Illinois State Board of Education
A New Vision for Illinois Assessment:
Problems Worth Solving
Tests Worth Taking
October, 2013
What Is PARCC?
The Partnership for Assessment of Readiness for
College and Careers:
 Made up of 19 states + DC and US Virgin Islands
 KY and PA are participating states
 Developing common, high-quality math and English
language arts (ELA) tests for grades 3–11
Computer-based and linked to what students need to
know for college and careers
For use starting in the 2014–15 school year
Why New Assessments Now?
The Common Core State Standards are here and better
standards require better tests.
Unlike many current tests, PARCC tests will be engaging
and will test the critical-thinking and problem-solving skills
students need to succeed in school and life.
Validity of interpretation for large-scale assessment data rests squarely
on the close alignment of assessment items with curriculum.
PARCC’s Fundamental Advance
PARCC is designed to reward quality
instruction aligned to the Standards, so the
assessment is worthy of preparation rather
than a distraction from good work.
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PARCC Assessment Priorities
1. Determine whether students are college- and career-ready or on track
2.
Compare performance across states and internationally
3. Assess the full range of the Common Core Standards, including
standards that are difficult to measure
4. Measure the full range of student performance, including the
performance of high and low performing students
5. Provide data during the academic year to inform instruction,
interventions and professional development
6. Provide data for accountability, including measures of growth
7. Incorporate innovative approaches throughout the system
PARCC’s Core Commitments to
Mathematics Assessment Quality
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•
Focus: PARCC assessments will focus strongly on where the Standards
focus. Students will have more time to master concepts at a deeper
level.
•
Problems worth doing: Multi-step problems, conceptual questions,
applications, and substantial procedures will be common, as in an
excellent classroom.
•
Better Standards Demand Better Questions: Instead of reusing existing
items, PARCC will develop custom items to the Standards.
•
Fidelity to the Standards: PARCC Evidence Statements are rooted in the
language of the Standards so that expectations remain the same in both
instructional and assessment settings.
What Are the Shifts at the Heart of
PARCC’s Design?
1. Focus: The PARCC assessment will focus strongly where the
Standards focus.
2. Coherence: Think across grades and link to major topics
within grades.
3. Rigor: In major topics, pursue
conceptual understanding,
procedural skill and fluency,
and application.
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Research Strategy for Validation of
College and Career Ready Scores
• Some material has been removed from the original PowerPoint.
(modified by Jim Olsen)
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CCRD: Placement
NOT Admission
A College and Career Ready Determination on the PARCC assessments indicate:
• Mastery of the core competencies in the Common Core State Standards identified
by postsecondary education faculty as prerequisites for and key to success in entrylevel, credit-bearing courses in English and mathematics
• Readiness for placement into entry-level, credit-bearing courses in ELA and
mathematics
A College and Career Ready Determination will not:
• Determine admission to college or university
• Replace college/university tests to place students into higher level mathematics
and English courses
• Address non-traditional students who delay enrollment
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Assessments
ELA/Literacy and Mathematics, Grades 3–11
Beginning of
School Year
End of
School Year
Flexible administration
Diagnostic
Assessment
Mid-Year
Assessment
PerformanceBased
Assessment
End-of-Year
Assessment
Speaking and
Listening
Assessment
Key:
Optional
Required
Evidence-Centered Design (ECD)
for the PARCC Assessments
Claims
Design begins
with the
inferences
(claims) we want
to make about
students
Evidence
Tasks
In order to support
claims, we must
gather evidence
Tasks are designed
to elicit specific
evidence from
students in support
of claims
ECD is a deliberate and systematic approach to assessment development that
will help to establish the validity of the assessments, increase the
comparability of year-to year results, and increase efficiencies/reduce costs.
