Session Title:
Overview of the Draft ELA/Literacy Condensed Scoring Rubrics for Prose Constructed
Response Items
Prerequisite: n/a
Description:
In this session, ELC members will examine the draft generic rubrics released by PARCC and
consider how the rubrics can lead to a stronger understanding of what the PCR items are asking
students to know and produce. ELC members will consider how the draft rubrics can be used in
professional development and classroom settings to help educators develop tools for
implementing Common Core State Standards.
Objectives:
Participants will
• Develop a stronger understanding of the draft generic rubrics.
• Discuss how the draft rubrics can be used as tools to guide CCSS implementation.
• Consider strategies for communicating with stakeholders about the draft rubrics.
Length: 45 minutes
Materials and Resources:
• Condensed Scoring Rubrics for Prose Constructed Response Items for Grade 3, Grades 4-5,
and Grades 6-11
• Released sample items for Grade 6
• Ideas for Use of Rubrics
• Writing Forms
GRADE 3 (August, 2013)
CONDENSED SCORING RUBRIC FOR PROSE CONSTRUCTED RESPONSE ITEMS
Construct Measured
Score Point 4
Score Point 3
Score Point 2
Score Point 1
Score Point 0
The student response
demonstrates accurate
and full comprehension of
the central ideas
expressed in the text(s)
and references the text
explicitly.
The student response
demonstrates accurate
comprehension of the central
ideas expressed in the text(s)
and references the text
explicitly
The student response may
reference the text explicitly,
but demonstrates limited
comprehension of the
central ideas expressed in
the text(s).
The student response does
not demonstrate
comprehension of the ideas
expressed in the text(s).
Reading
Comprehension of Key
Ideas
and Details
*Notes: Type of textual
evidence required is grade
and prompt specific and
included in the scoring
guide
--The student response
addresses the prompt and
shows effective
development of the topic
and/or narrative elements
by using reasoning,
details, text-based
evidence, and/or
description; the
development is largely
appropriate to the task and
purpose.
Writing
Written Expression
The student response
consistently demonstrates
purposeful and controlled
organization. and includes
an introduction and
conclusion.
--The student response
uses linking words and
phrases, descriptive
words, and/or temporal
words to express ideas
with clarity.
Writing
Knowledge of Language
and Conventions
NOTE:
The student response
demonstrates
command of the
conventions of standard
English consistent with
effectively edited
writing. Though there
may be a few minor
errors in grammar and
usage, meaning is clear
throughout the
response.
The student response
demonstrates command of
the conventions of
standard English
consistent with edited
writing. There may be a
few distracting errors in
grammar and usage, but
meaning is clear.
--The student response
addresses the prompt and
shows some development of
the topic and/or narrative
elements by using some
reasoning, details, text-based
evidence, and/or description;
the development is somewhat
appropriate to the task and
purpose.
--The student response
demonstrates purposeful and
controlled organization. and
includes an introduction and
conclusion.
--The student response uses
linking words and phrases,
descriptive words, and/or
temporal words to express
ideas with clarity.
The student response
demonstrates inconsistent
command of the conventions
of standard English. There
are a few patterns of errors in
grammar and usage that may
occasionally impede
understanding.
--The student response
makes reference to the topic
of the prompt and develops
the topic and/or narrative
elements minimally by using
limited reasoning, details,
text-based-evidence, and/or
description; the development
is limited in its
appropriateness to the task
and purpose.
--The student response
demonstrates purposeful
organization. that sometimes
is not controlled and may or
may not include an
introduction and/or
conclusion.
--The student response uses
linking words and phrases,
descriptive words, and/or
temporal words to express
ideas with limited clarity.
The student response
demonstrates limited
command of the conventions
of standard English. There
are multiple distracting
errors in grammar and
usage that sometimes
impede understanding.
--The student response may
not address the prompt,
does not develop the topic or
narrative elements, and is
therefore inappropriate to the
task and purpose.
--The student response
demonstrates little or no
organization.
--The student response does
not use linking words and
phrases, descriptive words,
and/or temporal words to
express ideas with clarity.
The student response
demonstrates little to no
command of the conventions
of standard English. There
are frequent distracting
errors in grammar and usage
that often impede
understanding.



The reading dimension is not scored for elicited narrative stories.
Per the CCSS, narrative elements in grades 3-5 may include: establishing a situation, organizing a logical event sequence, describing scenes, objects or
people, developing characters personalities, and using dialogue as appropriate.
