Quality Criteria
for Selecting
Texts Worth
Reading
September 2012
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PARCC’s Fundamental Advance
PARCC is designed to reward quality
instruction aligned to the Standards, so the
assessment is worthy of preparation
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THAT’S WHY. . .
Rigorous passage selection is so essential
to PARCC: Texts shape both the nature and
the quality of the questions students can
be asked.
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Five PARCC Criteria for Selecting Texts
Worth Reading
I.
Texts Are Complex: PARCC assessments follow the staircase of text
complexity in the CCSS to ensure assessments track student progress
each year towards college and career readiness.
II.
Texts Are Diverse: PARCC texts stem from across the disciplines (e.g. ELA,
history, science and technical subjects), are written by authors with
diverse backgrounds, reflect the CCSS prescribed balances of literature
and informational text, and appeal to a wide range of student audiences.
III. Texts Are Authentic: PARCC texts are authentic works of exceptional craft
and/or rich repositories of ideas and information rather than
commissioned-for-the-test passages lacking sufficient evidence,
organization, and style.
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Five PARCC Criteria for Selecting Texts
Worth Reading, cont’d
IV. Texts Are Paired Effectively: PARCC text pairings, where required
by the CCSS, have meaningful and significant points of
comparison that invite questions beyond superficial observations.
V. Texts Meet Demands of Bias and Sensitivity Guidelines: PARCC
texts are carefully vetted to ensure that while they pique student
interest and appeal to a wide audience, they avoid highly
controversial topics that may be troublesome to students.
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Criterion I. Texts Are Complex
• Grade-appropriate text complexity is integral to the shifts the CCSS
bring to both instruction and assessment.
• Research shows that the ability to read and understand complex text
is what differentiates high performers from low performers and
indicates readiness for college and careers. Appendix A of the CCSS
summarizes this research: http://www.corestandards.org/thestandards
• The PARCC Passage Selection Guidelines provide an important
methodology for selecting complex texts for both assessment and
instruction.
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Process for Selecting Complex Texts
As the guidelines show,
• PARCC will use three quantitative measures, two of which must
agree, to locate a text within a grade band, based on the latest
research on text complexity.
• After locating a text within a grade band, PARCC will use a range of
qualitative measures to narrow the placement of the text into a grade
level and further classify texts as readily accessible, moderately
complex, or highly complex.
• Finally, PARCC will record a rationale to describe how both the
quantitative and qualitative analyses were considered to inform the
final grade-level designation.
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Quantitative Measures
• PARCC will use the following quantitative measures:
– The Lexile Framework For Reading by MetaMetrics
– Reading Maturity by Pearson
– SourceRater by Educational Testing Service
• PARCC will use the updated text complexity grade bands and associated
ranges of multiple measures from Appendix A of the CCSS
Common
Core Band
2nd – 3rd
4th-5th
6th-8th
9th-10th
11th-CCR
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The Lexile
Framework
Reading Maturity
SourceRater
420 - 820
740 - 1010
925 - 1185
1050 - 1335
1185 - 1385
3.53 – 6.13
5.42 – 7.92
7.04 – 9.57
8.41 – 10.81
9.57 – 12.00
0.36-5.62
3.97-8.40
5.85-10.87
8.41-12.26
9.62-13.47
Source: http://www.corestandards.org/assets/E0813_Appendix_A_New_Research_on_Text_Complexity.pdf
Qualitative Measures
• PARCC will use the Informational Complexity Analysis Worksheet and
the Literary Complexity Analysis Worksheet to provide reviewers with
rubrics to analyze text complexity and place a text within a specific
grade
• These worksheets are valuable tools for educators as they analyze
texts for use in instruction as well as assessment.
