norm (as in an excellent classroom),
rather than sets of random questions of varying quality.

Better Standards Demand Better Questions: Instead of reusing existing items,
PARCC will develop custom items to the Standards.

Fidelity to the Standards (now in Teachers’ hands): PARCC evidences are
rooted in the language of the Standards so that expectations remain the same
in both instructional and assessment settings.
17
Students’ Command of Evidence with
Complex Texts is at the Core of Every Part
of the Assessment!
SO. . .
Two standards are always in play—whether they be reading
or writing items, selected-response or constructedresponse items on any one of the four components of
PARCC. They are:
 Reading Standard One (Use of Evidence)
 Reading Standard Ten (Complex Texts)
23
Three Innovative Item Types That
Showcase Students’ Command of
Evidence with Complex Texts
• Evidence-Based Selected Response (EBSR)—Combines a traditional selectedresponse question with a second selected-response question that asks students
to show evidence from the text that supports the answer they provided to the
first question. Underscores the importance of Reading Anchor Standard 1 for
implementation of the CCSS.
• Technology-Enhanced Constructed Response (TECR)—Uses technology to
capture student comprehension of texts in authentic ways that have been
difficult to score by machine for large scale assessments (e.g., drag and drop, cut
and paste, shade text, move items to show relationships).
• Range of Prose Constructed Responses (PCR)—Elicits evidence that students
have understood a text or texts they have read and can communicate that
understanding well both in terms of written expression and knowledge of
language and conventions. There are four of these items of varying types on
each annual performance-based assessment.
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End-of-Year Assessment (Grade 3):
“How Animals Live”
http://www.parcconline.org/samples/engli
sh-language-artsliteracy/grade-3-ebsr-endyear-assessment
25
Understanding the End-of-Year
Assessment
 Students will be given several passages to read closely.
 EBSR and TECR questions will be sequenced in a way that they will
draw students into deeper encounters with the texts and will result
in thorough comprehension of the concepts to provide models for
the regular course of instruction.
 Will draw on higher order skills such as critical reading and analysis,
the comparison and synthesis of ideas within and across texts, and
determining the meaning of words and phrases in context.
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Grade 3 Evidence-Based SelectedResponse Item #1
Part A
Part B
What is one main idea of “How
Animals Live?”
Which sentence from the article best
supports the answer to Part A?
a.
a. “Animals get oxygen from air or
water.”
There are many types of
animals on the planet.
b. Animals need water to live.
c.
There are many ways to
sort different animals.*
d. Animals begin their life
cycles in different forms.
b. "Animals can be grouped by their
traits.”*
c. "Worms are invertebrates.”
d. "All animals grow and change over
time.”
e. "Almost all animals need water, food, 29
oxygen, and shelter to live."
Colorado State Summative
Assessment for Science and Social
Studies
 Begins April 25, 2014
 Social Studies
 Grades: 4, 7, 12 (Fall)
 Science
 Grades: 5, 8, 12 (Fall)
 Colorado Academic Standards aligned & CoAlt available
 May 2013, release of frameworks indicating percent and
number of score points for standard areas & assessment
 Pearson awarded contract
 Check out sample test items:
http://www.pearsonaccess.com/cs/Satellite?pagename=Pe
arson/QuickLink/co
Student View of TestNav
Tool bar
Question #
Section
Review Flag
QuickNav
Navigation
TestNav Tools
•Pointer
•Ruler
•Eraser
•Calculator
•Highlighter
•Periodic Table
•Eliminate Choice
(grade 8 science only)
•Note Pad
•Pencil
•Magnifier
•Help
(science only)
Colorado Summative & Alternate
Assessments for Science and
Social Studies Sample Item
 http://www.pearsonaccess.com/cs/Satellite?c=Page&c
hildpagename=Colorado%2FcoPALPLayout_v2&cid=12
05794393662&pagename=coPALPWrapper
Thank you for your time and
attention!
Contact me with any [email protected]

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