Exploring the PARCC Assessment and Resource

Materials

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Agenda

Time Topic/Task

12:30-1:45 PARCC Test Expectations and Exploration

1:45-2:00 Break

2:00-3:15 Practice Test Exploration

3:15-3:30 Wrap-Up!

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Today’s Goals

• Know what to expect for the PARCC Performance-Based Assessment (PBA)

• Know what to expect for the PARCC End-of-Year Assessment (EOY)

• Understand how to best use PARCC Evidence Tables

• Understand how to best use PARCC Practice Tests

What to Expect on the PARCC PBA

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PBA Logistics

General Information• Type I, II, and III items with multiple-choice (MC), multiple-select (MS), fill-in-the-

blank (FIB), and open-response (OR)• Grades 3, 4, 6, and 7 each have 17 items split between two units• Grade 5 has 16 items split between two units• Grade 8 has 18 items split between two units• For all grades, approximately 6 to 8 embedded field test items

Unit 1 administered March 19• Time: grade 3—75 minutes; grades 4-8—80 minutes• Grades 6-8 each have two sections: non-calculator/calculator

Unit 2 administered March 20• Time: grade 3—75 minutes; grades 4-8—70 minutes• Grades 6-8, entire unit is calculator allowedGrades 3-5 are NOT allowed to use a calculator on any unit of the PARCC test unless the student has an IEP/IAP accommodation.

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PBA Evidence Statements

PBA assesses 5 types of evidence statements• Exact language statements• Derived language statements• Integrative statements• Sub-claim C or reasoning statements• Sub-claim D or modeling statements

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Exact and Derived Statements

Exact Language

Standard 3.MD.C.06Measure areas by counting unit squares (square cm, square m, square in, square ft., and improvised units).

Evidence Statement 3.MD.6Measure areas by counting unit squares (square cm, square m, square in, square ft., and improvised units).

Derived Language

Standard 3.MD.A.01Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

Evidence Statement 3.MD.1-1Tell and write time to the nearest minute and measure time intervals in minutes.

Evidence Statement 3.MD.1-2Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

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Integrative Evidence Statements

Integrative Evidence StatementsCluster

Domain

Grade

Evidence Statement 4.NF.A.Int.1 Apply conceptual understanding of fraction equivalence and ordering to solve simple word problems requiring fraction comparison.

Evidence Statement 4.NBT.Int.1 Perform computations by applying conceptual understanding of place value, rather than by applying multi-digit algorithms.

Evidence Statement 4.Int.6 Solve real-world and mathematical problems about perimeter involving grade-level addition and subtraction of fractions, such as finding an unknown side of a rectangle. See 4.NF.3, 4.MD.3

Integrates the two standards from Cluster A (Extend understanding of fraction equivalence and ordering).

Integrates any of the six standards from the Numbers and Operations in Base Ten domain for grade 4.

Integrates the two standards listed (4.NF.3 and 4.MD.3). Not all evidence statements that integrate by grade will list specific standards.

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Sub-claim C (reasoning) and Sub-claim D (modeling)

Sub-claim C Sub-claim DEvidence Statement 5.C.6Base explanations/reasoning on concrete referents such as diagrams (whether provided in the prompt or constructed by the student). Content Scope: Knowledge and skills articulated in 5.MD.C

Evidence Statement 5.D.1Solve multi-step contextual word problems with degree of difficulty appropriate to Grade 5, requiring application of knowledge and skills articulated in the Evidence Statements on the PBA (excludes Reasoning Evidence Statements from Sub-claim C).

Evidence Statement 5.D.2Solve multi-step contextual problems with degree of difficulty appropriate to Grade 5, requiring application of knowledge and skills articulated in 4.OA, 4.NBT, 4.NF, 4.MD.

Evidence Statement 5.C.9Distinguish correct explanation/reasoning from that which is flawed, and – if there is a flaw in the argument – present corrected reasoning. (For example, some flawed ‘student’ reasoning is presented and the task is to correct and improve it). Content Scope: Knowledge and skills articulated in 4.NBT, 4.NF.A, 4.NF.B

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Open-Response Items

• All test items on the paper form are adapted from online test items.