The elements of organization to be assessed are expressed in the grade-level standards W1-W3 and elucidated in the scoring rules for each individual
PCR.
Coded Responses: (All coded responses are scored with a 0 on the rubric)
A=No response
B=Response is unintelligible or undecipherable
C=Response is not written in English
D=Response is too limited to evaluate
Note—additional codes may be added after the tryout or field testing of tasks
GRADES 4 AND 5 (August, 2013)
CONDENSED SCORING RUBRIC FOR PROSE CONSTRUCTED RESPONSE ITEMS
Construct Measured
Score Point 4
Score Point 3
Score Point 2
Score Point 1
Score Point 0
The student response
provides an accurate
analysis of what the text says
explicitly and inferentially and
references the text explicitly
to support the analysis,
showing full comprehension
of complex ideas expressed
in the text(s).
The student response
provides a mostly accurate
analysis of what the text
says explicitly and
inferentially and references
the text to support the
analysis, showing
extensive comprehension
of ideas expressed in the
text(s).
The student response
provides a minimally
accurate analysis of what
the text says and may
reference the text showing
limited comprehension of
ideas expressed in the
text(s).
The student response
provides an inaccurate
analysis or no analysis of
the text, showing little to no
comprehension of ideas
expressed in the text(s).
Reading
Comprehension of Key
Ideas and Details
*Notes The type of textual
evidence required is grade
and prompt specific and
included in the scoring
guide.
--The student response
addresses the prompt and
provides effective and
comprehensive development
of the topic and/or narrative
elements by using clear
reasoning, details, and/or
description; the development
is consistently appropriate to
the task, purpose, and
audience.
Writing
Written Expression
.
--The student response
demonstrates effective
coherence, clarity, and
cohesion and includes a
strong introduction and
conclusion.
--The student response uses
language well to attend to
the norms and conventions
of the discipline. The
response includes concrete
words and phrases, sensory
details, linking and
transitional words, and/or
domain-specific vocabulary
effectively to clarify ideas.
Writing
Knowledge of Language
and Conventions
The student response
demonstrates command of
the conventions of
standard English
consistent with effectively
edited writing. Though
there may be a few minor
errors in grammar and
usage, meaning is clear
throughout the response.
The student response
demonstrates command of
the conventions of standard
English consistent with
edited writing. There may be
a few distracting errors in
grammar and usage, but
meaning is clear.
--The student response
addresses the prompt and
provides effective
development of the topic
and/or narrative elements
by using reasoning,
details, and/or description;
the development is largely
appropriate to the task,
purpose, and audience.
--The student response
demonstrates coherence,
clarity, and cohesion2, and
includes an introduction
and conclusion.
--The student response
attends to the norms and
conventions of the
discipline. The response
includes concrete words
and phrases, sensory
details, linking and
transitional words, and/or
domain-specific vocabulary
to clarify ideas.
The student response
demonstrates inconsistent
command of the
conventions of standard
English. There are a few
patterns of errors in
grammar and usage that
may occasionally impede
understanding.
--The student response
addresses the prompt and
develops the topic and/or
narrative elements
minimally by using limited
reasoning, details, and/or
description; the
development is limited in
its appropriateness to the
task, purpose, and/or
audience.
--The student response
demonstrates limited
coherence, clarity, and/or
cohesion2, and may or may
not include a clear
introduction and/or
conclusion.
-The student response
shows limited awareness
of the norms of the
discipline. The response
includes limited
descriptions, sensory
details, linking and
transitional words, or
domain-specific vocabulary
to clarify ideas.
The student response
demonstrates limited
command of the
conventions of standard
English. There are multiple
errors in grammar and
usage demonstrating
minimal control over
language. There are
multiple distracting errors
in grammar and usage that
sometimes impede
understanding.
--The student response is
underdeveloped and
therefore inappropriate to
the task, purpose, and/or
audience.
--The student response
demonstrates a lack of
coherence, clarity and
cohesion.
--The student response
shows little to no
awareness of the norms of
the discipline. The student
response lacks the
descriptions, sensory
details, linking and
transitional words, or
domain-specific vocabulary
needed to clarify ideas.
The student response
demonstrates little to no
command of the
conventions of standard
English. There are frequent
and varied errors in
grammar and usage,
demonstrating little or no
control over language.
There are frequent
distracting errors in
grammar and usage that
often impede
understanding.
