Elementary PARCC Practice Tests
Instructional Implications
Dr. Lowery’s Message
MSDE Credit
• 1 Credit for attending 7 sessions over 2 days.
• Teachers need to get their card “stamped” at the
end each session.
• After 7 stamps ask that presenter for the CPD
form in exchange for the card (or the Command
Center).
• A second CPD credit can be earned for
presenting at your home school – see
blackboard for the information later.
Session Materials
msde.blackboard.com
Click Maryland Professional
Learning Resources
Session Materials
Click Here
Session Materials
Click Session
Information
For this session select A103
Session Focus
Explore PARCC sample
assessments and
collaborate to determine
instructional implications
Questions
• If you have questions any time
during the session, feel free to
ask.
• If we are unsure we will put the
question in the PARKING LOT
and consult a MSDE
representative for an answer.
Norms
• Listen and Participate
• Limit Sidebar Conversations
• Be Open to New Ideas
• Use Technology Responsibly
Who are we?
• Shana Sterkin
– Prince Georges
County Public
Schools
– Shana.sterkin@pg
cps.org
• Coliena Ayele
– Montgomery
County Public
Schools
– Middle School
Teacher
– Coliena_B_Ayele@
mcpsmd.org
• Dr. Nicole Gavin
– Baltimore City
Schools
– Lead teacher/ staff
developer
– explr1@yahoo.com
Who are we?
PK-2 Teacher
3-5 Teacher
Support teacher
Administrator
Central Office
Other…
Keep in Mind…
We are in transition to
PARCC, we don’t have
all of the answers, but
we have resources to
support all stakeholders
as we make this
transition.
Purpose of the Practice Tests
•
•
•
•
Format
Types of Assessment Items
Professional Learning
Familiarizing stakeholders with the
PARCC assessment.
http://practice.parcc.testnav.com/#
PARCC Tutorial
At your own pace,
go through the
PARCC tutorial to
familiarize yourself
with the available
tools.
http://practice.parcc.testnav.com
Click on TUTORIAL
PARCC COMPREHENSIVE
ACCESSIBILITY POLICIES
17
Accessibility Features
• Available to all students (i.e., not limited to students with IEPs, 504
plans, or ELs), but will be selected and “turned on” by a school-based
educator prior to the assessment, based on each student’s Personal
Needs Profile (PNP).
• Based on each student’s individual needs, a PNP is created for the
student to ensure that he or she receives appropriate access without
the distraction of other tools and features that are not required by the
student.
• Although a school-based educator will enable specific accessibility
features for students, the student will decide whether or not to use the
feature. Accessibility features will be readily available on the
computer-delivered testing platform.
Expanding Access: A Teacher’s Guide
http://ca539dfd55636c55e922fd4c048d1c793e15a27f954b34a49d25.r49.cf1.rackcdn.com/PARCCTeacherG
18
uideBrochure(Final%20Web).pdf
Accessibility Features for All Students on the
Computer-Based Test Mode
Accessibility Features for All Students Assigned the Computer-Based Test
Mode
Audio Amplification
Blank/Scratch Paper (provided by test administrator)
Eliminate Answer Choices
Flag Items for Review
General Administration Directions Clarified (by test administrator)
General Administration Directions Read Aloud and Repeated (by test
administrator)
Text Highlighter Tool
Headphones or Noise Buffers
Line Reader
Magnification/Enlargement Device
Pop-Up Glossary
Redirect Student to Test (by test administrator)
19
Writing Tools
MATHEMATICS
Thinking About Math
As we explore the content of the math items, think
about…
• Which mathematical practices would students
apply to each test item to reach proficiency?
• What are the implications for instruction?
• What kinds of instructional activities should be
implemented in the classroom before students
take the PARCC assessment?
What is available from PARCC for Math?
Sample Items – These are grade banded (3-5)
with some performance based tasks for math.
