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How Can Higher Education Impact the Development and Implementation of the PARCC Assessment?
 

How Can Higher Education Impact the Development and Implementation of the PARCC Assessment?

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Presented by Allison Jones, Vice President for Postsecondary Collaboration for Achieve, at the PARCC Massachusetts Launch Conference for Public Higher Education on October 28, 2011, in Leominster, MA. ...

Presented by Allison Jones, Vice President for Postsecondary Collaboration for Achieve, at the PARCC Massachusetts Launch Conference for Public Higher Education on October 28, 2011, in Leominster, MA. More information about PARCC available at www.mass.edu/parcc and www.parcconline.org.

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  • AchieveCreated in 1996 by the nation's governors and corporate leaders, Achieve is an independent, bipartisan, non-profit education reform organization based in Washington, D.C. that helps states raise academic standards and graduation requirements, improve assessments and strengthen accountability.
  • TALKING POINTS:45 States and the District of Columbia have adopted the Common Core State StandardsMost states are committed to implementing the standards by the 2014-2015 school year
  • TALKING POINTSMATHEMATICSFocus, coherence and clarityFocus on key topics at each grade levelCoherent progressions across grade levelsAddresses long-heard criticism of mile-wide, inch-deep math curriculaProcedural fluency and understanding of concepts and skillsContent standards require both conceptual understanding and procedural fluencyMathematical proficienciesMathematical proficiencies students should develop (e.g., abstract reasoning, modeling,precision, perseverance, strategic use of tools, making arguments)Using mathematics to understand a problem – even in new or unfamiliar contextsOrganized around conceptual categoriesPromotes various approaches to high school curriculumStandards are organized into conceptual categories and models of traditional, integrated, & advanced coursesELA/LITERACYReadingBalance of literature and informational textsFocus on text complexity and what students readWritingEmphasis on argument and informative/explanatory writingWriting about sources (evidence) – answer questions that require students to have readthe textSpeaking and ListeningInclusion of formal and informal talkLiteracy standards for history, science and technical subjectsPromotes the idea that teaching literacy skills is not just the job of the English teacherComplements rather than replaces those subjectsBOTH CONTENT AREASAnchored in college and career readinessExplicitly define the knowledge and skills that students must master to be college and career ready by the end of high school, and the knowledge and skills in each grade that build towards that goal
  • THIS SLIDE IS NOW PARED DOWN AND emphasizes the mathematics to give it parity to both sets of standards. Application of skills and knowledge and perseverance are the two focal points here!!
  • TALKING POINTSPARCC is an alliance of 24 states, educating nearly 25 million students, that are working together to develop a common set of K-12 assessments in English and math anchored in what it takes to be ready for college and careers. PARCC is led by 17 governing board states (and D.C.) represented in Dark Blue. CLICK: The chair of the governing board is Mitchell Chester, Education Commissioner of Massachusetts, and the state of Florida is serving as its fiscal agent. CLICK: Achieve is the project manager for PARCC, essentially serving as the staff for the consortium and coordinating the work. Collectively the PARCC states educate nearly 25 million students.Governing States will pilot and field test the assessment system components over the next three years and administer the new assessment system during the 2014-15 school year. Governing States will use the results from the PARCC assessments in their state accountability systemsThe chief state school officers of the Governing States serve on the PARCC Governing Board and make decisions on behalf of the Partnership on major policies and operational procedures Participating States (light blue) provide staff to serve on PARCC’s design committees, working groups, and other task forces established by the Governing Board to conduct the work necessary to design and develop PARCC’s proposed assessment system.By 2014–15, any state that remains in PARCC must commit to statewide implementation and administration of the Partnership’s assessment system Any PARCC Participating State prepared to make the commitments and take on the responsibilities of a Governing State can become oneNOTESGoverning Board: Comprised of K-12 chiefs from Governing Board StatesTechnical Advisory Committee: Comprised of state/national assessment expertsLeadership Team: Comprised of delegates of K-12 chiefs from Governing Board States (e.g., Assoc. Supt for Curriculum, Assessment and/or Instruction)ACCR: Comprised of national and state postsecondary leadersOperational Working Groups: Comprised of national, state, and local experts and leaders in their specific areas of expertise
  • Create high-quality assessments that measure the full range of the CCSS AND the full range of student achievement, including the achievement of high and low performing students.
  • TALKING POINTSGraphic depiction of the assessment system.The PARCC assessment system will:Better reflect the sophisticated knowledge and skills found in the English and math Common Core State StandardsInclude a mix of item types (e.g., short answer, richer multiple choice, longer open response, performance-based)Make significant use of technologyInclude testing at key points throughout the year to give teachers, parents and students better information about whether students are on track or need additional support in particular areas
