Webinar 3 - Preparing for PARCC Assessments
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Preparing for PARCC Assessments: what can we do now? Dr. Tracey L. Beckendorf-Edou, [email protected]
description
Presentation from Webinar 3 of the Tennessee STEM Leadership Academy by Tracey Beckendorf-Edou on November 28, 2012.
Transcript of Webinar 3 - Preparing for PARCC Assessments
Dr. Tracey L. Beckendorf-Edou, [email protected]
Preparing for PARCC Assessments:
what can we do now?
Dr. Tracey L. Beckendorf-Edou
PARCC is the Partnership for Assessment for Readiness for College and Careers (see http://parcconline.org/).
It is a 23-state consortium working together to create assessments in language arts and math.
Starting in 2014-2015, PARCC assessments will replace TCAP in math and language arts in grades 3-11.
The PARCC assessments will be administered via computer, and a combination of automated scoring and human scoring will be employed.
The PARCC assessment system will include a mix of constructed response items and computer-enhanced, computer-scored items (see http://parcconline.org/parcc-assessment-design).
What is PARCC?
Dr. Tracey L. Beckendorf-Edou, [email protected]
Dr. Tracey L. Beckendorf-Edou
Constructed Response Assessments (CRAs)
This school year, the state of Tennessee will have a summative constructed response assessment in May.
The summative constructed response assessment will include 4 tasks per grade level in grades 3-8.
Each individual task will be scored for consideration of the student's content knowledge and their ability to perform the math practices applicable to the assessed task. Each task will have a scoring guide unique for the task.
To prepare for this assessment, teachers are giving two constructed response assessments, one in October and one in February (see: http://www.tn.gov/education/assessment/ConstructedResponseAssessment.shtml).Dr. Tracey L. Beckendorf-Edou,
Tennessee and CRAs
CRAs offer a valuable opportunity to deepen students’ and teachers’ understandings of the Common Core Math Standards and Mathematical Practices.
When teachers score students’ work, they can see patterns in what students are and are not successfully responding to with the CRA prompts.
When students analyze their own work, they can learn strategies and information they can use in order to improve their performances.
Dr. Tracey L. Beckendorf-Edou, [email protected]
How Can CRAs be Used to Improve Student Learning?
In response to the eighth grade task 1 prompt this year, students wrote: Student 1: “I sketched the professional’s typing rate at a
steeper angle than Donald’s typing rate because Donald typed 40 words per minute and the professional typed at 50 words per minute.”
Student 2: “I sketched the way I did because the professional typist is ten words faster than Donald, so therefore would be above the ‘D’ line.”
In order to get the point, the student “creates a logical connection between rate, slope, and steepness of the lines.
Which student does that best and why?
Dr. Tracey L. Beckendorf-Edou, [email protected]
Example: Teacher Scoring
Dr. Tracey L. Beckendorf-Edou
Through scoring these tests in PLCs and having conversations around slope and how explicit students need to be about slope on CRAs, teachers can modify their practices.
Through using explicit scoring guides aligned to Common Core Math standards, they become more and more familiar with the content standards and the standards for mathematical practices.
What else? You can learn more about CRA scoring on the Webinar:
https://stateoftennessee.adobeconnect.com/_a828793869/p89fvuk7zdb/?launcher=false&fcsContent=true&pbMode=normal
Example: Teacher Scoring Continued
When teachers finished scoring CRAs, I created anchor paper booklets per grade level so that students could see examples of different scores (without names) of students from their own schools.
By comparing their work to others’ work, reading over the score sheets themselves, and correcting their work in such a way that they could receive a higher score, they can learn how to better perform on CRAs.
Even students who got 100% on CRAs can learn different strategies from each other.
How else could student analysis help them improve on CRAs?
Dr. Tracey L. Beckendorf-Edou, [email protected]
Example: Student Analysis of their own Work
Dr. Tracey L. Beckendorf-Edou
Two children are sharing 48 gumdrops. Jessica says, “I want 2/4 of the set of 48 gumdrops.” Samuel says, “I want 2/3 of the set of 48 gumdrops.” a) Is it possible for Jessica and Samuel to each have
the fraction of gumdrops that they want?b) If you respond yes, use diagrams and equations to
explain how you know they can each receive the share of gumdrops they want. If you respond no, use diagrams and equations to explain why the children cannot each receive the number of gumdrops they want.
