Partnership for Assessment of College and Career Readiness Michael Cohen Achieve.
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Transcript of Partnership for Assessment of College and Career Readiness Michael Cohen Achieve.
Agenda
Context: Common Core State Standards and Race to the Top Common Assessment Competition
Overview of Partnership for Assessment of Readiness for College and Careers (PARCC)
Postsecondary Involvement in PARCC
Implications and Opportunities for Postsecondary Education
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Common Core State Standards Initiative
State-led effort coordinated by NGA and CCSSO
• Achieve a partner in developing the standards
Standards for Math and English Language Arts/Literacy K-12
• Internationally benchmarked
• Aligned with demands of college and careers
• Provides coherent, focused, grade-by-grade progression
• Based on evidence and research
• Builds upon strengths and lessons of current state standards
Standards released on June 2, 2010
34 states have adopted the standards
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Federal Incentives to adopt Common Core State Standards
Race to the Top State Grants
• Points earned for committing to adopt CCSS
Race to the Top Common Assessment Grants
• $350 million for consortia of states to develop common assessments aligned with common standards
Comprehensive Assessments ($320 million, 1-2 awards)
• Grade 3-8 & high school/college- career-readiness
• Math and ELA
• Intended to replace NCLB & state accountability assessments
High School Assessments ($30 million, 1 award)
• Range of subjects, not limited to math and ELA
• Not tied to federal accountability requirements
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11 Governing States Arizona
District of Columbia
Florida-Fiscal Agent
Illinois
Indiana
Louisiana
Maryland
Massachusetts-Board Chair
New York
Rhode Island
Tennessee
PARCC States
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15 Participating States
Alabama
Arkansas
California
Colorado
Delaware
Georgia
Kentucky
Mississippi
New Hampshire
New Jersey
North Dakota
Ohio
Oklahoma
Pennsylvania
South Carolina
Theory of Action: Fundamental Goal
States in the Partnership are committed to building their collective capacity to increase the rates at which students graduate from high school prepared for success in college and the workplace
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Theory of Action
Reporting achievement results based on a clear definition of college and career readiness will improve outcomes for students
– Assessments will identify whether students are ready for and prepared to succeed in entry-level postsecondary courses by the time they graduate from high school
The common assessment system will help make accountability policies better drivers of improvement
Classroom teachers will have an assessment system that functions as an integrated element enabling them to adjust instruction, individualize interventions, and fine-tune lessons throughout the school year
The common assessment system will help education leaders and policymakers make the case for improvement and for sustaining education reforms
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PARTNERSHIP FOR ASSESSMENT OF READINESS FOR COLLEGE AND CAREERS (PARCC)
Description of assessment system components:Through-Course Assessments –to be used for accountability pending validation studies:
• ELA-1 and ELA-2: In a single session/class period, students will complete 1 or 2 tasks involving reading texts, drawing conclusions and presenting analysis in writing.
• ELA-3: Over several sessions/class periods, students will locate and evaluate information from within a set of digital resources, evaluate their quality, select sources, and compose an essay or research paper.
• ELA-4: (speaking and listening) Students will present their work from ELA-3 to classmates and respond to questions. Teachers will score, using a standardized rubric, and use results in determining students’ class grades.
• M-1 and M-2: In a single session/class period, students will complete 1 to 3 tasks that assess 1 or 2 essential topics (standards or clusters of standards).
• M-3: Students will perform multi-step performance task (s) that require conceptual understanding, procedural fluency, and application of mathematical tools and reasoning, sometimes in unfamiliar contexts.
End-of-Year Comprehensive Assessment:• EOY: Students will take this assessment on the computer, and it will be rapidly scored. The test will be composed of 40 to
65 questions with a range of item types, including innovative items.This representation was prepared by the Center for K-12 Assessment & Performance Management
for illustration purposes only. For a full description of this assessment system go www.fldoe.org/parcc/.
