PARCC Grade 3–8 Math Performance-Based Assessment (PBA)
Overview
Math Item Counts
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Type I – 1 point
8
8
6
8
8
10
Type I – 2 points
2
2
3
2
2
1
Type II – 3 points
Type II – 4 points
Type III – 3 points
Type III – 6 points
Total Type I
Total Type II
Total Type III
2
2
2
1
10
4
3
2
2
2
1
10
4
3
2
2
2
1
9
4
3
2
2
2
1
10
4
3
2
2
2
1
10
4
3
2
2
2
1
11
4
3
KEY
Type I:





Tasks assessing concepts, skills, and procedures
Each task calls for a balance of conceptual understanding, fluency, and application
Can involve any or all Mathematical Practice Standards
Machine scorable
Innovative, computer-based formats
Sub-claims A and B (The student solves problems involving the Major Content and Additional and
Supporting Content for the grade level.*)
Type II: Tasks assessing the ability to express 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
 Sub-claim C (The student expresses grade-level-appropriate mathematical reasoning by constructing viable
arguments, critiquing the reasoning of others, and/or attending to precision when making mathematical
statements.)
Type 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
 Sub-claim D (The student solves real-world problems with a degree of difficulty appropriate to the grade
level by applying knowledge and skill, engaging particularly in the Modeling practice, making sense of
problems and persevering to solve them, reasoning abstractly and quantitatively, using appropriate tools
strategically, looking for and making use of structure, and/or looking for and expressing regularity in
repeated reasoning.) (MP.8)
*Determined by that grade level’s Major, Additional, and Supporting Clusters as identified in the PARCC Model Content Frameworks v.
3.0 for Mathematics
PARCC High School Math Performance-Based Assessment (PBA)
Overview
Math Item Counts
Algebra I
Math I
Geometry
Math II
Algebra
II
Math
III
Type I – 1 point
10
10
10
10
10
10
Type I – 2 points
--
--
--
--
--
--
Type II – 3 points
Type II – 4 points
Type III – 3 points
Type III – 6 points
Total Type I
Total Type II
Total Type III
2
2
2
2
10
4
4
2
2
2
2
10
4
4
2
2
2
2
10
4
4
2
2
2
2
10
4
4
2
3
2
3
10
5
5
2
3
2
3
11
5
5
KEY
Type I:





Tasks assessing concepts, skills, and procedures
Each task calls for a balance of conceptual understanding, fluency, and application
Can involve any or all Mathematical Practice Standards
Machine scorable
Innovative, computer-based formats
Sub-claims A and B (The student solves problems involving the Major Content and Additional and
Supporting Content for the course.*)
Type II: Tasks assessing the ability to express 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
 Sub-claim C (The student expresses grade-level-appropriate mathematical reasoning by constructing viable
arguments, critiquing the reasoning of others, and/or attending to precision when making mathematical
statements.)
Type 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
 Sub-claim D (The student solves real-world problems with a degree of difficulty appropriate to the grade
level by applying knowledge and skill, engaging particularly in the Modeling practice, making sense of
problems and persevering to solve them, reasoning abstractly and quantitatively, using appropriate tools
strategically, looking for and making use of structure, and/or looking for and expressing regularity in
repeated reasoning.) (MP.8)
*Determined by that course’s Major, Additional, and Supporting Clusters as identified in the PARCC Model Content Frameworks v. 3.0
for Mathematics
PARCC Grade 3–HS Math End-of-Year (EOY) Assessment
Overview
Math Item Counts
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Type I – 1 point
34
28
28
26
24
26
Type I – 2 points
5
8
8
7
8
5
Type I – 4 points
Total Type I
Total Points
39
44
36
44
36
44
1
10
44
1
10
44
2
11
44
Algebra I
Math I
Geometry
Math II
Algebra II
Math III
Type I – 1 point
21
19
19
19
19
19
Type I – 2 points
11
12
12
12
12
14
Type I – 4 points
Total Type I
Total Points
3
35
55
3
34
55
3
34
55
3
34
55
3
34
55
2
35
55
KEY
Type I:





Tasks assessing concepts, skills, and procedures
Each task calls for a balance of conceptual understanding, fluency, and application
Can involve any or all Mathematical Practice Standards
Machine scorable
Innovative, computer-based formats
Sub-claims A and B (The student solves problems involving the Major Content and Additional and
Supporting Content for the grade level.*)
*Determined by that grade level/subject’s Major, Additional, and Supporting Clusters as identified in the PARCC Model Content
Frameworks v.3.0 for Mathematics