NOTE:



The reading dimension is not scored for elicited narrative stories.
Per the CCSS, narrative elements in grades 3-5 may include: establishing a situation, organizing a logical event sequence, describing scenes, objects or
people, developing characters personalities, and using dialogue as appropriate.
The elements of organization to be assessed are expressed in the grade-level standards W1-W3 and elucidated in the scoring rules for each individual
PCR.
Coded Responses: (All coded responses are scored with a 0 on the rubric)
A=No response
B=Response is unintelligible or undecipherable
C=Response is not written in English
D=Response is too limited to evaluate
Note—additional codes may be added after the tryout or field testing of tasks
GRADES 6 -11 (August, 2013)
CONDENSED SCORING RUBRIC FOR PROSE CONSTRUCTED RESPONSE ITEMS
Construct Measured
Score Point 4
Score Point 3
Score Point 2
Reading
The student response
provides an accurate
analysis of what the text
says explicitly and
inferentially and cites
convincing textual
evidence to support the
analysis, showing full
comprehension of complex
ideas expressed in the
text(s).
The student response
provides a mostly accurate
analysis of what the text
says explicitly and
inferentially and cites textual
evidence to support the
analysis, showing extensive
comprehension of ideas
expressed in the text(s).
The student response
provides a generally
accurate analysis of what
the text says explicitly or
inferentially and cited
textual evidence, shows a
basic comprehension of
ideas expressed in the
text(s).
--The student response
addresses the prompt and
provides effective and
comprehensive
development of the claim,
topic and/or narrative
elements by using clear
and convincing reasoning,
details, text-based
evidence, and/or
description; the
development is
consistently appropriate to
the task, purpose, and
audience.
--The student response
addresses the prompt and
provides effective
development of the claim,
topic and/or narrative
elements by using clear
reasoning, details, textbased evidence, and/or
description; the
development is largely
appropriate to the task,
purpose, and audience.
Comprehension of Key
Ideas and Details
*Notes The type of textual
evidence required is grade
and prompt specific and
included in the scoring guide.
Writing
Written Expression
--The student response
demonstrates purposeful
coherence, clarity, and
cohesion and includes a
strong introduction,
conclusion, and a logical,
well-executed progression
of ideas, making it easy to
follow the writer’s
progression of ideas.
--The student response
establishes and maintains
an effective style, while
attending to the norms and
conventions of the
discipline. The response
uses precise language
consistently, including
descriptive words and
phrases, sensory details,
linking and transitional
words, words to indicate
tone, and/or domainspecific vocabulary.
--The student response
demonstrates a great deal of
coherence, clarity, and
cohesion, and includes an
introduction, conclusion, and
a logical progression of
ideas, making it fairly easy
to follow the writer’s
progression of ideas.
--The student response
establishes and maintains
an effective style, while
attending to the norms and
conventions of the
discipline. The response
uses mostly precise
language, including
descriptive words and
phrases, sensory details,
linking and transitional
words, words to indicate
tone, and/or domain-specific
vocabulary.
--The student response
addresses the prompt and
provides some
development of the claim,
topic and/or narrative
elements by using some
reasoning, details, textbased evidence, and/or
description; the
development is somewhat
appropriate to the task,
purpose, and audience.
--The student response
demonstrates some
coherence, clarity, and/or
cohesion, and includes an
introduction, conclusion,
and logically grouped
ideas, making the writer’s
progression of ideas
usually discernible but not
obvious.
--The student response
establishes and maintains
a mostly effective style,
while attending to the
norms and conventions of
the discipline. The
response uses some
precise language,
including descriptive words
and phrases, sensory
details, linking and
transitional words, words
to indicate tone and/or
domain-specific
vocabulary.
Score Point 1
The student response
provides a minimally
accurate analysis of what
the text says and cited
textual evidence, shows
limited comprehension of
ideas expressed in the
text(s).
--The student response
addresses the prompt and
develops the claim, topic
and/or narrative elements
minimally by using limited
reasoning, details, textbased evidence and/or
description; the
development is limited in
its appropriateness to the
task, purpose, and/or
audience.
--The student response
demonstrates limited
coherence, clarity, and/or
cohesion, making the
writer’s progression of
ideas somewhat unclear.
--The student response
has a style that has limited
effectiveness, with limited
awareness of the norms of
the discipline. The
response includes limited
descriptions, sensory
details, linking or
transitional words, words
to indicate tone, or
domain-specific
vocabulary.
