on the road to the next generation assessments

On the Road to the

Next Generation Assessments

Kasey DunlapClermont County [email protected]

Breaking News!

1 Mathematics units must include one unit of algebra II or the equivalent of algebra II. Students on a Student Success Plan may be exempted from taking algebra II.2 School districts may adopt a policy that would exempt students who participate in interscholastic athletics, band or cheerleading for two full seasons from the physical education requirement. Students must take another course of at least 60 contact hours in its place.3 Science units must include one unit of physical sciences, one unit of life sciences and one unit advanced study in one or more of the following sciences: chemistry, physics or other physical science; advanced biology or other life science; astronomy, physical geology or other earth or space science. Students on a Student Success Plan may be exempted from advanced study in science.4 Social studies units must include ½ unit of American history and ½ unit of American government.5 Electives units must include one or any combination of foreign language, fine arts, business, career-technical education, family and consumer sciences, technology, agricultural education or English language arts, mathematics, science or social studies courses not otherwise required.6 All students must receive instruction in economics and financial literacy during Grades 9-12 and must complete at least two semesters of fine arts taken any time in Grades 7-12. Students following a career-technical pathway are exempted from the fine arts requirement.7 The State Board of Education may decide to include an algebra II end-of-course examination in place of algebra beginning for students entering ninth grade on or after July 1, 2016.

2014-15 High Stakes TestingThird Grade Reading Guarantee – Dually

Aligned3rd Grade Reading OAA – Fall, Spring

Fall – October 6-10, 2014Spring – April 20 – May 1

OGT- CHANGE FROM JUNE!Class of 2016 -Dually

AlignedFall (Oct 27 – Nov 9)Spring (March 16 – March 29)Summer (optional, June 15 – June 28

Class of 2017 –Will Remain Dually

Aligned!Spring (March 16 – March 29)Summer (optional, June 15 – June 28

Remaining OGT administrations will be dually aligned!!!

Spring 2015

ELA/Mathematics – 20 consecutive school days

Performance BasedFebruary 16 – March 20,

2015

End of Course/End of Year

April 13 – May 15, 2015

Science/Social Studies – 10 consecutive school days

Performance Based March 2 – March 13

End of Course/End of Year

May 4 – May 15

Spring 2015 Test Schedule Computer Based

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Design of the Assessment System

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Summative Assessment Components

Performance Based Assessment

ELAWrite effectively when analyzing text

MathMulti-step problems requiring abstract reasoning, precision, perseverance, and strategic use of tools

End of Year Assessment

ELAReading comprehension

Math– Innovative, machine-scorable items

Science and Social Studies PBA and EOY

Implementing Standards

Understand Demands of the Assessments (specifically PBA)

Technological Readiness and Integration

What should we be doing?

PARCC Assessment Development and Design

Tools & Resources• Standards• Model Content Frameworks• Evidence Tables• Performance Level

Descriptors

Implementing the Standards

Implement the StandardsShifts in the Common Core

Mathematics Focus Coherence

Across Grades Across topics

Rigor Deep

Understanding Fluency Application

www.corestandards.org

www.achivethecore.org

Rigor

In major topics* pursue: Conceptual Understanding, Procedural skill and fluency, and Application with equal intensity

Understanding vs. Fluency

* See model content framework for list of major, additional and supporting claims

Standards for Mathematical Practice

Make sense of problems and persevere in solving them

Reason abstractly and quantitatively Construct viable arguments and critique

the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated

reasoning

Connections



Descriptors


Model Content Frameworksdeveloped by PARCC to …

Inform development of item specifications and blueprints for the PARCC assessments, and

Support implementation of the Common Core State Standards.

www.parcconline.org(search: model content frameworks)

Structure of the Model Content Frameworks for Mathematics

• Examples of key advances from the previous grade

• Fluency expectations or examples of culminating standards

• Examples of major within-grade dependencies

• Examples of opportunities for connections among standards, clusters or domains

• Examples of opportunities for in-depth focus

• Examples of opportunities for connecting mathematical content and mathematical practices

• Content emphases by cluster

Connecting Content and Practices = Rigor

In major topics* pursue:Conceptual Understanding,Procedural skill and

fluency, andApplication with equal

intensity

Content Emphasis by Cluster

Ties into the claims structure

4th Grade Model

Content

Frameworks



Descriptors


http://www.parcconline.org/assessment-blueprints-test-specs

PARCC Test Specifications

Blue PrintsEvidence Tables



Assessment Blueprints vs Evidence Statements

Assessment Blueprints/

Test Specifications

Evidence Statements / Tables

Describe the content and structure of an assessment.

