PARCC Update: State Board of Education Joyce Zurkowski

PARCC Update:
State Board of Education
Joyce Zurkowski
Colorado Department of Education - Assessment Unit
April 2013
English Language Arts and
Mathematics Assessments
 State Statute
Requires Colorado to participate as a Governing
Board member in a consortium of states that
focuses on the readiness of students for college and
careers [22-7-1006 (1.5), C.R.S.].
 PARCC
In August 2012, Colorado became a governing
member of the Partnership for Assessment of
Readiness for College and Careers.
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Partnership for Assessment of
Readiness for College and Careers
22 members
• 21 states
• Washington,
D.C.
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Changes at PARCC
 Streamlined governance structure
 Expedited decision making processes
 Non-profit established
 CEO search underway
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Colorado Involvement in the Development
of the PARCC Assessments
 Governing Board
 Advisory Committee on College Readiness
 College Ready Assessment Steering Committee
 Design, Development & Implementation Committees
 State Item Review Committees
 Performance Level Descriptor Writing Teams
 Transition and Implementation Activities
 Educator Leader Cadres: Adams 14, Boulder, Cherry Creek,
Denver, Fountain Ft. Carson, Garfield Re2, Greeley-Evans Weld
County 6, Jeffco, Littleton, Moffat, Poudre, Thompson, and St.
Vrain Valley
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The PARCC Assessments
 English Language Arts: grades 3-11
 Mathematics: grades 3-8, two sequences of three
high school assessments each
 First operational assessment: spring 2015
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PARCC Assessment Design
Diagnostic
Assessment
•Early indicator
of knowledge
and skills to
inform
instruction,
supports, and
PD
Mid-Year
Assessment
•Performancebased
•Emphasis on
hard-tomeasure
standards
•Optional
•Optional
PerformanceBased
Assessment
•Extended
tasks
•Applications
of concepts
and skills
End-of-Year
Assessment
•Innovative,
computer-based
items
•Required
•Required
Speaking and Listening Assessment
(Required): Locally scored
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English Language Arts/Literacy
 Performance-based assessment component (3 sessions)
 Three tasks: a research simulation, a literary analysis, and a narrative task
 For each task: read one or more texts, answer several short
comprehension and vocabulary questions, and write an essay that
requires them to draw evidence from the text(s)
 End of year assessment component (2 sessions)
 4-5 texts, a combination of literary and informational
 A number of short-answer comprehension and vocabulary questions will
be associated with each text.
More refined test design information, including the specific standards that are
addressed in each component, as well as the number, types, and value of the
items that will appear on each component, will be released later this spring.
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Mathematics
 Performance-based assessment component (2 sessions)
 Short- and extended-response questions focused on conceptual
knowledge and skills, and the mathematical practices of reasoning and
modeling
 End of year assessment component (2 sessions)
 Comprised primarily of short-answer questions focused on conceptual
knowledge, skills, and understandings
More refined test design information, including the specific standards that are
addressed in each component, as well as the number, types, and value of the
items that will appear on each component, will be released later this spring.
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Reporting
 English Language Arts/Literacy
 Performance level and scale scores for English language arts/
literacy
 Scale scores for:
 Reading and comprehending a range of sufficiently complex texts
independently (reading)
 Writing effectively when using and/or analyzing sources (writing)
 Mathematics
 Single performance level and scale score for overall mathematics
A full listing of the reporting categories for both English language arts/
literacy and mathematics assessments will be released later this spring.
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Implication of Increased Rigor
Given the increased rigor of both the
Colorado Academic Standards and the
new assessments, it is reasonable to
prepare for a drop in performance based
on them compared to the performance
demonstrated under the current system.
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Comparison of PARCC’s and TCAP’s Testing Times
PARCC
Estimated Time on Task (hours)
TCAP
Time on Task (hours)
ELA/Literacy
PBA+EOY
Mathematics
PBA+EOY
Reading/
Writing
Mathematics
Grade 3
4.50
3.50
4.00
2.16
Grade 4
5.83
3.50
6.00
3.25
Grade 5
5.83
3.50
6.00
3.25
Grade 6
5.92
3.50
6.00
3.25
Grade 7
5.92
3.50
6.00
3.25
Grade 8
5.92
3.50
6.00
3.25
Grade 9
5.92
3.83
6.00
3.25
Grade 10
5.92
3.83
6.00
3.25
Grade 11
5.92
4.00
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Test Window
 Two components
 Performance-based assessment component at 75% of the year
 End-of-year at 90% of the year
 Window length
 Current plan: maximum of one four-week window to complete
the administration of the performance-based component and
another maximum four-week window to complete the end-ofyear components
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PARCC Guidance on Online
Readiness
 “Rule of Thumb” device to student ratio
 Minimum recommended guidelines for new
hardware purchases for 2015
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Upcoming Information Releases
 April:
Draft accommodations policy for public comment
Additional test design information and refined
reporting categories
 Summer:
Summative cost estimates
Final accommodations policy
Additional sample items
 Fall:
Anticipated timing of data return for year one
Final summative test costs
Additional information about minimum and
recommended technology specifications including
minimum bandwidth requirements
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