Welcome to Wandell School Partnership for Assessment of Readiness - - PDF document
Welcome to Wandell School Partnership for Assessment of Readiness for College and Careers (PARCC) Individual Student Report Parent Presentation September 13, 2016 Frequently Asked Questions Why PARCC? What does the research say about PARCC?
English Language Arts/Literacy Parent Score Report
The PARCC test measures how well students are meeting academic expectations and learning the knowledge and skills they need to stay on track in school and after high school – in college or a career. The test measures complex skills like critical thinking, persuasive writing, and problem-solving. The PARCC test is just one of many ways that teachers and schools measure whether your child is on track for success. Teachers use the scores to improve teaching and learning, and to customize instruction to meet each student’s needs. Parents receive one report for English language arts and one for mathematics. Important improvements were made to the test this year. It is now 90 minutes shorter for most students, and it was easier for schools to administer the test because students now take the test during a single testing
NOTE: Below is a sample score report. It does not include your child’s scores or information. Ask your child’s school for his or her score report.
Key Information in the Score Report
Sample only.
How did your child do overall? Your child’s score (see below) fits into one of five performance levels. Level 1 is the lowest performance level; Level 5 is the highest. See #2 for an explanation of what each level means. What does each performance level mean? Level 4 is the target. It shows that your child has met expectations and is well prepared for the next grade level. (This is what some states call “proficient.”) Levels 1, 2 and 3 show a child did not fully meet expectations. Level 5 shows the child did better than what is expected for the grade level. What was my child’s score? The purple bar graph shows the score ranges for each performance level. In addition to the exact score, the black triangle shows how close your child’s score is to the next performance level. Is my child on track? The words under the purple bar graph show that students who score at Level 1, 2, or 3 may need extra help to be successful at the next grade level. Students performing at Level 4 or Level 5 are on track for the next grade level. Not all states include this language in the parent score report.
1 4 3 2
1 2 3 4
Sample only
How do I compare scores? Unlike many previous state test score reports, PARCC score reports show how your student is performing compared to the average for students in the same grade in the school, district, and state. Some states also include a comparison to students in all states that took the test, called the cross-state average. How did students in my state do? This shows the percentage of students at each performance level in your state. This gives you a sense of how students are doing overall in your state, and how your child’s performance compares.
Sample only
Is my child improving compared to last year? Student Growth Percentile (SGP) shows how your child’s improvement from last year compares to other students’ improvement. In other words, compared to other students who scored the same as your child did last year, how much did your child’s achievement improve? The higher the SGP, the better your child did, compared to other students who scored the same as your child did last
did last year. An SGP of 49 percent or less means they did not improve as much as other students who scored the same as they did last year. Not all states include the Student Growth Percentile in the parent score report. How precise is my child’s score? Similar to public opinion polls, which have a “margin of error,” test scores are accurate within a few points. If your child were to take the test on another day, his/her score might be slightly higher or lower. This shows the likely variation in scores for your child. Check your child’s score report to see what the probable range is. Not all states include the probable range in the parent score report.
5 6 7 8
5 6 7 8
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How did my child do in reading and writing? Your child received a sub-score on a set of questions in each area. Students who just met expectations score 50 in reading and 35 in writing. Higher scores show your child exceeded expectations, while lower scores show he/she has not fully met the expectations. You can also see the average score for students in the school, district, and state. These sub-scores do not add up to the overall score. Some states also include a cross-state average comparison to students in other states that took the same test.
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How did my child do in different areas of reading and writing? This section shows where your child is excelling and where he/she needs extra support. Each area, such as vocabulary and writing expression, includes a description
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What do the arrows mean? The arrows give you a quick rundown on how your child is doing compared to students who are meeting expectations. The legend explains that in words.
9
10 10 11 11
Side 2 of the Parent Score Report
9
Sample only
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How will my child’s school use the results?
The test results provide just one measure – a snapshot in time – of student achievement. Although schools should never make important decisions about students based on one measure alone, the tests provide families with objective information about whether their children are academically on track and they help educators compare the performance of their students with others across the state, and even other states. Schools and districts can use the report information to better plan instruction, support, and enrichment for
Parents can use this information to understand their child’s needs and strengths and work with their teachers and school to support their child at home.
How can I use my child’s score report?
It is important to have regular check-ins with teachers to help ensure your child is learning the skills necessary to remain on track. Ask your child’s teachers: What do you see as my child’s academic strengths and areas for improvement? How will you use these test results to help my child make progress this school year? Ask your child’s principal or teacher for information on the school curriculum and the types of learning experiences provided to students. You may also wish to ask about how local and state test results contribute to school improvements.
Where can I find more resources?
▪
UnderstandTheScore.org – View sample test questions and learn more about how parents and teachers can use the information from the score reports.
▪
Pta.org/parents – Learn more about grade level expectations and view the PTA’s parent guides for student success.
▪
Bealearninghero.org – Tips on how to help your child succeed in school.
▪
Greatschools.org/gk/common-core-test-guide – Find out what skills your child should learn at each grade level and how you can help at home.