Define…• The total number of

tasks and/or items for any given assessment component

• The standards measured

• The item types• The point values for

each item

Describe the knowledge and skills that an assessment item or a task elicits from students.

• Are aligned directly to the Common Core State Standards

• Highlight the advances around and the coherent nature of the standards

• Indicate calculator availability for each item (Mathematics 6-HS)

Overview of PARCC Mathematics Task TypesType 1Concepts, Skills, Procedures

Type 2Mathematical ReasoningMP.3, MP.6

Type 3Modeling/ ApplicationsMP.4

• PBA and EOY• Any or all Math

Practices• Machine

scorable• Sub-claims A, B,

E

• PBA• Written

Argument, Justifications

• Machine AND Hand scored

• Sub-Claim C

• PBA• Machine AND

Hand scored• Sub-Claim D

Exam BlueprintGrades 3 – 8

pointsHigh School

points

Claim A(Major Content)

≈37 ≈42

Claim B(Add. & Supporting)

≈14 ≈23

Claim C(MP 3 & 6)

14 (only Major

Content)

14 (+4 on Alg. 2 –

CCR)

Claim D(MP 4 & others)

12 18 (+6 on Alg. 2 – CCR)

Claim E(Fluency)

7 – 9 (Grades 3 – 6)

TOTAL POINTS 82 97 (107 for CCR)

Evidence Centered Design Evidence Math

Evidence Tables

Evidence Tables and Evidence Statements… Describe the knowledge and skills that an

assessment item or task elicits from the student.

Are aligned directly to the Common Core State Standards

Highlight the advances around and the coherent nature of the standards

Indicate calculator availability for each item (Mathematics 6-HS)

Master Claim: On-Track for college and career readiness. The degree to which a student is college and career ready (or “on-track” to being ready) in mathematics. The student solves grade-level /course-level problems in mathematics as set forth in

the Standards for Mathematical Content with connections to the Standards for Mathematical Practice.

Sub-Claim A: Major Content1 with Connections to Practices

The student solves problems involving the Major Content1 for her

grade/course with connections to the Standards for Mathematical

Practice.

Sub-Claim B: Additional & Supporting Content2 with Connections to

PracticesThe student solves problems involving

the Additional and Supporting Content2 for her grade/course with connections to the Standards for

Mathematical Practice.

Sub-Claim E: Fluency in applicable grades (3-6)

The student demonstrates fluency as set forth in the Standards for Mathematical

Content in her grade.

Claims Structure: Mathematics

Sub-Claim C: Highlighted Practices MP.3,6 with Connections to Content3

(expressing mathematical reasoning)The student expresses grade/course-

level appropriate mathematical reasoning by constructing viable

arguments, critiquing the reasoning of others, and/or attending to precision

when making mathematical statements.

Sub-Claim D: Highlighted Practice MP.4 with Connections to Content (modeling/application)

The student solves real-world problems with a degree of difficulty appropriate to the grade/course by applying knowledge and skills articulated in the standards for the

current grade/course (or for more complex problems, knowledge and skills articulated in the standards for previous grades/courses), engaging particularly in the Modeling practice, and where helpful making sense of problems and persevering to solve them (MP. 1),reasoning abstractly and quantitatively (MP. 2), using appropriate

tools strategically (MP.5), looking for and making use of structure (MP.7), and/or looking for and expressing regularity in repeated reasoning (MP.8).