Claims for Mathematics
Master Claim: Students are on-track or ready for college and
careers
Sub-claim A: Students solve
problems involving the
major content for their grade
level with connections to
practices
Sub-Claim B: Students solve
problems involving the
additional and supporting
content for their grade level
with connections to practices
Sub-Claim D: Students solve
real world problems
engaging particularly in the
modeling practice
Sub-claim C: Students
express mathematical
reasoning by constructing
mathematical arguments and
critiques
Sub-Claim E: Student
demonstrate fluency in areas
set forth in the Standards for
Content in grades 3-6
Evidence-Centered Design (ECD) for
the PARCC Assessments
Claims
Evidence
Design begins with
the inferences
(claims) we want to
make about
students
In order to
support
claims, we
must gather
evidence
Tasks
Tasks are designed
to elicit specific
evidence from
students in support
of claims
ECD is a deliberate and systematic approach to assessment development that
will help to establish the validity of the assessments, increase the
comparability of year-to year results, and increase efficiencies/reduce costs.
Evidence Statement Tables:
Types of Evidence Statements
Several types of evidence statements are being used to
describe what a task should be assessing, including:
1. Those using exact standards language
2. Those transparently derived from exact standards language,
e.g., by splitting a content standard
3. Integrative evidence statements that express plausible direct
implications of the standards without going beyond the
standards to create new requirements
4. Sub-claim C & D evidence statements, which put MP.3, 4, 6 as
primary with connections to content
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What I consider:
The BIG THREE
• The Common Core State Standards (themselves)
• PARCC Model Content Frameworks
• The Evidence Tables (under Assessment Blueprints and
Test Specifications)
15 Source: Appendix D of the PARCC Task Development ITN on page 17
Overview of Task Types
• The PARCC assessments for mathematics will involve
three primary types of tasks: Type I, II, and III.
• Each task type is described on the basis of several
factors, principally the purpose of the task in
generating evidence for certain sub claims.
16 Source: Appendix D of the PARCC Task Development ITN on page 17
Overview of PARCC
Mathematics Task Types
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
•
Sub-claims A, B and E
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
Sub-claim C
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
Sub-claim D
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For more information see PARCC Task Development ITN Appendix D.
Type I
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Type II
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Type III
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Algebra II/Math III Sample Task
Algebra II/Math III Sample Task
Algebra II/Math III Sample Task
Claims Structure: Mathematics
Master Claim: On-Track for college and career readiness. The degree to which a student is college and career ready (or “ontrack” to being ready) in mathematics.
Total Exam Score Points:
82 (Grades 3-8), 97 or 107(HS)
Sub-Claim A: Major Content1
with Connections to Practices
~37 pts (3-8),
~42 pts (HS)
Sub-Claim B: Additional &
Supporting Content2 with
Connections to Practices
~14 pts (3-8),
~23 pts (HS)
Sub-Claim D: Highlighted Practice MP.4 with
Connections to Content (modeling/application)
12 pts (3-8),
18 pts (HS)
6 pts (Alg II/Math 3 CCR)
Sub-Claim C: Highlighted Practices
MP.3,6 with Connections to
Content3 (expressing mathematical
reasoning)
.
14 pts (3-8),
14 pts (HS)
4 pts (Alg II/Math 3 CCR)
Sub-Claim E: Fluency in applicable
grades (3-6)
7-9 pts (3-6)
PARCC Information Release
July 2013
 Summative assessment cost estimates
 Final English Language Learners policy
 Final accommodations manual for students with disabilities
 Final performance level descriptors for all grades/courses in
ELA/literacy and mathematics
August 2013
 Additional sample items
 Specific information about windows for traditional and block
scheduling, when assessment components will be available
within the window, models of what PARCC will look like in
schools, and proctor requirements
Questions
Contact
Heather Brown – hedi0201@me.com
Jennie Winters – jwinters@lake.k12.il.us
For “End-of-Course” Questions, email Rachel Jachino,
rjachino@isbe.net
Any publicly released assessment policies, item prototypes,
PARCC Model Content Frameworks, and other valuable resources
can be found at www.PARCConline.org
www.facebook.com/ilmathcommoncore
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