6
Mathematics Parent Score Report
The PARCC test measures how well students are meeting academic expectations and learning the knowledge and skills they need to stay on track in school and after high school – in college or a career. The test measures complex skills like critical thinking and problem-solving. The PARCC test is just one of many ways that teachers and schools measure whether your child is on track for success. Teachers use the scores to improve teaching and learning, and to customize instruction to meet each student’s needs. Parents receive one report for English language arts and one for mathematics. Important improvements were made to the test this year. It is now 90 minutes shorter for most students, and it was easier for schools to administer the test because students now take the test during a single testing
NOTE: Below is a sample score report. It does not include your child’s scores or information. Ask your child’s school for his or her score report.
Key Information in the Score Report
Sample only.
How did your child do overall? Your child’s score (see below) fits into one of five performance levels. Level 1 is the lowest performance level; Level 5 is the highest. See #2 for an explanation of what each level means. What does each performance level mean? Level 4 is the target. It shows that your child has met expectations and is well prepared for the next grade level or course. (This is what some states call “proficient.”) Levels 1, 2 and 3 show a child did not fully meet expectations. Level 5 shows the child did better than what is expected for the grade level or course. What was my child’s score? The purple bar graph shows the score ranges for each performance level. In addition to the exact score, the black triangle shows how close your child’s score is to the next performance level. Is my child on track? The words under the purple bar graph show that students who score at Level 1, 2, or 3 may need extra help to be successful at the next grade level. Students performing at Level 4 or Level 5 are on track for the next grade level or course. Not all states include this language in the parent score report.
1 3 4 2
1 2 3 4
Sample only
How do I compare scores? Unlike many previous state test score reports, PARCC score reports show how your student is performing compared to the average for students in the same grade or course in the school, district, and state. Some states also include a comparison to students in all states that took the test, called the cross-state average. How did students in my state do? This shows the percentage of students at each performance level in your state. This gives you a sense of how students are doing overall in your state, and how your child’s performance compares.
Sample only
Is my child improving compared to last year? Student Growth Percentile (SGP) shows how your child’s improvement from last year compares to other students’ improvement. In other words, compared to other students who scored the same as your child did last year, how much did your child’s achievement improve? The higher the SGP, the better your child did, compared to other students who scored the same as your child did last
did last year. An SGP of 49 percent or less means they did not improve as much as other students who scored the same as they did last year. Not all states include the Student Growth Percentile in the parent score report. How precise is my child’s score? Similar to public opinion polls, which have a “margin of error,” test scores are accurate within a few points. If your child were to take the test on another day, his/her score might be slightly higher or lower. This shows the likely variation in scores for your child. Check your child’s score report to see what the probable range is. Not all states include the probable range in the parent score report.
5 6 7 8
5 6 7 8
2
Side 2 of the Parent Score Report
How did my child do in different areas of mathematics? This section shows where your child is excelling and where he/she needs extra support. Each area, such as major content and expressing mathematical reasoning, includes a description of what it looks like to meet the expectations.
10
What do the arrows mean? The arrows give you a quick rundown on how your child is doing compared to students who are meeting expectations. The legend explains that in words.
9
10 10 9
3
How will my child’s school use the results?
The test results provide just one measure – a snapshot in time – of student achievement. Although schools should never make important decisions about students based on one measure alone, the tests provide families with objective information about whether their children are academically on track and they help educators compare the performance of their students with others across the state, and even other states. Schools and districts can use the report information to better plan instruction, support, and enrichment for
Parents can use this information to understand their child’s needs and strengths and work with their teachers and school to support their child at home.
How can I use my child’s score report?
It is important to have regular check-ins with teachers to help ensure your child is learning the skills necessary to remain on track. Ask your child’s teachers: What do you see as my child’s academic strengths and areas for improvement? How will you use these test results to help my child make progress this school year? Ask your child’s principal or teacher for information on the school curriculum and the types of learning experiences provided to students. You may also wish to ask about how local and state test results contribute to school improvements.
Where can I find more resources?
▪
UnderstandTheScore.org – View sample test questions and learn more about how parents and teachers can use the information from the score reports.
▪
Pta.org/parents – Learn more about grade level expectations and view the PTA’s parent guides for student success.
▪
Bealearninghero.org – Tips on how to help your child succeed in school.
▪
Greatschools.org/gk/common-core-test-guide – Find out what skills your child should learn at each grade level and course and how you can help at home.
4
The Partnership for Assessment of Readiness for College and Careers (PARCC) is a group of states that have collaborated to create high quality assessments in English language arts/literacy and mathematics in grades 3-8 and high school. The assessments give teachers and parents meaningful information they can use to support student success at every grade level and on their path to being ready for college and career by graduation. The accurate and reliable scoring of PARCC assessments is critical to providing valid information about a student’s achievement and growth. PARCC states partner with a testing company, Pearson, which recruits and trains qualified scorers at the national and local level. Applicants complete a rigorous and selective evaluation, hiring and training process to qualify as PARCC scorers. Accuracy and consistency is monitored throughout the scoring process.
Who scores my child’s PARCC exam?
