PARCC ELA Evidence Tables
September 25, 2014
Today’s Outcomes
• Identify how Evidence-Centered Design informs
the PARCC Summative Assessment.
• Identify the PARCC Evidence Tables and how
educators can use them for meaningful
professional learning opportunities.
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Evidence-Centered Design for the
PARCC Assessments
Claims
Design begins with
the inferences
(claims) we want to
make about
students.
Evidence
In order to support
claims, we must
gather evidence.
Tasks
Tasks are designed
to elicit specific
evidence from
students in support
of claims.
Evidence-centered design 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 and reduce costs.
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PARCC Student Claims
Major Claim
Major Claim
Subclaim
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Subclaim
Subclaim
Subclaim
Subclaim
Subclaim
What are ELA Evidence tables?
• The tables contain the Reading, Writing and Vocabulary major
claims and the evidences to be measured on the PARCC
Summative Assessment.
• Evidences are attached to the Reading, Writing and Vocabulary
claims presented by PARCC.
• Evidences describe what students might say or do to
demonstrate mastery of the standards.
• An item on the PARCC assessment may measure multiple
standards and multiple evidences.
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Reading an Evidence Table
Grade
Claim
Standards:
RL –Reading
Literary
RI – Reading
Information
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Evidences
Reading an Evidence Table for
Grades 6 -11
Standards:
In Grades 6 – 11
Literacy Standards
for Reading
History/Social
Studies and for
Reading
Science/Technical
are added
RH – Reading
History/Social
Studies
RST – Reading
Science/Technical
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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 items are
focused on reading or writing. These standards are:
– Reading Standard One (Use of Evidence)
– Reading Standard Ten (Complex Texts)
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Standard 1 Always at Play
Evidence
Summary
Standard 1
Point of
Multi-View
media
Focused on a student’s ability to find text-based
evidence for generalizations, conclusions, or
inferences drawn
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Standard 10 Always at Play
Standard 10
Literary
Elements
Information
/Literary
Reading
Comparison
Structure
Focused on comprehension of informational and literary texts
independently and proficiently.
Writing
Focused on writing routinely for a range of tasks, purposes, and
audiences.
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Each task can assess more than
one standard and more than one
evidence statement.
For example….
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3rd Grade Sample Task
Informational Text
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Claim, Standards and Evidence
Statements Assessed
PARCC Claim: Students read and demonstrate comprehension of grade
level complex informational text.
PARCC Subclaim: Reading Informational Text
Standards Assessed
RI.1: Ask and answer questions to demonstrate an understanding…..
RI.2: Determine the main idea of a text; recount the key details ….
Evidence Statements:
Provide an answer that shows understanding of a text. RI.1
Provides a statement of the main idea of a text. RI.2
Provides a recounting of key details in a text RI.2
Provides an explanation of how key details in a text support the main
idea. RI. 2
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7th Grade Sample Item (prototype)
You have read two texts and watched a video describing Amelia
Earhart. All three include information that supports the claim that
Earhart was a daring, courageous person. The three texts are:
• “The Biography of Amelia Earhart”
• “Earhart’s Final Resting Place Believed Found”
• “Amelia Earhart’s Life and Disappearance” (video)
Consider the argument each author uses to demonstrate Earhart’s
bravery.
Write an essay that analyzes the strength of the arguments related
to Earhart’s bravery in at least two of the texts. Remember to use
textual evidence to support your ideas.
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Claim, Standards and Evidence
Statements Assessed
• PARCC Claim: Students write effectively when using and/or analyzing
sources.
• PARCC Subclaim: Students build and present knowledge through
research and the integration, comparison, and synthesis of ideas.
Standards Assessed
•
•
•
•
•
Standard W.7.2 (Informative)
Standard W.7.4 (Produce writing)
Standard W.7.7 (Conduct short research)
Standard W.7.8 (Gather relevant info)
Standard W.7.9 (Draw evidence from texts
Standard L.7.1 (Conventions – grammar)
Standard L.7.2 (Conventions – cap, punct)
Standard L.7.3 (Knowledge of lang)
Standard RL.7.1 (Cite several pieces)
Standard RL.7.8 (Trace & evaluate claims)
Standard RL.7.9 (Analyze 2 or more
authors writing)
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Using the Evidence Table to Plan Lessons:
Part 1
For example, if one were to view the third grade evidence table for Reading
Information Standard 2, he/she would view the following:
• To begin planning, one would need to first determine which of the evidences
he/she would want students to be able to demonstrate. It is important to keep
in mind that more than one evidence may be chosen.
• Next, when planning lessons it would be beneficial to determine the
complex informational text(s) that the students will use as a basis for
determining the main idea and/or recounting the key details and/or providing
an explanation of how the key details support the main idea.
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Using the Evidence Table to Plan Lessons:
Part 2
For example, if one were to view the third grade evidence table for Reading
Information Standard 2, he/she would view the following:
• Once text (s) have been selected it is important to consider what question(s)
will be posed to the students that will be supportive of the evidences they will
be asked to demonstrate.
• When considering the development of such questions it is important that the
text dependent questions delve systematically into a text(s) to guide
students in extracting the key meanings or ideas found there.
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Evidence Tables
www.parcconline.org
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