TEMPLATE FOR USING THE CCSSO PRINCIPLES TO REVIEW MATHEMATICS ASSESSMENTS
INSTRUCTIONS FOR COMPLETING THE REVIEW:
Using the CCSSO Principle in the right column, review each passage and/or item and fill in the left column using one of the ratings listed below. The middle
column is for you to make notes regarding the observations you have made that led to the assigned rating.
MEETS
PARTIALLY MEETS
DOES NOT MEET
Indicates CCSSO metrics that are in good alignment
Indicates CCSSO metrics that need attention as the program develops
Indicates CCSSO metrics that represent areas of immediate concern
THE INFORMATION YOU PROVIDE WILL HELP INFORM PARCC ON THE STRENGTHS AND WEAKNESSES OF THE PARCC PROGRAM FROM A TEACHER
PERSPECTIVE.
CCSSO Criterion C.1: Focusing strongly on the content most needed for success in later mathematics: The assessments help educators keep
students on track to readiness by focusing strongly on the content most needed in each grade or course for later mathematics
Key question

Analysis
Rating
What evidence do you see that PARCC
assessments focus strongly on the content
most needed for success in later
mathematics?
Page 1
CCSSO Criterion C.2: Assessing a balance of concepts, procedures, and applications: The assessments measure conceptual understanding,
fluency and procedural skill, and application of mathematics, as set out in college- and career-ready standards.
CCSSO Evidence Descriptors

Analysis
Rating
What evidence do you see that PARCC
assessments assess a balance of concepts,
procedures, and applications?
Page 2
CCSSO Criterion C.3: Connecting practice to content: The assessments include brief questions and also longer questions that connect the most
important mathematical content of the grade or course to mathematical practices, for example, modeling and making mathematical arguments.
CCSSO Evidence Descriptors

Analysis
Rating
What evidence do you see that PARCC
assessments connect practices to content?
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CCSSO Criterion C.4 Requiring a range of cognitive demand: The assessments require all students to demonstrate a range of higher-order,
analytical thinking skills in reading and writing based on the depth and complexity of college- and career-ready standards, allowing robust
information to be gathered for students with varied levels of achievement. Assessments include questions, tasks, and prompts about the basic
content of the grade or course as well as questions that reflect the complex challenge of college- and career-ready standards.
CCSSO Evidence Descriptors

Analysis
Rating
What evidence do you see that PARCC
assessments require a range of cognitive
demand?
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CCSSO Criterion C.5: Ensuring high-quality items and a variety of item types: High-quality items and a variety of item types are strategically
used to appropriately assess the standard(s).
CCSSO Evidence Descriptors

Analysis
Rating
What evidence do you see that PARCC
assessments ensure high-quality items and
a variety of item types?
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