One teacher's attempt to connect with other educators across Massachusetts and beyond and provide relevant, up-to-date, and sometime helpful information on next generation assessments, common core state standards implementation, and college and career ready initiatives
In Part 1 on the PARCC assessment system I tried to walk through, though somewhat briefly, a general sense of the design principles and the general architecture of the assessment system. In this post I am going to try to convey what I learned specifically about the design of the ELA assessment and review the general evidence-centered design principle. Below is the picture of evidence-centered design construction:
The ELA assessment has a broad set of claims about what students should know and be able to do that should be supported by the evidence collected through the assessment tasks. These claims are intended to support the intent of the PARCC assessment system’s larger function of determining if students are on-track or ready for college and careers. Here are the ELA claims for the PARCC assessment bulleted out and a screen shot of the slide from which they came (boxed in red):
(1) Students read and comprehend a range of sufficiently complex texts independently,
(2) Students write effectively when using and or analyzing sources, and
(3) Students build and present knowledge through research and the integration, comparison, and synthesis of ideas.
- Performance Based-Assessment (PBA): Prose Constructed Response
- End of Year (EOY): Evidence-Based Selected Response
- End of Year (EOY): Technology Enhanced Constructed Response
So, what will the tasks be that elicit evidence of these claims? Here are a few of the notes I took (I cross-referenced them with the notes captured by @dave_saba). The notes below refer to the performance based component of the exam and are a quick draft of what I could write down. I will update this post again if I can fill in more from other ELC members or get more information–so, stay tuned! A video of the presentation on the ELA assessment is forthcoming from LTF.
- Research simulation task – Students will be provided the texts that they will be required to pull evidence from in order to present an argument or explanation that demonstrates an understanding of the research problem.
- Students will read one extended text (800 words in elementary to 1500 words in high school), which has an associated set of carefully ordered and scaffolded questions. The design of these questions is intended to drive students to go deep into the reading and facilitate exploration of ideas in the text required to present an argument or explanation to the research problem.
- Following the questioning sequence, students will be given the first written portion the PBA. The first written part is for students to summarize the passage that they have just read and generated responses to questions.
- Students will then read additional text and answer addition questions around that text to gather what they need to provide a response to a research problem.
- Literature Analysis Task
- Read two sufficiently complex literary texts and answering questions around those texts based on the literary analysis standards
- Narrative Writing Task