Ohio’s New Assessments for English Language Arts/Literacy:

1. Ohio’s New Assessments for English Language Arts/Literacy: A Preview

2. Prepared for INFOHIO Marcia Barnhart Director of Organizational Learning Teacher 2 Teacher mbarnhart@teacher2teacher.us 614-572-3698

3. Session Objectives • What is PARCC? • What are the Model Content Frameworks for ELA/Literacy? • What do we know about what the ELA assessment items will look like on the 2014-2015 state assessments? • Where can I find resources to follow this topic? www.parcconline.org

4. What is PARCC? • Partnership for Assessment of Readiness f0r College and Careers (PARCC) • 23 states plus the U.S. Virgin Islands • Develop common set of K – 12 assessments in English and math aligned to the Common Core State Standards • $186 million grant from U.S. Department of Education • 2014-2015 school year

5. PARCC States

6. The PARCC Vision • Build a pathway to college and career readiness for all students, • Creates high-quality assessments that measure the full range of the Common Core State Standards, • Supports educators in the classroom, • Makes better use of technology in assessments, and • Advances accountability at all levels.

7. PARCC Timeline

8. Recent progress • ELA Passage Review • Attended by 41 K-12 educators and HE faculty from PARCC states • Passages were reviewed for content and bias/sensitivity • ELA Core Leadership Item Review • Attended by 36 state DOE staff and HE faculty

9. Upcoming Item Review Meetings • ELA state educator item review • Math bias/sensitivity item review • ELA bias/sensitivity item review

10. What are the Model Content Frameworks for ELA/Literacy? Developed to help: • Inform development of the PARCC assessments • Support implementation of the Common Core State Standards

11. Poll Question How familiar are you with PARCC’s Model Content Frameworks? • Not at all • Somewhat • Very familiar • I could teach them to others.

12. Model Frameworks Include: • Narrative Summary of the ELA Standards • The Model Content Framework Chart • Key Terms and Concepts for Model Framework Chart • Writing and Speaking and Listening Standards Progressions Charts

14. Points to remember about the ModelContent Frameworks • Grades 3 – 11 • Represent one possible way of approaching curriculum design • Represent instructional planning that includes every standard for each grade level • Represent the key emphases which will be reflected on the PARCC assessments

15. Direct Link to Frameworks http://www.parcconline.org/parcc-model-content-frameworks

16. What do we know about what the ELA assessment items will look like on the 2014-2015 state assessments? PARCC – developed item and task prototypes • Important elements of the Common Core State Standards • Critical content manifested on PARCC’s next-generation, technology-based assessments.

17. Poll Question How familiar are you with the item prototypes that PARCC has released? • Not at all • Somewhat • Very familiar • I could teach others

18. Limitations of Prototypes • Not test samplers • Not meant to mirror full-length assessments • May not appear exactly in the form they will take when included on PARCC assessments • Have not been reviewed by content and assessment experts • Have not undergone field testing yet

19. Key ELA Shifts in Assessments • Complexity • complex text and its academic language • Evidence • reading and writing grounded in evidence • Knowledge • content rich non-fiction

21. PARCC items will include • Texts worth reading • Questions worth answering

22. NineSpecific Advances in the PARCC ELA/Literacy Assessment Demanded by the Three Core Shifts

23. Shift 1: Regular practice with complex text and its academic language 1. Builds staircase of text complexity 2. Rewards careful, close reading rather than racing through passages 3. Focuses on the words that matter

24. Shift 2: Reading and writing grounded in evidencefrom text, literary and informational 4. Focuses on students rigorously citing evidence from texts 5. Includes questions with more than one right answer 6. Requires writing to sources rather than writing to de- contextualized expository prompts 7. Includes rigorous expectations for narrative writing

25. Shift 3: Building knowledge through content rich nonfiction 8. Assesses not just ELA but also science and social studies 9. Simulates research on the assessment using informational sources

26. PARCC Assessments 2 Required Summative Assessments • Performance Based (PBA) • As close to end of year as possible • Writing when analyzing text • End of Year (EOY) • After approximately 90% of school year • Reading comprehension only 2 Optional Non-Summative Assessments • Diagnostic • Mid-Year • Speaking and Listening

27. Sample Items Illustrating Some of the Advances

28. Two Common Core Standards • Reading Standard One (Use of Evidence) 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. • Reading Standard Ten (Complex Texts) 10. Read and comprehend complex literary and informational texts independently and proficiently.

29. Three Innovative Item Types That Showcase Students’ Command of Evidence with Complex Texts • Evidence-Based Selected Response (EBSR) • Combines a traditional selected-response question with a second selected-response question • Asks students to show evidence from the text that supports the answer they provided to the first question • Underscores the importance of Reading Anchor Standard 1 for implementation of the CCSS

30. Three Innovative Item Types That Showcase Students’ Command of Evidence with Complex Texts 2. Technology-Enhanced Constructed Response (TECR) • Uses technology to capture student comprehension of texts • authentic in ways that have been difficult to score by machine for large scale assessments • (e.g., drag and drop, cut and paste, shade text, move items to show relationships)

31. Three Innovative Item Types That Showcase Students’ Command of Evidence with Complex Texts 3. Range of Prose Constructed Responses (PCR) • Elicits evidence that students have understood a text or texts they have read. • Students can communicate that understanding well both in terms of written expression and knowledge of language and conventions. • There are four of these items of varying types on each annual performance-based assessment.

32. 3 Types of Summative Performance Tasks* • Literary Analysis Task • Research Simulation Task • Narrative Task *All tasks will make use of EBSR, TECR, and PCR.