Practice Test – Grade leveled, End of the year
only practice assessment (task type 1 – machine
scoreable).
SAMPLE ITEMS
• Take a look at the 6 sample items for 3-5 math.
• Which questions are performance based
questions?
Note: Performance Based Tasks for math will be
released this fall.
http://practice.parcc.testnav.com
Click on SAMPLE ITEMS
#3 Grade 3
(3.NBT.2, 3.OA.4, 3.MD.7B)
#5 Grade 4 (4.OA.1,2,3)
PRACTICE TEST
• Practice tests are end-ofyear (EOY).
• Let’s take a look at some
examples from the practice
test for grade 4.
– The examples represent
some of the focus clusters
http://practice.parcc.testnav.com
Click on PRACTICE TEST
Thinking About Math
As we explore the content of the math items, think
about…
• Which mathematical practice would students
apply to each test item to reach proficiency?
• What are the implications for instruction?
• What kinds of instructional activities should be
implemented in the classroom before students
take the PARCC assessment?
Standards for Mathematical Practices
ENGLISH LANGUAGE
ARTS/LITERACY
PARCC Assessment Design
English Language Arts/Literacy and Mathematics, Grades 3-11
Optional/Flexible Assessments
Diagnostic Assessment
• Early indicator of
student knowledge and
skills to inform
instruction, supports,
and PD
Summative,
Required
assessment
Mid-Year Assessment
• Performance-based
• Emphasis on hard-tomeasure standards
• Potentially summative
Performance-Based
Assessment (PBA)
• Extended tasks
• Applications of concepts
and skills
Interim, optional
assessment
Speaking And Listening
Assessment
• Locally scored
• Non-summative, required
End-of-Year
Assessment
•Innovative, computer-based
items
PARCC Terms
PARCC Terms
What type of question?
What type of question?
RL.9-10.2(1)
RL.9-10.1(2)
What type of question?
Designing the ELA/Literacy PBAs
• Three Types of Tasks
• Narrative Writing
• Literary Analysis
• Research Simulation
• PARCC assessment designers created Task Generation
Models (TGM) for each type of task above to guide and
focus test development
Approx. Min./Max. Passage Length
• Grades 3 – 5 - 200 – 800 words
Extended =
Upper End
• Grades 6 – 8 - 400 – 1,000 words
• Grades 9 – 11 - 500 – 1,500 words
Grade 4 Literary Analysis Tasks
• Task Generation Models
– Analysis of structural elements
– Central Idea/Lesson of literature
– Character(s), setting(s) or event (s)
– Authors’ study
– Connecting a text and a companion visual
or oral presentation of that text
Grade 4 Research Simulation Tasks
• Task Generation Models
– Analyzing the relationship between a
series of concepts
– Analyzing the role of illustrations
Thinking About ELA
As we explore the content of the ELA items,
think about..
• Which ELA strands/standards would
students apply to each test item to
reach proficiency?
• What are the implications for
instruction?
Research Simulation – Gr. 4
The example we will look at is from fourth
grade. It is a research simulation that reflects
the literacy standards for science and
technical subjects. There are three texts for
students.
The Texts
• “The Wild Horses of Assateague Island”
• Video
• “Wild Ponies of Chincoteague”
Read/view the texts, and answer the questions.
Discuss the skills and knowledge required by
students to respond to the questions and essay
Thinking About ELA
As we explore the content of the ELA items,
think about..
• Which ELA strands/standards would
students apply to each test item to
reach proficiency?
• What are the implications for
instruction?
Putting it all Together…
Think About…
Now that we have explored the
PARCC website and talked about
implications for instruction, how do
you see this resource being used
with ALL Stakeholders?
Other Resources
PARCC
Prototypes
http://www.parcco
nline.org/samples/
item-taskprototypes
Mathematics
ELA/Literacy
PARCC Update Alerts
http://www.p
arcconline.or
g/PARCCUpdatesNewsletter
Thank you!
Questions?