The Navigator

Taken from resources found on Partnership for Assessment Readiness for College and Career (PARCC) - http://www/parcconline.org/

The Navigator

Helping educators navigate to PARCC Evidence Tables, Blueprints and Performance Level Descriptors in Mathematics

PARCC’s next generation of assessments will be used to help students, teachers and parents determine if students are on track for post-secondary success.  PARCC has released a number of tools that will help teachers and administrators transition to the Common Core Standards and to the next generation of assessments.  The Navigator will assist educators in understanding the PARCC tools and how to use them.

PARCC has released the following documents that will assist educators in understanding the design of the assessments:  Blueprints, Evidence Statement Tables, Evidence Sub-Claims, Performance Level Descriptors (PLDs) and Types of Tasks.

Ruth Ware and the Muskingum Valley Educational Service Center developed The Navigator to guide educators in understanding the design and test specifications of the PARCC Mathematics Assessments -- Grades 3-8, Algebra I, Algebra II and Geometry.
 

The Navigator Tool

Column 1 (PARCC) identifies the level of the PARCC Content Emphasis found in the Model framework. A green box indicates that the standard is a major cluster, a blue box indicates a supporting cluster and a yello box indicates an additional cluster.

Column 2 (Standard) identifies the math standard.

Column 3 (MYA/PBA) indicates whether or not the standard will be found on the Mid-year Assessment (MYA) or Performance-based Assessment (PBA).  An X is placed in this column if the standard will be found as a type I task on the MYA/PBA.Example of an inside page of The Navigator that is available to purchase on the MVESC website

Column 4 (MP) identifies the Math Practices that will be found on the assessment connected to the identified standard. The number(s) of the Math Practices are listed in this column.

Column 5 (Content Scope of Questions) identifies the sub-claim (identified in the Content Model Framework and Performance-level Descriptor document) and Math Practices that are aligned with the standard. These tasks will be a type II (sub-claim C) or a type III (sub-claim D) task on the PBA.

Column 6 (EOY) identifies the standards that will be found on the End-of-the Year Assessment.

Column 7 (MP) identifies the Math Practice(s) that are aligned to the standards found on the EOY.

Column 8 (Integrated Questions) indicates that the standard will be integrated with other standards and Math Practices in an assessment item. The assessment item could integrate the item in one of three ways:

  1. All the standards across a specific grade level or course are integrated; coded as 4.Int.2 ,showing the grade level then labeling the integration and assessment item number.
  2. Integrated across the Domain; coded as 4.NF.A.Int.1, showing the grade level then the Domain and Integration and assessment item number.
  3. Integrated across the Cluster; coded as cluster- S-ID meaning the question assesses across the cluster of Statistics-Interpreting Categorical and Quantitative Data.
     

Let The Navigator guide you in:

  1. Aligning and mapping the curriculum, ensuring that standards and mathematical practices are covered prior to the Performance-based Assessment (PBA) 75% in to the school year and End-of-the-Year Assessments (EOY) 90% in to the school year.
  2. Identifying priority targets based on standards (Ainsworth 2013, Common Core, Identifying Specific Standards to Emphasize the Most).
  3. Identifying evidence needed for standards to demonstrate competency levels.
  4. Aligning assessments to Formative Instructional Practices (FIP)
  5. Developing and selecting assessment tasks that match the integrated (standards) assessment tasks listed in the PARCC Blueprint.