English Language Arts and MathematicsGrades 3 – 11
Summative assessment for accountability
BEGINNING OF YEAR
ENDOF YEAR
END OF YEAR ASSESSMENT:
EOY
THROUGH-COURSE ASSESSMENT 2:
ELA- 2 and M-2
THROUGH-COURSE ASSESSMENT 3:ELA-3 and M-3
THROUGH-COURSE ASSESSMENT 1:
ELA- 1 and M-1
25% 50% 75% 90%
DIGITAL LIBRARY of released items, formative assessments, model curriculum frameworks, curriculum resources, student and educator tutorials and practice tests, scoring training modules, and professional
development materials
THROUGH-COURSE ASSESSMENT 4:
ELA-4
Required; not for accountability
Assessment System Design
Advantages of Through Course componentsReflect and support good instructional practice
Signals received throughout the year, nearer in time to when key skills and critical knowledge are addressed
Components together address the full range of the CCSS
Multiple measures of student performance throughout the year, including in-depth assessment of writing and mathematics problem-solving skills
• Actionable data that teachers can use to plan and adjust instruction
• Ability to measure the performance of students across the ability spectrum
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Assessment System Design
Anchored by college and career readiness as measured by the Common core State Standards
• Measure rigorous content and students’ ability to apply that content
• Include SWD and ELL students
Provide valid information on:
• Student achievement, including in areas that have been traditionally hard to measure
• Annual growth and progress toward college and career readiness
• Comparability across schools, districts, states, and countries
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Assessment System Design
Data to Support Instruction, Professional Development, and Accountability DecisionsTypes of Data• Student achievement scores and growth measures• Information on readiness for college and careers • Item analysis of released items
Reporting• Periodic Feedback Reports• Annual Stakeholder Reports• Item Analysis Reports• Interactive Data Tool (online)
Available data will be aggregated at a level appropriate for each audience and report
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Assessment System Design
Technology Based Summative Assessments
Significantly more rapid reporting of results
Allows use of innovative item types
Reduction in annual costs of assessments
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Higher Education Engagement
Public postsecondary systems and institutions that enroll nearly 90% of direct matriculation students in PARCC states have committed to participate in development and use of college – ready assessments
Nearly 200 IHE partnerships covering approximately 1,000 campuses
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College-Ready Assessments
California State University Early Assessment Program is a model:
• State 11th grade assessments
• Aligned to K-12 state standards
• Measure readiness skills as defined by CSU
• Results used to:
– exempt students from placement exams (and guarantee placement into credit-bearing courses,
– Identify skill gaps that must be addresses
– Trigger interventions and supports in senior year
ADP Algebra II exam is a multi-state model
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Setting College-Ready Performance Standards
PARCC will used evidence from research such as:
• Concurrent validity studies that compare performance on PARCC assessments with SAT, ACT, Compass, Accuplacer and other similar assessments
• Predictive validity studies that document the relationship between performance on PARCC assessments and subsequent performance in first year courses
• Judgment studies by postsecondary faculty rating the importance of specific standards and test items for success in first year courses they teach
• Alignment studies that examine the relationship between content and student work in first year courses and what PARCC assessments measure
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Higher Education Engagement
A College-Ready Advisory Committee
• Include system and institution chancellors/presidents from partnership states
• Engage institutions and faculty on the use of college-ready assessments as an indicator of students’ readiness
College-Ready Working Groups
• Include faculty from mathematics, English, composition, and other relevant disciplines
• Participate in all aspects of test development, including developing test specification and participating on test development committees
• Participate in a robust, research-based process to set the college-ready achievement levels
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Higher Education Engagement
Together the groups will work in their states to engage representative groups of faculty from participating IHEs around how the Partnership’s college-ready assessments can help address the knowledge gaps that students chronically bring to their classrooms
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Expected Outcomes of Higher Education Involvement
Better alignment of high school curricula with first-year college courses;
Development of “bridge courses” and exploration of dual enrollment policies
Targeted college-readiness supports to help students make the transition
Alignment of exit standards in high school with placement expectations of postsecondary systems
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Implications for Higher Education
Aligning High School Standards, Assessments, and Cut Scores will provide honest feedback to students and parents regarding preparation for postsecondary success
It will help improve postsecondary preparation, reduce postsecondary remediation rates, and increase degree completion
New college-ready assessments will also show lower pass rates than do existing state assessments, creating pressures to lower the bar
THESE CHANGES CAN’T BE MADE WITHOUT THE SUSTAINED SUPPORT OF HIGHER EDUCATION
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