Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.
http://www.state.nj.us/education/sca/
What is the connection between the Common Core State Standards and PARCC? Common Core State Standards PARCC
The PARCC assessments will focus strongly where the Standards focus. PARCC assessments will focus 70% or more on the major work in grades 3-8. http://www.parcconline.org/assessment-blueprints-test-specs
Advances in Assessment Demanded by the Shifts Shift #1 – Focus strongly where the Standards focus Advance : 70% or more of the assessment will measure the major work in grades 3-8 Focus allows for a variety of problem types to get at concept in multiple ways. Students will have more time to master concepts at a deeper level. 45
Advances in Assessment Demanded by the Shifts Shift #2 - Coherence: Think across grades, and link to major topics within grades Advance : The assessment design is informed by multi-grade progressions in the Standards and the Model Content Frameworks . Key beginnings are stressed (e.g., ratio concepts in grade 6), as are key endpoints and takeaway skills (e.g., fluency with the multiplication table in grade 3). 46
Advances in Assessment Demanded by the Shifts Shift #2 - Coherence: Think across grades, and link to major topics within grades Advance : Integrative tasks draw on multiple standards to ensure students are making important connections. The Standards are not treated as a checklist. 47
Advances in assessment demanded by the shifts Shift #3 - Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency , and application Advance : PARCC assessments will reach the rigor in the Standards through innovations in technology and item design. 48
PARCC Assessment Design English Language Arts/Literacy and Mathematics, Grades 3-11 2 Optional Assessments/Flexible Administration Diagnostic Assessment Mid-Year Assessment Performance-Based End-of-Year • Early indicator of • Performance-based Assessment (PBA) Assessment student knowledge • Emphasis on hard- • Extended tasks • Innovative, computer- and skills to inform • Applications of to-measure based items instruction, supports, • Required standards concepts and skills and PD • Potentially • Required • Non-summative summative Speaking And Listening Assessment • Locally scored • Non-summative, required 49
PARCC ’ s Fundamental Advance PARCC is designed to reward quality instruction aligned to the Standards, so the assessment is worthy of preparation rather than a distraction from good work. 50
Evidence-Centered Design (ECD) for the PARCC Assessments Claims Evidence Tasks Design begins with the inferences ( claims ) we want to In order to support Tasks are designed make about claims , we must to elicit specific students gather evidence evidence from students in support of claims ECD 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/reduce costs .
Overview of Mathematics Task Types PARCC mathematics assessments will include three types of tasks. Task Type Description of Task Type • I. Tasks assessing Balance of conceptual understanding, fluency, and application • concepts, skills and Can involve any or all mathematical practice standards • procedures Machine scorable including innovative, computer-based formats • Will appear on the End of Year and Performance Based Assessment components • II. Tasks assessing Each task calls for written arguments / justifications, critique of expressing reasoning, or precision in mathematical statements (MP.3, 6). • mathematical Can involve other mathematical practice standards • reasoning May include a mix of machine scored and hand scored responses • Included on the Performance Based Assessment component • III. Tasks assessing Each task calls for modeling/application in a real-world context or modeling / scenario (MP.4) • applications Can involve other mathematical practice standards. • May include a mix of machine scored and hand scored responses • Included on the Performance Based Assessment component 52 For more information see PARCC Item Development ITN Appendix D.
Design of PARCC Math Summative Assessments • Performance Based Assessment (PBA) – Type I items (Machine-scorable) – Type II items (Mathematical Reasoning/Hand-Scored – scoring rubrics are drafted but PLD development will inform final rubrics) – Type III items (Mathematical Modeling/Hand-Scored and/or Machine-scored - scoring rubrics are drafted but PLD development will inform final rubrics) • End-of-Year Assessment (EOY) – Type I items only (All Machine-scorable)
PARCC Established 5 PLDs • Level 5: Students performing at this level demonstrate a distinguished command of the knowledge, skills, and practices embodied by the Common Core State Standards assessed at their grade level. • Level 4: Strong command… • Level 3: Moderate command… • Level 2: Partial command… • Level 1: Minimal command… 54
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What will the PARCC Assessment look like? http://www.parcconline.org
Scoring Part A
Scoring Part B
Scoring Part C
Claims Driving Design: Mathematics Students are on-track or ready for college and careers Solve problems Solve problems Express mathematical involving the major involving the additional reasoning by content for their grade and supporting content constructing level with connections to for their grade level with mathematical arguments practices connections to practices and critiques Demonstrate fluency in Use the modeling areas set forth in the practice to solve real Standards for Content in world problems grades 3-6 95
The CCSS: 3 Shifts in Mathematics 1. Focus strongly where the standards focus. 2. Coherence : Think across grades, and link to major topics. 3. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency , and application . 96
Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make sense of structure. 8. Look for and express regularity in repeated reasoning.
PARCC’s Core Commitments to Mathematics Assessment Quality 98 Focus: Items will focus on major, and additional and supporting content. Problems worth doing : Problems will include conceptual questions, applications, multi-step problems and substantial procedures. Better Standards Demand Better Questions: Custom items written to the Standards instead of reusing existing items. Fidelity to the Standards : PARCC evidences are rooted in the language of the Standards so that expectations remain the same in both instructional and assessment settings.
“Transitional Assessments” Sprin ring 2012 Sprin ing g 2013 Sprin ring 2014 SY 2014-15 15 NJ ASK NJ ASK Full ll NJ ASK SK Ali lign gned to Ali ligne gned to admini minist stra rati ti Ali ligned gned to the e CCSS SS on of PARCC RCC the e CCSS SS NJCCCS CS ass sses essment sments (excep ept gr 6- 8 Math) 99
Resources 100 Tri-State Quality Review Rubric www.engageny.org PARCC www.PARCConline.org CCSS www.achievethecore.org NJDOE Resources • Model Curricula for K-12 Mathematics and ELA • Unit Assessments • Scaffolds for ELL and Special Education • Model lessons, units, videos, materials and resources • Assessment bank • Educator Resource Website (njcore.org) • http://www.corestandards.org/ • http://www.state.nj.us/education/
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