Score Point 0
The student response
provides an inaccurate
analysis or no analysis of
the text, showing little to no
comprehension of ideas
expressed in the text(s).
--The student response is
underdeveloped and
therefore inappropriate to
the task, purpose, and/or
audience.
--The student response
demonstrates a lack of
coherence, clarity and
cohesion.
--The student response has
an inappropriate style. The
student writing shows little to
no awareness of the norms
of the discipline. The
response includes little to no
precise language.
Writing
Knowledge of Language
and Conventions
The student response
demonstrates command of
the conventions of
standard English
consistent with effectively
edited writing. Though
there may be a few minor
errors in grammar and
usage, meaning is clear
throughout the response.
The student response
demonstrates command of
the conventions of standard
English consistent with
edited writing. There may be
a few distracting errors in
grammar and usage, but
meaning is clear.
The student response
demonstrates inconsistent
command of the
conventions of standard
English. There are a few
patterns of errors in
grammar and usage that
may occasionally impede
understanding.
The student response
demonstrates limited
command of the
conventions of standard
English. There are multiple
errors in grammar and
usage demonstrating
minimal control over
language. There are
multiple distracting errors
in grammar and usage that
sometimes impede
understanding.
The student response
demonstrates little to no
command of the
conventions of standard
English. There are frequent
and varied errors in
grammar and usage,
demonstrating little or no
control over language.
There are frequent
distracting errors in
grammar and usage that
often impede understanding.
NOTE:




The reading dimension is not scored for elicited narrative stories.
The elements of coherence, clarity, and cohesion to be assessed are expressed in the grade-level standards 1-4 for writing and elucidated in
the scoring guide for each PCR.
Tone is not assessed in grade 6.
Per the CCSS, narrative elements in grades 3-5 may include: establishing a situation, organizing a logical event sequence, describing scenes,
objects or people, developing characters personalities, and using dialogue as appropriate. In grades 6-8, narrative elements may include, in
addition to the grades 3-5 elements, establishing a context, situating events in a time and place, developing a point of view, developing
characters’ motives. In grades 9-11, narrative elements may include, in addition to the grades 3-8 elements, outlining step-by-step procedures,
creating one or more points of view, and constructing event models of what happened. The elements to be assessed are expressed in gradelevel standards 3 for writing and elucidated in the scoring guide for each PCR.
Coded Responses: (All coded responses are scored with a 0 on the rubric)
A=No response
B=Response is unintelligible or undecipherable
C=Response is not written in English
D=Response is too limited to evaluate
Note—additional codes may be added after the tryout or piloting of tasks
Grade 6 Sample Items – Passage #1
Read the excerpt from Julie of the Wolves. Then answer the questions.
Excerpt from Julie of the Wolves
By Jean Craighead George
1
Miyax pushed back the hood of her sealskin parka and looked at the Arctic sun. It was a
yellow disc in a lime-green sky, the colors of six o’clock in the evening and the time when
the wolves awoke. Quietly she put down her cooking pot and crept to the top of a domeshaped frost heave, one of the many earth buckles that rise and fall in the crackling cold of
the Arctic winter. Lying on her stomach, she looked across a vast lawn of grass and moss
and focused her attention on the wolves she had come upon two sleeps ago. They were
wagging their tails as they awoke and saw each other. Her hands trembled and her heartbeat
quickened, for she was frightened, not so much of the wolves, who were shy and many
harpoon-shots away, but because of her desperate predicament. Miyax was lost. She had
been lost without food for many sleeps on the North Slope of Alaska. The barren slope
stretches for two hundred miles from the Brooks Range to the Arctic Ocean, and for more
than eight hundred miles from Canada to the Chukchi Sea. No roads cross it; ponds and
lakes freckle its immensity. Winds scream across it, and the view in every direction is
exactly the same. Somewhere in this cosmos was Miyax; and the very life in her body, its
spark and warmth, depended upon these wolves for survival. And she was not so sure they
would help.
2
Miyax stared hard at the regal black wolf, hoping to catch his eye. She must somehow
tell him that she was starving and ask him for food. This could be done she knew, for
her father, an Eskimo hunter, had done so. One year he had camped near a wolf den
while on a hunt. When a month had passed and her father had seen no game, he told the
leader of the wolves that he was hungry and needed food. The next night the wolf
called him from far away and her father went to him and found a freshly killed caribou.
