Académique Documents
Professionnel Documents
Culture Documents
Grade 9
Level
5
Range of Accuracy2
Quality of Evidence3
Very Complex
Moderately Complex
Readily Accessible
Very Complex
Moderately Complex
Readily Accessible
Very Complex
Moderately Complex
Readily Accessible
Very Complex
Moderately Complex
Readily Accessible
Accurate
Accurate
Accurate
Mostly accurate
Generally Accurate
Accurate
Generally accurate
Generally accurate
Mostly Accurate
Inaccurate
Minimally accurate
Generally accurate
t Complexity
omplexity framework reflects the importance of text complexity as it relates to the CCSS, which indicates that 50 percent of an items complexity is linked to the complexity of the
hat item. Consequently, to determine a students performance level, it is critical to identify the pattern of responses when students respond to items with distinct text complexitie
eveloped a clear and consistent model to define text complexity, and has determined to use three text complexity levels (where stimuli texts are labeled as readily accessible, mod
lex).
ntitative text complexity measures (Reading Maturity Metric, Source Rater and Lexiles) will be used to analyze all reading passages to determine an initial recommendation for pla
band and subsequently a grade level.
y Analysis Worksheets (see attached), one for informational text and one for literary text, are then used as qualitative measures. Trained evaluators use these worksheets to deter
tion for qualitative text complexity within the grade level, with each text defined as readily accessible, moderately complex or very complex.
ia texts, qualitative judgments from one or both of the optional categories in the Complexity Analysis Worksheet will be combined with judgments in the other categories to ma
n of the complexity of the material.
ge of Accuracy
eveloped a reading rubric to measure comprehension of key ideas and details for prose constructed-response (PCR) items. There is one generic scoring rubric for grade 3, one for g
rades 6-11 (see attached). There are three PCR items on the PARCC summative assessments for ELA/literacy for each grade level. Scores on these items contribute to an evaluatio
ent can accurately comprehend a text. For machine-scorable items Evidence-Based Selected Response (EBSR) and Technology-Enhanced Constructed Response (TECR) the desi
the items help contribute to an understanding of how accurately students comprehend text. The PARCC assessments will have four levels of accuracy at grades 3-5 and five levels
hat are measured using the reading data collected through the PCR, EBSR and TECR items.
he student is able to accurately state both the general ideas expressed in the text(s) and the key and supporting details. The response is complete and the student demonstrates fu
ate The student is able to accurately state most of the general ideas expressed in the text(s) and the key and supporting details, but the response is incomplete or contains mino
demonstrates extensive understanding.
curate The student is able to accurately state the gist of the text(s) but fails to accurately state the key and supporting details in the text or to connect such details to the overarc
he student demonstrates basic understanding. This level of accuracy is used only in grades 6-11.
curate The student is unable to accurately state the gist of the text(s) but is able to minimally state some of the key or supporting details with accuracy. The student does not co
text to the overarching meaning(s) of the text. The student demonstrates minimal understanding.
The student is unable to accurately state either the gist of the text or the key and supporting details evident in the text.
ality of Evidence
ing rubrics to measure comprehension for PCR items include statements about the quality of evidence students use to support their statements of comprehension of texts, so sco
determine student performance levels with relation to this factor. There are two types of evidence expected at all but third grade (where the standards call only for explicit evide
able items (EBSR and TECR), items are written to require students to elicit both types of evidence from the texts. When students are unable to earn full credit for items because th
answers using evidence from the text, these items help to make distinctions in performance using this factor. The two types of evidence required are:
nce Students show how the explicit words and phrases (details) from the text support statements made about the meaning of the text.
vidence Students show how inferences drawn from the text support statements made about the meaning of the text.
o
evel 5
s
the
pected to
ses that
e skills
ed in
t the
nd with
idence
students
Reading Information
Students demonstrate comprehension and draw
evidence from readings of grade-level complex
informational text.
Provides strong and thorough textual evidence to
support analysis of what the text says explicitly.
Provides strong and thorough textual evidence to
support analysis of inferences drawn from the
text.
For RST 1, provides specific textual evidence to
support an analysis of science and/or technical
texts, attending to the precise details of
explanations or descriptions.
For RH 1, provides textual evidence to support an
analysis of primary and/or secondary sources,
attending to such features as the date and origin
of the information.
Provides a statement of central idea(s) of a text.
Provides an analysis of the development of central
idea(s) over the course of the text, including how
the central idea emerges and is shaped and
refined by specific details.
Provides an objective summary of a text.