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Qualitative Measures, cont’d
Complexity Analysis Worksheet
Criteria for
Qualitative Analysis:
•Purpose / Meaning
•Text Structure
•Language Features
•Knowledge Demands
•Use of Graphics
•Audio Stimulus
•Visual/Video Stimulus
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Criterion II. Texts Are Diverse
• PARCC passages will be of exceptional craft, will span eras, cultures, and
genres, and/or be a rich repository of accurate ideas and information
• Overall, the assessment will align to the balance of literary to informational
texts as required by the CCSS
• Specific texts (or text types) named in the standards will be included:
• Literary Text Types: poetry, drama, fiction, and multimedia
• Informational Text Types: literary nonfiction, history/social science texts,
science/technical texts, and multimedia
• Specific Texts Named in the CCSS: for example, U.S. foundational documents,
American literature, etc.
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Criterion III. Texts Are Authentic
1. Texts will illustrate superior, professional-quality literary or informational
writing, e.g., demonstrate coherence, thorough development of ideas,
clear use of evidence and details, and effective structure.
2. Texts will reflect a professional editing process, e.g., demonstrate mature
use of syntax and diction and be polished and error-free.
3. If an excerpt from a larger work, the text will carry a sense of
completeness and maintain the author’s original intent.
4. Graphics, photographs, and other visual images (artwork) within an
authentic text will usually accompany the text to maintain authenticity.
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Criterion IV. Passages Are Paired
Effectively
Paired passages on PARCC will occur sparingly.
•They will treat the same general topic but also contain more focused ideas related to
the broader topic (e.g., not two texts simply about bees but texts that treat ideas like
the beneficial effects of bees).
•The passage pairs will have discernible and significant points of comparison that invite
questions beyond superficial observations, e.g., questions about authors’ points of
view or focus and quality of evidence, differences in emphasis, significant omissions
and/or inclusions of ideas, or changes original to derivative text.
•They will lend themselves to synthesis of ideas so students can develop a coherent
understanding of the topic.
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Standards Call for Seven Types of Paired
Passages (often also requiring certain
genres or works)
1. Comparing literary elements, including theme (e.g., RL.3.9, RL.4.5,
RL.6.9, RL.11-12.9)
2. Comparing central ideas, topics, including same event and point of
view (e.g., RI.3.9, RI.4.6, RI.8.9, RI.9-10.9, RH.11-12.6)
3. Comparing and/or analyzing different versions of the same text (e.g.,
RL.4.7, RI. 7.7, RI.8.7, RL.11-12.7)
4. Analyzing how ideas are transformed from one text to another
(RI.6.9, RL.7.9, RST.6-8.9, RL.9-10.9, RH.9-10.9)
5. Integrating information for a purpose (e.g., RI.4.9, RI.5.9, RH.11-12.9)
6. Comparing structure of texts (e.g., RI.5.5, RL.8.5)
7. Analyzing supplemental elements (e.g., RL.3.7, Ri.3.7, RI.4.7, RI.5.7)
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Criterion V. Texts Meet Demands of Bias
and Sensitivity Guidelines
The Common Core Standards have broadened the construct of reading
to include reading for information across many disciplines.
•As a result, the texts on the PARCC literacy assessments will cover a
broad range of topics.
•Although extremely controversial topics (e.g., abortion) will be avoided,
other formerly “taboo” topics (e.g., the Civil War, dinosaurs, divorce)
may be part of the PARCC assessments.
•PARCC recognizes it is vital to handle all topics in a way that is
respectful of students’ potential reactions.
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Other Considerations for Selecting
Quality Texts
• Research Tasks: For tasks that simulate research, one text serves as
the anchor text, providing foundational knowledge and leading
naturally to additional reading and exploration.
• Multimedia: If a video or audio stimulus is used, it meets the same
quality criteria as for other texts, and its quality of sound and/or
video are appropriate for use on assessments.
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Remember--High-Quality Passages Are a
PARCC Priority!
PARCC sees rigorous passage selection as essential and is committed to
creating assessments that utilize “texts worth reading”:
•Text complexity and quality shape both the nature and the quality of
the questions students can be asked on assessments
•Texts are also the foundation for preparing students for the linguistic
and knowledge rigors of college and the workplace
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Partnership for Assessment of Readiness for College and Careers
www.parcconline.org