Unfortunately, Miyax’s father never explained to her how he had told the wolf of his
needs. And not long afterward he paddled his kayak into the Bering Sea to hunt for seal,
and he never returned.
3
She had been watching the wolves for two days, trying to discern which of their sounds
and movements expressed goodwill and friendship. Most animals had such signals. The
PARCC Grade 6 Passage #1
Used with permission from Harper & Row
August 19, 2013
1
little Arctic ground squirrels flicked their tails sideways to notify others of their kind
that they were friendly. By imitating this signal with her forefinger, Miyax had lured
many a squirrel to her hand. If she could discover such a gesture for the wolves she
would be able to make friends with them and share their food, like a bird or a fox.
4
Propped on her elbows with her chin in her fists, she stared at the black wolf, trying to
catch his eye. She had chosen him because he was much larger than the others, and
because he walked like her father, Kapugen, with his head high and his chest out. The
black wolf also possessed wisdom, she had observed. The pack looked to him when the
wind carried strange scents or the birds cried nervously. If he was alarmed, they were
alarmed. If he was calm, they were calm.
5
Long minutes passed, and the black wolf did not look at her. He had ignored her since she
first came upon them, two sleeps ago. True, she moved slowly and quietly, so as not to
alarm him; yet she did wish he would see the kindness in her eyes. Many animals could tell
the difference between hostile hunters and friendly people by merely looking at them. But
the big black wolf would not even glance her way.
6
A bird stretched in the grass. The wolf looked at it. A flower twisted in the wind. He
glanced at that. Then the breeze rippled the wolverine ruff on Miyax’s parka and it
glistened in the light. He did not look at that. She waited. Patience with the ways of nature
had been instilled in her by her father. And so she knew better than to move or shout. Yet
she must get food or die. Her hands shook slightly and she swallowed hard to keep calm.
PARCC Grade 6 Passage #1
Used with permission from Harper & Row
August 19, 2013
2
Grade 6 Sample Items
The early prototypes included several items that were representative of the type of items one might see on a Grade 6 Narrative Writing Task
for the Performance-Based Assessment. On an actual 6th grade PBA Narrative Writing Task, there would be Evidence-Based Selected
Response (EBSR) items, a Technology-Enhanced Constructed Response (TECR) item, and one Prose Constructed Response (PCR) item.
Students would read a purpose setting statement for the task and then read the passage. After answering EBSR and TECR items, the students
would respond to the PCR item.
With the release of these sample items for Grade 6, if one combines these items with the previous prototypes, an educator can see a full
complement of the items that would populate a typical Grade 6 Narrative Writing Task.
Each sample item presented includes information on (1) the advances in assessment and answers to the items; (2) an explanation of the
alignment of the item to the standards and PARCC evidence statements; and (3) item scoring rules and rationale.
PARCC Grade 6 Sample Items
August 19, 2013
1
Sample Items for Grade 6: Excerpt from Julie of the Wolves by Jean Craighead George
Sample Item 1: Questions and Standards
Part A Question: Which statement best
describes the central idea of the text?
a. Miyax is far from home and in need of
help. *
b. Miyax misses her father and has forgotten
the lessons he taught her.
c. Miyax is cold and lacks appropriate clothing.
d. Miyax is surrounded by a pack of unfriendly
wolves.
Sample Item 1: Advances and Answers
Part A Item Advances: The skills of reading carefully, making inferences,
and applying understanding of a text are essential for college and career
readiness. This Evidence-Based Selected-Response question allows students
to demonstrate comprehension of the central idea of the text: Miyax is lost
far away from her home and needs help from the wolves to survive. The item
advances assessment by asking students to offer proof of their answer as
demonstrated by the inclusion of a Part B.
Answering this complex item will help prepare students for the culminating
activity in this Narrative Task—writing an original story to continue where
the passage ended.
Part A Answer Choice Rationales: Option A is correct, as the text focuses
on the fact that Miyax has become lost far from home and needs food to
survive. Her best chance of getting food is to make friends with the wolves.
Option B is incorrect; although Miyax misses her father, she has not
forgotten the lessons she learned from him. In fact, those lessons are what
give her the idea to seek food from the wolves. Option C is incorrect
because although the Miyax is in a cold environment, she is wearing a parka.
Option D is incorrect; although Miyax is near the wolves, there is no
indication they are unfriendly or threatening. In fact, to her they represent a
chance of surviving her situation.