For RST 2, provides a statement of the conclusions
of a text.
For RST 2, demonstrates ability to trace the texts
explanation or depiction of a complex process,
phenomenon or concept.
For RH 2, provides an accurate summary of how
key events or ideas develop over the course of the
Writing
Written Expression
Students produce clear and
coherent writing in which the
development, organization and
style are appropriate to the task,
purpose and audience.
Provides effective and
comprehensive development of
the claim, topic and/or
narrative elements, using clear
convincing reasoning details,
text-based evidence and/or
description.
Develops claim, topic and/or
narrative elements consistently
appropriate to the task,
purpose and audience.
Demonstrates purposeful
coherence, clarity and cohesion
and includes a strong
introduction, conclusion and a
logical, well-executed
progression of ideas.
Establishes and maintains an
effective style, while attending
to the norms and conventions
of the discipline.
Effectively draws evidence from
literary or informational texts to
support analysis, reflection and
research.
Includes precise language
Writing
Knowledge of Lan
Conventio
Students demonstrate
conventions and oth
elements of lan
Demonstrates com
conventions of Sta
consistent with eff
writing. Though th
few minor errors i
and usage, meanin
throughout the re
text.
Provides an analysis of how the author unfolds an
analysis or series of ideas or events, including the
order in which points are made.
Provides an analysis of how the author unfolds an
analysis or series of ideas or events, including how
they are introduced and developed.
Provides an analysis of how the author unfolds an
analysis or series of ideas or events, including the
connections that are drawn between them.
For RST 3, demonstrates the ability to precisely
follow a complex multistep procedure when
carrying out experiments, taking measurements or
performing technical tasks, attending to special
cases or exceptions defined in the text.
For RH 3, provides a detailed analysis of a series of
events, including whether earlier events caused
later ones or simply preceded them.
Provides a detailed analysis of how an authors
ideas or claims are developed and refined by
particular sentences, paragraphs or larger portions
of a text.
For RST 5, provides an analysis of the structure of
the relationships among concepts in a text,
including relationships among key terms.
For RH 5, provides an analysis of how a text uses
structure to emphasize key points or advance an
explanation or analysis.
Provides a statement of an authors point of view
in a text.
Provides a statement of an authors purpose in a
text.
Provides an analysis of how the author uses
rhetoric to advance his or her point of view or
purpose.
For RST 6, provides an analysis of the authors
purpose in providing an explanation, describing a
procedure or discussing an experiment in a text,
defining the question the author seeks to address.
For RH 6, provides a comparison of the points of
view of two or more authors for how they treat
the same or similar topics, including which details
they include and emphasize in their respective
consistently, including
descriptive words and phrases,
sensory details, linking and
transitional words, words to
indicate tone and/or domainspecific vocabulary.
ho
Level 4
es
mand
-level
pected to
ses that
e skills
ed in
t the
nd with
idence
students
Reading Information
Students demonstrate comprehension and draw
evidence from readings of grade-level complex
informational text.
Provides strong and thorough textual evidence to
support analysis of what the text says explicitly.
Provides strong and thorough textual evidence to
support analysis of inferences drawn from the
text.
For RST 1, provides specific textual evidence to
support an analysis of science and/or technical
texts, attending to the precise details of
explanations or descriptions.
For RH 1, provides textual evidence to support an
analysis of primary and/or secondary sources,
attending to such features as the date and origin
of the information.
Provides a statement of central idea(s) of a text.
Provides an analysis of the development of central
idea(s) over the course of the text, including how
the central idea emerges and is shaped and
refined by specific details.
Provides an objective summary of a text.
For RST 2, provides a statement of the conclusions
of a text.
For RST 2, demonstrates ability to trace the texts
explanation or depiction of a complex process,
phenomenon or concept.
For RH 2, provides an accurate summary of how
key events or ideas develop over the course of the
text.
Writing
Written Expression
Students produce clear and
coherent writing in which the
development, organization and
style are appropriate to the task,
purpose and audience.
Provides effective development
of the claim, topic and/or
narrative elements, using clear
reasoning details, text-based
evidence and/or description.
Develops claim, topic and/or
narrative elements in a manner
that is largely appropriate to the
task, purpose and audience.
Demonstrates a great deal of
coherence, clarity and cohesion
and includes an introduction,
conclusion and a logical
progression of ideas.
Establishes and maintains an
effective style, while attending
to the norms and conventions
of the discipline.
Effectively draws evidence from
literary or informational texts to
support analysis, reflection and
research.