  • For those that have been following the development of PARCC, the Governing Board did make some refinements to the design based on the input from the PARCC states.As with PARCC’s initial design, there will be four components to the PARCC system. PARCC will develop all four components – the first two will be available for all PARCC states and districts to use and administer flexibly.Summative assessment components will:Measure the full range of the CCSS and the full range of student performance, including low- and high-performing studentsInclude achievement levels that signify whether students are “college- and career-ready” by the end of high school and on-track in earlier gradesProduce data that can be used to make a variety of accountability determinations, including measures of student growthThe formative components will be designed to generate timely information during the academic year that can inform instruction, professional development, and supports and interventions for students.In ELA/literacy, there will be an additional formative component that will assess the speaking and listening standards in the Common Core.
  • Overview of two summative assessment components:Performance-Based Assessment:Administered as close to the end of the year as possibleWill include essays and other high-quality, complex items.End-of-Year:Computer-scored, but would be far from the traditional “multiple choice” tests. There will be multistep problems and tasks that students must complete in order to find the correct answer. Overview of formative components:Early Assessments: Designed to be administered close to the beginning of the year. Will provide an early snapshot of achievement knowledge and skills so that educators can tailor instruction, supports for students, and professional development to meet students’ needs.Mid-Year Assessment:Designed to be administered near the middle of the school year.Performance-basedWill focus on hard-to-measure standards in the CCSSTeachers could score this assessment to get quick feedback on student learning relative to the CCSS.These components are:are formative assessments are developed by PARCC with its grant funds are available to all PARCC states and their local districts are intended to be administered early and midway through the school year however, allow for flexible administration-- they can be administered at locally determined times, including at the discretion of the classroom teacher can be scored quickly -- some can be computer administered and scored, others can be scored by the classroom teacher -- so that teachers can have timely information that can inform instruction for their students
  • The PARCC assessment system will be aligned to the college- and career-ready, Common Core State Standards, and is being designed to challenge students, help identify when they’re not meeting the standards, and provide targeted instruction, supports and interventions to help them succeedStudents who score proficient on the assessments will know they are on track for the next steps in their education, creating a more meaningful targetIn high school, results will send an early signal about whether students are ready for entry-level, non-remedial courses at higher education institutions in all 25 PARCC statesStudents who are identified as not being on track, or who do not meet the college readiness score, will receive targeted supports and interventionsHigher education partners in PARCC—more than 200 institutions and systems covering nearly 1,000 campuses across the country—have committed to help develop the high school assessments and set the college-ready cut score that will be used to place incoming freshman in credit-bearing college courses
  • Although this is a K-12 assessment, higher education is viewed as a critical partner in the development and implementation process.
  • PARCC States use a variety of placement tests to formulate their benchmarks – ACT, SAT, ACCUPLACER, COMPASS, High School GPAs, and institution/system developed tests, e.g., University System of Maryland for mathematicsMost PARCC states meet and require minimum benchmarks for college-readiness But, College Ready (remediation) scores vary –By statesBy higher education systems within a stateBy college/universities within a systemNo single definition of college readiness/remediationResult: the definition of “first-year, credit-bearing course” varies from state-to-state:Especially within mathematics coursesMost PARCC states use college algebra as an entry-level courseSome individual state institutions and systems offer intermediate algebra as an option
  • The ACCR will:Will work with PARCC Governing Board to shape the consortium’s strategy for working with higher education systems, institutions, and K-12 to ensure development of college readiness assessments;Will guide the overall vision for higher education’s role in the consortium and serve as a voice representing the postsecondary education in PARCC; andWill develop a strategy for advocating for a common college ready standard and its use as a valid indicator of college readiness for first-year, credit-bearing courses by all colleges and universities across PARCC consortium states.Membership will be nationally recognized and respected leaders in higher education, e.g., higher education system leaders, chancellors/presidents, of 2- and 4-year colleges and universities, and representatives of national higher education organizations.The Higher Education Leadership Team Will:Guide the “on the ground” higher education engagement work in the states;Act as advisors to their respective ACCR members;Help shape the Achieve higher education engagement strategy through regular working groups, phone calls, meetings, and other feedback loops.
  • Faculty from Arizona were also active participants in the feedback periods of the Content Frameworks for both mathematics and ELA that will be the basis for the development of the PARCC assessments.More opportunities include:Content and Technical Working GroupsEnglish/ Language Arts and LiteracyMathematicsTest developmentTest specificationsAssessment item review
  • Higher Education will only accept PARCC College Readiness assessment if there is confidence in how the college readiness cut score is setDetermined after 2014-15 when K-12 assessment is administeredBased upon researchExternal validation (e.g., administer assessment to Freshmen students)
  • To set college-ready performance standards on the high school assessments, 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.

How Can Higher Education Impact the Development and Implementation of the PARCC Assessment? How Can Higher Education Impact the Development and Implementation of the PARCC Assessment? Presentation Transcript