In order to recruit from a large pool of qualified graders, the testing company advertises for open scoring positions on its corporate website as well as in online and local publications across the country. According to PARCC state requirements, only applicants who a have a Bachelor’s degree or higher in mathematics, English, education or a related field may be hired. Scorers for the mathematics portions of the PARCC assessments hold at least a four- year degree in a related field and have demonstrated the knowledge needed to effectively score responses to math questions. Scorers for the English language arts and literacy portions of the PARCC assessments hold at least a four-year degree in English, education, history, psychology, journalism
enable them to effectively score the literacy analysis, research simulation, or narrative writing tasks found in the PARCC assessments. Not all scorers are teachers, but as many as three-quarters have previous teaching
How are scorers trained?
All PARCC scorers complete extensive training to evaluate student performance on a select and specific group of questions across multiple exams. The process of training and scoring PARCC exams on a question-by-question basis ensures that all scorers are well-versed in the subjects and skills that they are
Scoring the PARRC Test
assessment, they will instead score the same question on hundreds of student exams to ensure that scoring is fair and unbiased for each student’s answers. During training, scorers and their instructors discuss the question and rubric and analyze several pre-scored sample answers to understand why the answers received certain grades. Scorers then must score two sets of practice answers, which they must pass in order to be deemed eligible to score that set of specific questions. Pearson instructors train each scorer for the questions they will be responsible for
days, depending on the question.
How is the PARCC test scored?
First, each student is assigned an identification number. Student answers are then separated and sorted question-by-question and sent to the scorers that have been trained and qualified to score that particular question. This maintains student anonymity and allows scorers to become experts in scoring
Scorers work out of more than a dozen scoring centers across the country, and from their homes. There are strict procedures in place to protect test security. Scorers assign points to each answer. Depending on the question, up to six points could be available. Each scorer has a binder for each question with the scoring rubric and examples of pre-scored answers that they can use to compare their scoring against the guide that was prepared by educators. To ensure that scorers are maintaining accuracy standards throughout the scoring process, scorers will routinely be given pre-scored answers along with unscored
the time. When a scorer’s accuracy declines, they receive additional training on the test
are all put back into the system for re-scoring.
1For the purposes of the PARCC Mathematics assessments, the Major Content in a grade/course is determined by that grade level’s Major
Clusters as identified in the PARCC Model Content Frameworks v.3.0 for Mathematics. Note that tasks on PARCC assessments providing evidence for this claim will sometimes require the student to apply the knowledge, skills, and understandings from across several Major Clusters.
2 The Additional and Supporting Content in a grade/course is determined by that grade level’s Additional and Supporting Clusters as identified in the
PARCC Model Content Frameworks v.3.0 for Mathematics.
3 For Grades 3-8, Sub-Claim C includes only Major Content.
Master Claim: On-Track for college and career readiness. The degree to which a student is college and career ready (or “on-track” to being ready) in mathematics. The student solves grade-level /course-level problems in mathematics as set forth in the Standards for Mathematical Content with connections to the Standards for Mathematical Practice.
Sub-Claim A: Major Content1 with Connections to Practices The student solves problems involving the Major Content1 for her grade/course with connections to the Standards for Mathematical Practice.
31 points
Sub-Claim B: Additional & Supporting Content2 with Connections to Practices The student solves problems involving the Additional and Supporting Content2 for her grade/course with connections to the Standards for Mathematical Practice.
9 points
Sub-Claim C: Highlighted Practices MP.3,6 with Connections to Content3 (expressing mathematical reasoning) The student expresses grade/course-level appropriate mathematical reasoning by constructing viable arguments, critiquing the reasoning of others, and/or attending to precision when making mathematical statements.
14 points
Sub-Claim D: Highlighted Practice MP.4 with Connections to Content (modeling/application)
Informational Guide to Grade 4 Math Summative Assessment
The student solves real-world problems with a degree of difficulty appropriate to the grade/course by applying knowledge and skills articulated in the standards for the current grade/course (or for more complex problems, knowledge and skills articulated in the standards for previous grades/courses), engaging particularly in the Modeling practice, and where helpful making sense of problems and persevering to solve them (MP. 1),reasoning abstractly and quantitatively (MP. 2), using appropriate tools strategically (MP.5), looking for and making use of structure (MP.7), and/or looking for and expressing regularity in repeated reasoning (MP.8).
Total Exam Score Points: 66
12 points
Informational Guide to Grade 4 Math Summative Assessment
Task Type Description Reporting Categories Scoring Method Math Practice(s) Type I conceptual understanding, fluency, and application Sub-claim A: Solve problems involving the major content. Sub-claim B: Solve problems involving the additional and supporting content . computer- scored only can involve any
mathematical practice standards Type II written arguments/ justifications, critique of reasoning, or precision in mathematical statements Sub-claim C: Express mathematical reasoning by constructing mathematical arguments and critiques a mix of computer- scored and hand-scored tasks primarily MP.3 and MP.6, but may also involve any of the other practices Type III modeling/appli cation in a real- world context
Sub-claim D: solve real- world problems engaging particularly in the modeling practice a mix of computer- scored and hand-scored tasks primarily MP.4, but may also involve any of the other practices