PARCC General Steps for Mathematics State Educator Reviewers March 4-8, 2013

1. PARCC General Steps for Mathematics State Educator Reviewers March 4-8, 2013 Note: all items included in this presentation are for illustrative training purposes only. They are not representative of PARCC assessment items.

2. Step 1 • Read and work each task independently.

3. Reviewers should: review each task independently record your comments in the comments section preliminary decision on how to proceed with the task (accept, accept with edits, reject) A task should be edited if it has a flaw that can be fixed or needs clarification. A task should only be rejected if it has a flaw that can not be addressed. Each task will be discussed as a group after individual reviews. Preliminary decisions may be changed at that time. Review Tasks Independently Before Discussing Them as a Group

4. Step 2 • Verify that the task aligns to the intended evidence statement.

5. Each task should: assess the designated evidence statement conform to the content clarifications, limits, and emphasis associated with the evidence statement Alignment to Evidence Statements and the CCSS

6. Reviewers should: note alignment issues in the comments section accept the task with edits if the task can easily be edited to make the task align to the evidence statement reject the task if the task can not easily be edited to make the task fit the evidence statement Alignment to Evidence Statements and the CCSS

7. Sample: Step 2a Task Type: I Points: 1Evidence Statement: 3.OA.4 Johnny has 8 crayons. He wants to give an equal number of crayons to each of his 4 friends. He wrote the equation to find the number of crayons he should give to each friend. How many crayons should Johnny give to each friend? Type your answer in the box. Note: all items included in this presentation are for illustrative training purposes only. They are not representative of PARCC assessment items.

8. Evidence Statement Text, Clarifications, Limits, Emphases and Other Information for 3.OA.4 Note: all items included in this presentation are for illustrative training purposes only. They are not representative of PARCC assessment items.

9. Sample: Step 2b Task Type: I Points: 1Evidence Statement: 8.G.7-1 A right rectangular prism is 16 inches wide, 12 inches long, and 12 inches tall. To the nearest inch, what is the length of the diagonal, d, of the rectangular prism? Type you answer in the box. 12 inches d 12 inches 16 inches Note: all items included in this presentation are for illustrative training purposes only. They are not representative of PARCC assessment items.

10. Evidence Statement Text, Clarifications, Limits, Emphases and Other Information for 8.G.7-1

11. Evidence Statement Text, Clarifications, Limits, Emphases and Other Information for 8.G.7-2

12. Step 3 • Determine if there are any mathematical flaws in the task (i.e. anything that makes the task unusable as written).

13. Flaws Each task should: • contain content (text, stimuli, terminology, notation, art, etc.) that is • mathematically correct, precise, and generally accepted by math educators • be free from flaws • not contain unintended mathematical errors, misconceptions, • contradictions, or ambiguities

14. Sample: Step 3 Task Type: I Points: 1Evidence Statement: 6.G.1 10 in. 5 in. 4 in. 14 in. What is the area of the isosceles trapezoid? square inches Note: all items included in this presentation are for illustrative training purposes only. They are not representative of PARCC assessment items.

15. Evidence Statement Text, Clarifications, Limits, Emphases and Other Information for 6.G.1

16. Step 4 • Review answer keys and rubrics for accuracy.

17. Answer Keys and Scoring Rubrics • Type I one-point tasks should: • have the correct key Scoring Rubrics should: • be clear enough so that the person scoring the response will know how to assign points based on different parts of the response • assign at least 50% of the total points to the reasoning/modeling provided in the response and less than 50% of the points to a computations provided in the response for Type II and Type III tasks

18. Sample: Step 4 Task Type: II Points: 4Evidence Statement: 5.C.6/5.MD.5c 7 in. 7 in. 5 in. 4 in. 6 in. 11 in. 12 in. Rosa needs to calculate the volume of a right prism. This diagram shows the dimensions of the prism. All angles in the base of the prism are right angles. Show how Rosa can calculate the volume of the right prism. Be sure to explain why you chose the operations you use in your calculation, and include the volume of the prism. Note: all items included in this presentation are for illustrative training purposes only. They are not representative of PARCC assessment items.

19. Evidence Statement Text, Clarifications, Limits, Emphases and Other Information for 5.C.6 and 5.MD.5c

20. Scoring Rubric for Sample Step 4 Scoring Rubric The task is worth 4 points; 1 point for computation and 3 points for reasoning. Computation component: 582 cubic inches Reasoning component: 1 point is awarded for a correct process in which the student shows or explains how to divide the prism into two (or more) right rectangular prisms 1 point is awarded for showing or explaining the correct calculations for determining the volume of each rectangular prism 1 point is awarded for showing or explaining that the volumes need to be added together to determine the volume of the entire prism.

21. Step 5 • Advise to accept or reject the task.

22. Reviewers as a group discuss any major comments determine how to proceed with the task (accept, accept with edits, reject) A task should be edited if it has a flaw that can be fixed or needs clarification. A task should only be rejected if it has a flaw that can not be addressed. Advise to Accept or Reject

23. Questions?