K-6 ELA COMMON CORE instructional resources

covers the development of the two pieces of the test that will yield students' summative scores in mathematics and English/language arts and be used for accountability purposes: a computer-based end-of-year test and a performance-based assessment given toward the end of the year. The scope of work also includes developing midyear formative assessments that are part of PARCC's system but are optional for states.

A preliminary blueprint of PARCC's English/language arts exam shows that the performance-based assessment, spread over two days, would involve a "research simulation" that asks students to read a suite of texts, including an "anchor" text such as a speech by a prominent historical figure. They would have to answer questions that require them to cite evidence from the text for their answers and write an essay. Another aspect of the performance-based test would require students to "engage" with literature (grades 3-5) or conduct literary analysis (grades 6-11) using a combination of shorter and longer texts. The end-of-year exam would employ six literary and informational texts and ask students to respond to machine-scorable questions, including ones that demand comparison and synthesis of the readings. The end-of-year test in English/language arts would yield at least half of a student's points in that topic. One-third to one-half would come from the performance-based test, according to the preliminary blueprint.

ARCC's math test will include three types of questions: "innovative," machine-scorable, computer-based items; items that call for written arguments or justifications; critiques of mathematical reasoning, or proof that students "attended to precision" in math; and items involving real-world scenarios. The performance-based assessment in math will count for 40 percent to 50 percent of a student's points in that subject, and the end-of-course exam will yield 50 percent to 60 percent of the points. The math exams will focus on solving problems in the "major content areas" at each grade level, as well as demonstrating conceptual understanding, fluency and mathematical reasoning, and applying knowledge to real-world problems. At the high school level, PARCC will develop two series of end-of-course math tests: a traditional one—Algebra 1, geometry, and Algebra 2—and one that integrates those topics. Those parallel pathways reflect choices educators can make about how to design math courses from the common standards. The solicitation document answers a question that had been circulating among some educators of young children. PARCC said that its tests will be given by computer to students in grades 6-11, but those in grades 3-5 will answer questions with pencil and paper because of concerns about younger children's keyboarding skills.

PARCC has contracted with the Dana Center at the University of Texas at Austin to build prototype assessment tasks in math, and with the University of Pittsburgh's Institute for Learning to generate such items in literacy. Those items are slated for release this summer.