Total Exam Score Points: 82 (Grades 3-8), 97 or 107(HS)

12 pts (3-8),18 pts (HS)

6 pts (Alg II/Math 3 CCR)

~37 pts (3-8),~42 pts (HS) ~14 pts (3-8),

~23 pts (HS)

14 pts (3-8),14 pts (HS)


7-9 pts (3-6)

1 For the purposes of the PARCC Mathematics assessments, the Major Content in a grade/course is determined by that grade level’s Major Clusters as identified in the PARCC Model Content Frameworks v.3.0 for Mathematics. Note that tasks on PARCC assessments providing evidence for this claim will sometimes require the student to apply the knowledge, skills, and understandings from across several Major Clusters.2 The Additional and Supporting Content in a grade/course is determined by that grade level’s Additional and Supporting Clusters as identified in the PARCC Model Content Frameworks v.3.0 for Mathematics. 3 For 3 – 8, Sub-Claim C includes only Major Content. For High School, Sub-Claim C includes Major, Additional and Supporting Content.

1. Those using exact standards language

Evidence Statements using Exact Standards Language

Grade 8 - PBA

Key Evidence Statement Text Clarifications MP

8.EE.1 Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 32 3-5 = 1/33 = 1/27.

i) Tasks do not have a context.

ii) Tasks center on the properties and equivalence, not on simplification. For example, a task might ask a student to classify expressions according to whether or not they are equivalent to a given expression.

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2. Those transparently derived from exact standards language, e.g., by splitting a content standard. Here 8.F.5 is split into 8.F.5-1 and 8.F.5-2.

Evidence Statements Derived from Exact Standards

Key Evidence Statement Text Clarifications, limits, emphases, and other information intended to ensure

appropriate variety in tasksRelationship to MP

8.F.5-1 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear).

i) Pool should contain tasks with and without contexts.

MP.2, MP.5

8.F.5-2 Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

i) Pool should contain tasks with and without contexts.

MP.2, MP.5, MP.7

Evidence Statements Derived from Exact Standards

For the PBA, tasks will assess 3.OA.3. This CCSS has been split into 4 Evidence Statements. The full text of 3.OA.3 is listed in the CCSS.

For Type 1 tasks, “Evidence Statement Text” may represent all or part of CCSS.

“Clarifications” provide item

developers with guidance on the depth

and breadth of the tasks.

“MP” - Mathematical Practices provide guidance on how content should be

connected to practices.

Integrative Evidence Statements

3. Integrative evidence statements that express plausible direct implications of the standards without going beyond the standards to create new requirements

An Evidence Statement could be integrated across• Grade/Course – Ex. 4.Int.2 (Integrated across

Grade 4)• Domain – F.Int.1 (Integrated across the Functions

Domain)• Cluster - S-ID.Int.1 (Integrated across S-ID

Interpreting Categorical & Quantitative Data )The extension numbers “.1, .2, 3-3” on all “Int” Evidence Statements are

used for numbering/ordering purposes for item developers.


Key Evidence Statement Text Clarifications, limits, emphases, and other information intended to ensure appropriate variety in tasks

Relationship to MP

4.Int.1 Solve one-step word problems involving adding or subtracting two four-digit numbers.

The given numbers are such as to require an efficient/standard algorithm (e.g., 7263 + 4875, 7263 – 4875, 7406 – 4637). The given numbers do not suggest any obvious ad hoc or mental strategy (as would be present for example in a case such as16,999 + 3,501 or 7300 – 6301, for example).

i) Grade 4 expectations in CCSSM are limited to whole numbers less than or equal to 1,000,000; for purposes of assessment, both of the given numbers should be limited to 4 digits.

MP.1

Draws on content from ALL of grade 4

Grade/Course – Ex. 4.Int.1 (Integrated across Grade 4)


Cluster - S-ID.Int.1(Integrated across S-ID Interpreting Categorical & Quantitative Data )Algebra I EOY

Sub-claim C and Sub-claim D Evidence Statements

37

Within these Subclaim C (Reasoning) and Subclaim D

(Modeling) Evidence Statements, the Content Scope lists the CCSS

that will be assessed

Within “Evidence Statement Key”, these Evidence

Statements will address Subclaim C (Reasoning) and

Subclaim D (Modeling) .