• Whatever limitations show-up in online testing are accounted for on the paper test. For example, since a student cannot draw a model (such as a tape diagram) as an answer to an online item, a student will not be expected to draw a model on the paper test.

• Students may draw a model if it helps them to understand or explain.

• Students may be expected to refer to a model to explain themselves or demonstrate conceptual understanding.

What to Expect on the PARCC EOY

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EOY Logistics

General Information• Type I items with MC, MS, and FIB • Grade 3 has 39 items split between two units• Grades 4 and 5 each have 36 items split between two units• Grade 6 has 34 items split between two units• Grades 7 and 8 each have 33 items split between two units• All grades, approximately 6 to 8 embedded field test items

Unit 1 administered May 4• Time: grades 3-5—75 minutes; grades 6-8—80 minutes• Grades 6 and 8 are each non-calculator• Grade 7 has two sections: non-calculator/calculator

Unit 2 administered May 5• Time: all grades—75 minutes• Grades 6-8, entire unit is calculator allowedGrades 3-5 are NOT allowed to use a calculator on any unit of the PARCC test unless the student has an IEP/IAP accommodation.

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EOY Evidence Statements

EOY assesses 3 types of evidence statements• Exact language statements• Derived language statements• Integrative statements

Using PARCC Evidence Tables

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Exploring PARCC Evidence Tables

Go to http://www.parcconline.org/mathematics-test-documents • Scroll to the bottom of the page

• Select a grade-level to explore

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Exploring PARCC Evidence Tables

Use the information on evidence statements (beginning on page 8) to answer the following questions:1. How does the organization of these tables support

instruction?2. How can the clarifications be useful to teachers?3. What do the sub-claim C and D evidence statements

tell teachers about expectations for student reasoning and modeling?

4. How can the evidence statements be used to inform instruction and assessment in the classroom?

Break: 15 minutes

Using PARCC Practice Tests

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Practice Tests

What is available now?• EOY paper practice test for all grade-levels• Answer Keys with alignment to evidence statements

What is coming in January?• PBA practice test for all grade-levels (online will be

available first as the paper needs to be converted to Braille before it can be made available)

• Answer Keys with alignment to evidence statements• Rubrics for OR items

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Using PARCC Practice Tests

Examine questions to understand key Math skills• direct use of standards, integration of standards, and major shifts (rigor and

coherence)• different solving methods/strategies, connection between items and evidence

statements, samples of items for integrative evidence statements

Use as models to create classroom assessments• design assessments that use features of different item types MC, MS, and FIB• evaluate resource materials by comparing content to practice tests (How does

a curricula’s assessment items compare to items on the practice tests? Do the items meet the same rigor level, are they integrative, etc.?)

Simulate testing conditions • become familiar with test materials, such as gridding answers in test booklets,

using calculators and scratch paper• understand different types of questions, including MC, MS, and FIB

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Exploring the PARCC Practice Test

Go to http://parcc.pearson.com/practice-tests/math/ • Select a grade-level to explore.• Then, select “Paper Practice Test.”

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Exploring the PARCC Practice Test

• In a separate tab, open• Select the grade-level that matches your selected

practice test.

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Exploring the PARCC Practice Test

1. Look through the test and write down three things you think are similar to our former assessments and three things that are different (consider format and content).

2. Discuss the similarities and differences.

3. Make a list of concerns that stem from the discussion.

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Questions to Discuss with Students

• What do the directions for MS look like? • How will students know the item is MS vs MC?• Why is MS more challenging than MC?• How do students grid the FIB?• What do students do if they get a fraction as an

answer to a FIB?• What do students do if the answer they get does not

fit in a FIB?• Can students cross-out answers, underline, or

highlight?

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Topics to Discuss with Students

• Most challenging items vs. least challenging items• Concerns about completing the test in the given

amount of time• Concerns about non-calculator items• Concerns about problem-solving and/or fluency

items

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One More Question...

What is one way you plan to use either the evidence tables or the practice tests in your class?

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Thank You!

For any mathematics assessment concerns or questions, please contact

Michelle McAdamsmichelle.mcadams@la.gov

For general or other assessment concerns or questions, please contact

assessment@la.gov