Includes mostly precise
language including descriptive
words and phrases, sensory
details, linking and transitional
words, words to indicate tone
Writing
Knowledge of Lan
Conventio
Students demonstrate
conventions and oth
elements of lan
Demonstrates com
conventions of Sta
consistent with ed
There may be a fe
errors in grammar
but meaning is cle
and/or domain-specific
vocabulary.
ho
Level 3
es a
f the
pected to
ses that
e skills
ed in
t the
nd with
idence
students
Reading Information
Students demonstrate comprehension and draw
evidence from readings of grade-level complex
informational text.
Provides strong and thorough textual evidence to
support analysis of what the text says explicitly.
Provides strong and thorough textual evidence to
support analysis of inferences drawn from the
text.
For RST 1, provides specific textual evidence to
support an analysis of science and/or technical
texts, attending to the precise details of
explanations or descriptions.
For RH 1, provides textual evidence to support an
analysis of primary and/or secondary sources,
attending to such features as the date and origin
of the information.
Provides a statement of central idea(s) of a text.
Provides an analysis of the development of central
idea(s) over the course of the text, including how
the central idea emerges and is shaped and
refined by specific details.
Provides an objective summary of a text.
For RST 2, provides a statement of the conclusions
of a text.
For RST 2, demonstrates ability to trace the texts
explanation or depiction of a complex process,
phenomenon or concept.
For RH 2, provides an accurate summary of how
Writing
Written Expression
Students produce clear and
coherent writing in which the
development, organization and
style are appropriate to the task,
purpose and audience.
Provides some development of
the claim, topic and/or
narrative elements, using some
reasoning details, text-based
evidence and/or description.
Develops claim, topic and/or
narrative elements in a manner
that is somewhat appropriate to
the task, purpose and audience.
Demonstrates some coherence,
clarity and cohesion and
includes an introduction,
conclusion and logically
grouped ideas.
Establishes and maintains a
mostly effective style, while
attending to the norms and
conventions of the discipline.
Draws evidence from literary or
informational texts to support
analysis, reflection and
research.
Includes some precise language,
including descriptive words and
phrases, sensory details, linking
and transitional words, words
Writing
Knowledge of Lan
Conventio
Students demonstr
knowledge of conven
and other importa
elements of langua
Demonstrates inco
command of the c
Standard English. T
few patterns of er
grammar and usag
occasionally imped
understanding.
ho
Level 2
es a
mand
-level
pected to
ses that
e skills
ed in
t the
nd with
idence
students
Reading Information
Students demonstrate comprehension and draw
evidence from readings of grade-level complex
informational text.
Provides strong and thorough textual evidence to
support analysis of what the text says explicitly.
Provides strong and thorough textual evidence to
support analysis of inferences drawn from the
text.
For RST 1, provides specific textual evidence to
support an analysis of science and/or technical
texts, attending to the precise details of
explanations or descriptions.
For RH 1, provides textual evidence to support an
analysis of primary and/or secondary sources,
attending to such features as the date and origin
of the information.
Provides a statement of central idea(s) of a text.
Provides an analysis of the development of central
idea(s) over the course of the text, including how
the central idea emerges and is shaped and
refined by specific details.
Provides an objective summary of a text.
For RST 2, provides a statement of the conclusions
of a text.
For RST 2, demonstrates ability to trace the texts
explanation or depiction of a complex process,
phenomenon or concept.
For RH 2, provides an accurate summary of how
key events or ideas develop over the course of the
text.
Writing
Written Expression
Students produce clear and
coherent writing in which the
development, organization and
style are appropriate to the task,
purpose and audience.
Provides minimal development
of the claim, topic and/or
narrative elements, using
limited reasoning details, textbased evidence and/or
description.
Develops claim, topic and/or
narrative elements in a manner
that is limited in its
appropriateness to the task,
purpose and audience.
Demonstrates limited
coherence, clarity and/or
cohesion, making the writers
progression of ideas somewhat
unclear.
Has a style that has limited
effectiveness, with limited
awareness of the norms of the
discipline.
Draws minimal evidence from
literary or informational texts to
support analysis, reflection and
research.
Includes limited descriptions,
sensory details, linking or
transitional words, words to
Writing
Knowledge of Lan
Conventio
Students demonstrate
conventions and oth
elements of lan
Demonstrates limi
of the conventions
English. There are
in grammar and us
demonstrating mi
over language. The
multiple distractin
grammar and usag
sometimes imped
understanding.