Please note within 3.C.7 and 3.D.2, the Evidence Statements will address on grade level Reasoning (3.C.7) and Modeling

(3.D.2) but will utilize “securely held (grade 2) content”.

Claim C & D – HS Geometry

4. Sub-claim C & Sub-claim D Evidence Statements, which put MP. 3, 4, 6 as primary with connections to content

Sub-claim C and Sub-claim D Evidence Statements

39

Key Evidence Statement Text Clarifications, limits, emphases, and other information intended to ensure appropriate variety in tasks

Relationship to MP

HS.C.5.11 Given an equation or system of equations, reason about the number or nature of the solutions.Content scope: A-REI.11, involving any of the function types measured in the standards.

i) For example, students might be asked how many positive solutions there are to the equation ex = x+2 or the equation ex = x+1, explaining how they know. The student might use technology strategically to plot both sides of the equation without prompting.

MP.3

High School Evidence Statement Subclaim C (Reasoning)

Fluency Evidence Statement – Gr 4Evidence Statement

Key Evidence Statement

Text Clarifications

4.NBT.4-1 Fluently add multi-digit whole numbers using the standard algorithm.

The given addends are such as to require an efficient/standard algorithm (e.g., 7263 + 4875). Addends in the task do not suggest any obvious ad hoc or mental strategy (as would be present for example in a case such as 16,999 + 3,501). i) Tasks do not have a context. ii) Grade 4 expectations in CCSS are limited to whole numbers less than or equal to 1,000,000; for purposes of assessment, both of the given numbers should have 4 digits.

4.NBT.4-2 Fluently subtract multi-digit whole numbers using the standard algorithm.

The given subtrahend and minuend are such as to require an efficient/standard algorithm (e.g. 7263 -4875 or 7406 - 4637). The subtrahend and minuend do not suggest any obvious ad hoc or mental strategy (as would be present for example in a case such as 7300 - 6301. ). i) Tasks do not have a context. ii) Grade 4 expectations in CCSS are limited to whole numbers less than or equal to 1,000,000; for purposes of assessment, both of the given numbers should have 4 digits.

Integral pieces to the Math assessments….What you need to know

For mathematics, knowing which evidence statements are eligible for the performance-based assessment (PBA) and the end-of-year assessment (EOY) with accompanying content clarifications and limits is essential.

Also essential in mathematics is to demonstrate the coherent nature of the standards. As such, some evidence statements include more than one standard.



Descriptors


PARCC Performance Level Descriptors

Capture how ALL students perform

Show understandings and skill development across the spectrum of standards and complexity levels assessed

Capturing What Students Can Do

Performance Level DescriptorsPARCC will report students achievement using PLDs and scaled scores

• Level 5: Students performing at this level demonstrate a distinguished command of the knowledge, skills, and practices embodied by the Common Core State Standards assessed at their grade level.

• Level 4: Solid command…• Level 3: Moderate command…• Level 2: Partial command…• Level 1: Minimal command…

NOTE – Level 4 is considered to be “remediation free”

Factors that determine the performance levels (Cognitive Complexity)

Cognitive

Complexity

1. Mathematical Content

2. Mathematical

Practices

3. Stimulus Material

4. Response Mode

5. Processing Demand

47

Looking at the PLDs

Gives the Conceptual

Concept the PLD is based on

Gives the Sub-Claim that the PLD is written for (A-Major Content)

Gives the PLD by performance level ranging from 2-5. Level 1 indicates a range from no

work shown to Minimal command

http://www.parcconline.org/plds



Master Claim: On-Track for college and career readiness. The degree to which a student is college and career ready (or “on-track” to being ready) in mathematics. The student solves grade-level /course-level problems in mathematics as set forth in

the Standards for Mathematical Content with connections to the Standards for Mathematical Practice.