An Example: 5th Grade Task 1
Dr. Tracey L. Beckendorf-Edou
What could students and teachers learn from this work?
Dr. Tracey L. Beckendorf-Edou
In the State of Tennessee, Common Core Standards in Math have been adopted. These include content standards and standards of mathematical practice (see: http://www.corestandards.org/Math)
The Standards set grade-specific standards but do not define the intervention methods or materials necessary to support students who are well below or well above grade-level expectations.
The Standards should be read as allowing for the widest possible range of students to participate fully from the outset, along with appropriate accommodations to ensure maximum participation of students with special education needs.
Focus on the Common Core
Become familiar with the content and mathematical practice standards (see: http://www.corestandards.org/Math)
Attend Common Core trainings and ensure that your staff/colleagues do too. Materials from last summer’s trainings can be found: http://www.tncore.org/resources_from_summer_3-8_math_training.aspx#summer_resources)
Communicate with your regional Common Core Coordinator. They are listed here: http://tennessee.gov/education/CORE.shtml
Also, your district may have trained Common Core Coaches. They have a wealth of information!
Dr. Tracey L. Beckendorf-Edou, [email protected]
How to Best Implement Common Core?
Dr. Tracey L. Beckendorf-Edou
Model Content Frameworks
Model Content Frameworks bridge the Common Core Math Standards and the PARCC Assessments, helping indicate which standards will be emphasized.
They are intended to offer a blueprint and item specifications for the PARCC Assessments.
They are also intended to support implementation of Common Core Standards.
What are Model Content Frameworks?
Dr. Tracey L. Beckendorf-Edou , [email protected]
They provide information about: Which standards will be emphasized How mathematical content and practices will be
connected Which mathematical concepts should come before other
mathematical concepts Fluency recommendations Key mathematical concepts that students should study
in-depth Key advances from the previous grade or course End-of-course assessment boundaries
What do the Model Content Frameworks for Mathematics do?
Dr. Tracey L. Beckendorf-Edou, [email protected]
They do NOT provide a scope and sequence of topics to be taught in the course
They do NOT detail every feature of every standard
What do the Model Content Frameworks for Mathematics
NOT do?
Dr. Tracey L. Beckendorf-Edou, [email protected]
The Common Core standards for high school are organized by conceptual category rather than by course or by year (as they are in K-8).
This means that the recommendations for the end of course assessment of Algebra 1 include concepts from the categories of number and quantity, algebra, functions, and statistics.
The primary mathematical practices that are emphasized are MP1 (making sense of problems and persevering in solving them) and MP4 (modeling with mathematics).
An Algebraic Example
Dr. Tracey L. Beckendorf-Edou, [email protected]
The Model Content Frameworks indicate that the following content standards will be emphasized:
Interpret the structure of expressions Perform arithmetic operations on polynomials Create equations that describe numbers or relationships Understand solving equations as a process of reasoning Solve equations and inequalities with one variable Represent and solve equations and inequalities
graphically Understand the concept of a function and use function
notation Interpret functions in terms of context Interpret linear models
End of Course Assessment for Algebra 1
Dr. Tracey L. Beckendorf-Edou, [email protected]
The Model Content Frameworks indicate that the following concepts (among others) will be less emphasized: Reason quantitatively and use units to solve problems Write expressions in equivalent forms to solve problems Understand relationships between zeros and factors of
polynomials Solve systems of equations Build new functions from existing functions
End of Course Assessment for Algebra 1
Dr. Tracey L. Beckendorf-Edou, [email protected]
For more information about Model Content Frameworks for Mathematics, see http://www.parcconline.org/sites/parcc/files/PARCCMCFMathematicsNovember2012V3_FINAL.pdf or go to http://www.parcconline.org/parcc-model-content-frameworks
For more information about the Common Core Standards, see http://www.corestandards.org/Math
For more information about Common Core standards in Tennessee, see http://www.tncurriculumcenter.org/common_core
Where can you Find Additional Information?
Dr. Tracey L. Beckendorf-Edou, [email protected]
Thank you for your time and attention today. If you have any questions, please feel free to contact me at:
Dr. Tracey Beckendorf-EdouMath CoordinatorOak Ridge Schools
[email protected](865)425-9043
Thank you!