33. Literary Analysis Task • Ability to ready complex text closely. • Close reading of complex text is a skill that research reveals as the most significant factor differentiating college-ready from non-college-ready readers. • TASK: Students carefully consider literature worthy of close reading and compose an analytic essay.

34. Literary Analysis Task (Grade 10):Ovid’s “Daedalus and Icarus” andSexton’s “To a Friend Whose Work Has Come to Triumph”

35. Understanding the Literary Analysis Task • Read two literary texts worthy of close study. • Answer a few EBSR and TECR questions about each text • Write a literary analysis about the two texts.

36. Grade 10 Prose Constructed-Response Item Use what you have learned from reading “Daedalus and Icarus” by Ovid and “To a Friend Whose Work Has Come to Triumph” by Anne Sexton to write an essay that provides an analysis of how Sexton transforms Daedalus and Icarus. As a starting point, you may want to consider what is emphasized, absent, or different in the two texts, but feel free to develop your own focus for analysis. Develop your essay by providing textual evidence from both texts. Be sure to follow the conventions of standard English.

37. Grade 10 Evidence-Based Selected-Response Item Part A Which of the following sentences best states an important theme about human behavior as described in Ovid’s “Daedalus and Icarus”? • Striving to achieve one’s dreams is a worthwhile endeavor. • The thoughtlessness of youth can have tragic results.* • Imagination and creativity bring their own rewards. • Everyone should learn from his or her mistakes.

38. Grade 10 Evidence-Based Selected-Response Item Part B Select three pieces of evidence from Ovid’s “Daedalus and Icarus” that support the answer to Part A. • “and by his playfulness retard the work/his anxious father planned” (lines 310-311)* • “But when at last/the father finished it, he poised himself” (lines 312-313) • “he fitted on his son the plumed wings/ with trembling hands, while down his withered cheeks/the tears were falling” (lines 327-329) • “Proud of his success/the foolish Icarus forsook his guide” (lines 348-349)* • “and, bold in vanity, began to soar/rising above his wings to touch the skies” (lines 350-351)* • “and as the years went by the gifted youth/began to rival his instructor’s art” (lines 376-377) • “Wherefore Daedalus/enraged and envious, sought to slay the youth” (lines 384-385) • “The Partridge hides/in shaded places by the leafy trees…for it is mindful of its former fall” (lines 395-396, 399)

39. Grade 10 Evidence-Based Selected-Response Item Part A What does the word vanity mean in these lines from the text “Daedalus and Icarus”? “Proud of his success, the foolish Icarus forsook his guide, and, bold in vanity, began to soar” (lines 345-349) • arrogance* • fear • heroism • enthusiasm Part B Which word from the lines from the text in Part A best helps the reader understand the meaning of vanity? • proud* • success • foolish • soar

40. Research Simulation Task • Skills of observation, deduction, and proper use of evaluation and evidence • TASK: Analyze an informational topic presented through several articles or multi-media stimuli. • Anchor text introducing the topic • Series of questions synthesizing information from multiple sources in order to write two analytic essays

41. Research Simulation Task (Grade 7): Amelia Earhart’s Disappearance

42. Understanding the Research Simulation Task • Session 1: • Read anchor text that introduces the topic. • Answer EBSR and TECR items. • Write summary or short analysis of the piece. • Session 2: • Read two additional sources (may include a multimedia text) • Answer a few questions about each text • Synthesize understandings into an analytic essay using textual evidence from several of the sources.

43. Grade 7 Analytical Prose Constructed-Response Item #1 Based on the information in the text “Biography of Amelia Earhart,” write an essay that summarizes and explains the challenges Earhart faced throughout her life. Remember to use textual evidence to support your ideas.

44. Final Grade 7 Prose Constructed-Response Item #2 You have read three texts describing Amelia Earhart. All three include the claim that Earhart was a brave, courageous person. The three texts are: • “Biography of Amelia Earhart” • “Earhart's Final Resting Place Believed Found” • “Amelia Earhart’s Life and Disappearance” Consider the argument each author uses to demonstrate Earhart’s bravery. Write an essay that analyzes the strength of the arguments about Earhart’s bravery in at least two of the texts. Remember to use textual evidence to support your ideas.

45. Grade 7 Technology-Enhanced Constructed-Response Item Below are three claims that one could make based on the article “Earhart’s Final Resting Place Believed Found.” Part A • Highlight the claim that is supported by the most relevant and sufficient facts within “Earhart’s Final Resting Place Believed Found.” Part B • Click on two facts within the article that best provide evidence to support the claim selected in Part A.

46. Narrative Task • Broadens the use this type of writing • Convey experiences or events, real or imaginary • TASK: Write a story, detail a scientific process, write a historical account of important figures, or to describe an account of events, scenes, or objects, for example.

47. Narrative Task (Grade 6):Jean Craighead George’s Excerpt from Julie of the Wolves

48. Understanding the Narrative Writing Task • Read one or two brief texts and answer a few questions • Write either a narrative story or a narrative description (e.g., writing a historical account of important figures; detailing a scientific process; describing an account of events, scenes, or objects).

49. Grade 6 Prose Constructed-Response Item In the passage, the author developed a strong character named Miyax. Think about Miyax and the details the author used to create that character. The passage ends with Miyax waiting for the black wolf to look at her. Write an original story to continue where the passage ended. In your story, be sure to use what you have learned about the character Miyax as you tell what happens to her next.

50. Grade 6 Evidence-Based Selected-Response Item #1 Part A What does the word “regal” mean as it is used in the passage? • generous • threatening • kingly* • uninterested Part B Which of the phrases from the passage best helps the reader understand the meaning of “regal?” • “wagging their tails as they awoke” • “the wolves, who were shy” • “their sounds and movements expressed goodwill” • “with his head high and his chest out”*