Sub-Claim A: Major Content1 with Connections to Practices

The student solves problems involving the Major Content1 for her

grade/course with connections to the Standards for Mathematical

Practice.

Sub-Claim B: Additional & Supporting Content2 with Connections to

PracticesThe student solves problems involving

the Additional and Supporting Content2 for her grade/course with connections to the Standards for

Mathematical Practice.

Sub-Claim E: Fluency in applicable grades (3-6)

The student demonstrates fluency as set forth in the Standards for Mathematical

Content in her grade.

Claims Structure: Mathematics

Sub-Claim C: Highlighted Practices MP.3,6 with Connections to Content3

(expressing mathematical reasoning)The student expresses grade/course-

level appropriate mathematical reasoning by constructing viable

arguments, critiquing the reasoning of others, and/or attending to precision

when making mathematical statements.

Sub-Claim D: Highlighted Practice MP.4 with Connections to Content (modeling/application)

The student solves real-world problems with a degree of difficulty appropriate to the grade/course by applying knowledge and skills articulated in the standards for the

current grade/course (or for more complex problems, knowledge and skills articulated in the standards for previous grades/courses), engaging particularly in the Modeling practice, and where helpful making sense of problems and persevering to solve them (MP. 1),reasoning abstractly and quantitatively (MP. 2), using appropriate

tools strategically (MP.5), looking for and making use of structure (MP.7), and/or looking for and expressing regularity in repeated reasoning (MP.8).

Total Exam Score Points: 82 (Grades 3-8), 97 or 107(HS)

12 pts (3-8),18 pts (HS)


~37 pts (3-8),~42 pts (HS) ~14 pts (3-8),

~23 pts (HS)

14 pts (3-8),14 pts (HS)


7-9 pts (3-6)

1 For the purposes of the PARCC Mathematics assessments, the Major Content in a grade/course is determined by that grade level’s Major Clusters as identified in the PARCC Model Content Frameworks v.3.0 for Mathematics. Note that tasks on PARCC assessments providing evidence for this claim will sometimes require the student to apply the knowledge, skills, and understandings from across several Major Clusters.2 The Additional and Supporting Content in a grade/course is determined by that grade level’s Additional and Supporting Clusters as identified in the PARCC Model Content Frameworks v.3.0 for Mathematics. 3 For 3 – 8, Sub-Claim C includes only Major Content. For High School, Sub-Claim C includes Major, Additional and Supporting Content.

Is on both PBA and EOY

Represents about 70% of instructional

time

typicallyEOY

(check evidence tables)

PBA

C and D tie

into A

Ties into sub-

claim A

Sub-claims C,D, and E = practice connected to

standards = rigor

Standards for Mathematical Practice

Make sense of problems and persevere in solving them

Reason abstractly and quantitatively Construct viable arguments and

critique the reasoning of others (Claim C PBA)

Model with mathematics (Claim D PBA) Use appropriate tools strategically Attend to precision (Claim C PBA) Look for and make use of structure Look for and express regularity in repeated

reasoning

Scroll, keyboarding skills

Video, multiple choice

drag and drop

Equation builder

Practice with Technology Assessments - The Next Generation

nextgen.apps.sparcc.org

http://nextgen.apps.sparcc.org/



The assessment is based on the CCSS; therefore it is imperative that students have access to the standards during instruction

Start using multiple answer questions in classroom assessments

Use your state as well as PARCC’s standards supporting materials

Students should see assessment questions that match the rigor of the PARCC assessments

#1: Use the Standards in Teaching

#2: Prepare for AssessmentsPD Modules – developed by EPIC Learning

5 Modules being developed

PARCC Common Assessments Overview (release in June 2014)

PARCC Accessibility System (release in July 2014)

Taking the tutorial and practice test is the best way to become more familiar with PARCC tools and functionalities

#3 Take, Share, and Help Students

Take the Tutorial and Practice Test

Tutorial

All Students

• Logging in with a username and password

Students Identified Ahead of Time

• Using a line reader tool

• Using a masking tool

• Text to speech - highlights words as it is reading

*NOTE - these tools are available for all students to try in the tutorial, but will only be available for pre-designated students for testing

Math Students

• Equation Editor

o Using math symbol keys for fractions, mixed numbers, greater than, less than, parenthesis

o Using keys for not equal, brackets, exponent

o Using keys for clear, undo, redo, backspace

o Using left, right, up, down keyboard arrows to navigate through a problem

o Using combination math/text typing boxes and only math typing boxes.

http://practice.parcc.testnav.com/

Online Samples & Tutorial

TestNav Toolbar Navigation

• Blue arrow advances to next item.

• Review button allows you to go back IN THE SAME SECTION of the test to look at marked items

• Flag button marks the items student wants to return to later

• Tools -

o Pointer

o Ruler - to ¼” or ⅛”

o Protractor

o Calculator - type will vary by grade

o Answer Eliminator

*available on all tests

Guest Icon - Drop Down Menu

• Change background/foreground color

• Open text magnifier tool

• Show/Hide line reader tool

• Logout


Practice Tests

Available NOWComing in Fall

2014

ELA – Full length PBA

Math – Full length EOY

One test per grade level or course

Full length EOY for ELA

Full length PBA for Math

One test per grade level or course

http://practice.parcc.testnav.com/#



66

How can I learn how to use the online platform?

PARCC Tutorial

Where can I practice using accessibility features on specific items?

PARCC Sample Items

How can I practice more? I want to see lots of item types!

PARCC Practice Tests

What if my students need text-to-speech or screen readers?

Text-to-Speech Tutorial & Screen Reader Accessible Practice Tests

Bringing the Online Platform to Life

Kasey Dunlap

ELA/School Improvement ConsultantClermont County Educational Service Center

[email protected]

www.ccesc.org

[email protected]

@clermontELA

Technology Updatehttp://www.parcconline.org/technology

http://www.parcconline.org/technology

http://www.parcconline.org/technology

October 2014 TestNav ReleaseThe features below will be included in the October 2014 TestNav Release 8.1:

• New Accessibility Features - Screen Reader support for basic items &

TestNav Chrome- Personal Needs Profile (PNP)

• Scoreable Practice Tests• Proctor Cache Software Upgrade • Navigation Updates

- Update to the logoff & submit test user interface

- Fix accuracy of # of items on welcome screen

• New Tools- Add TI-108 Basic and TI-30 Scientific

Calculator- Notepad tool – allows keyboard input- Magnifier tool will be rectangle instead of

circle

January 2015 TestNav Release

The features below will be included in the January 2015 TestNav Release 8.2:

• New Accessibility Features - Screen Reader support improvements- Low color contrast option- White listing

• New Items/ Tools- Audio capture responses – Pilot (POC)- Group sources in Match Interactions to allow 1

answer per row/column- Move from mathJax 2.2 to mathJax 2.3 for

annotation support• Navigation

- Multi-Day Testing – support student make-up dates

- Add exit & submit button to review screen

Grades 3 – 5 will not allow for calculator usage.

Grades 6-7 will allow for an online four function calculator with square root.

Grade 8 will allow for an online scientific calculator.

High School will allow for an online calculator with functionalities similar to that of a TI-84 graphing calculator.

Provide calculator accommodations on the non-calculator test sessions of the mathematics summative assessments for SWD who meet the eligibility criteria

SuggestedCalculator/

Non CalculatorSessions

Student Test Supports – (Math)Calculators and Reference Sheets

Reference Sheets for grades 5 – 8 and HS

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Field Test Training Module – Accessibility Features and Accommodations with Computer-Based Testing

3rd Edition of PARCC Accessibility and Accommodations Manual

PDF version of PARCC Practice Tests Large print PDF versions of PARCC Practice

Tests Braille version of PARCC Practice Tests Tactile version of PARCC Practice Tests PNP (Personal Needs Profile) List of assistive technologies that have no

known interference with TestNav

Resources to be Available in Late Fall

on the road to the next generation assessments

Documents

science units

unit of american history

unit of american government

american government

unit of algebra

course tests

unit of physical sciences

space science