Part B Question: Which sentence best helps develop
the central idea?
a. “Miyax pushed back the hood of her
PARCC Grade 6 Sample Items
Part B Item Advances: Part B of this Evidence-Based Selected-Response
question takes the item in a new direction that calls for students to show the
evidence they used to help them determine the central idea of the text. Part B
asks students to identify a sentence from the text that best helps develop the
August 19, 2013
2
sealskin parka and looked at the Arctic
sun.”
b. “Somewhere in this cosmos was Miyax; and
the very life in her body, its spark and
warmth, depended upon these wolves for
survival.”*
c. “The next night the wolf called him from far
away and her father went to him and found a
freshly killed caribou.”
d. He had ignored her since she first came upon
them, two sleeps ago.”
central idea identified in Part A, illustrating one of the key shifts in CCSS
assessment: use of textual evidence.
Part B Answer Choice Rationales: Although options A, C, and D are all
sentences from the text, they do not help develop the central idea of the text.
They represent misreadings or misunderstanding that serve as distractors for
the incorrect options in Part A. Only option B helps develop the idea that
Miyax is lost (implied the fact that she is “somewhere in this cosmos” and
that she needs help to survive, “the very life in her body, its spark and
warmth, depended upon these wolves for survival”).
Sample Item 1: Alignment
Explanation of Alignment: The item meets the
PARCC Assessment Claim for Reading Literature,
as the question is based on a literary passage.
Additionally, the item is aligned well to the two
standards and the evidence statements listed
because it asks students to use determine the central
idea of the text and then choose textual support for
their answer. This item demonstrates a level of
complexity not seen in traditional tests in the past.
The text aligns to Reading Standard 10 because of
the complexity it illustrates. Quantitative data
place the text in the either 2-3 or 6-8 grade band.
Quantitative measures sometimes differ on gradeband assignment on literary texts due the nature of
themes, conventions, sentence structure, etc.
PARCC Grade 6 Sample Items
PARCC Assessment Claim, Standards, and Evidence Statements
Assessed
PARCC Assessment Claim – Reading Literature: Students read and
demonstrate comprehension of grade‐level complex literary text.
Standard RL.6.2: Determine a theme or central idea of a text and how it is
conveyed through particular details; provide a summary of the text distinct
from personal opinions or judgments.
Evidence Statements for RL.6.2:
The student’s response
 Provides a statement of a theme or central idea of a text.
 Provides a description of how the theme or central idea is
conveyed through particular details.
Standard RL.6.1: Cite textual evidence to support analysis of what the text
August 19, 2013
3
Therefore, grade level placement in these instances
can be determined best by qualitative analysis,
which in this case indicates that this text belongs at
grade 6.
says explicitly as well as inferences drawn from the text.
Evidence Statement for RL.6.1:
The student’s response
 Provides cited textual evidence to support analysis of inferences
drawn from the text.
Sample Item 1: Scoring Points and Rationale
Scoring Rationale: Past tests would have given
full credit for a right answer regardless of how a
student arrived at the answer, but the PARCC
assessment reflects the key shift of requiring close
reading by offering full credit only if both Part A
and Part B are correct, demonstrating that students
not only made an inference to determine the central
idea but also supported that inference with textual
evidence.
PARCC Grade 6 Sample Items
Scoring Points:


2 points are awarded when the student correctly chooses the answer
to Part A (A) and the answer to Part B (B).
1 point is awarded when the student correctly chooses the answer to
Part A (A).
August 19, 2013
4
Sample Items for Grade 6: Excerpt from Julie of the Wolves by Jean Craighead George
Sample Item 2: Questions and Standards
Sample Item 2: Advances and Answers
Part A Question: What is the purpose of this
sentence in paragraph 1: “No roads cross it; ponds
and lakes freckle its immensity”?
Part A Item Advances: The skill of reading deeply to determine the role
and importance of specific sentences in a complex text is essential for college
and career readiness. Part A of this Evidence-Based Selected-Response
question allows students to show their understanding that the sentence in the
stem shows that the immensity of the setting makes Miyax’s situation
extremely challenging. In Part A, students choose the response that they
believe they can defend through citation of evidence in Part B. This kind of
assessment task represents an advance in the PARCC assessments. This item
meets the standards by asking students to analyze how a particular sentence
contributes to the development of the theme or setting.
a. It illustrates the theme that human beings
should keep the natural would pure and
unpolluted.
b. It shows how beautiful the setting seems to
Miyax.
c. It helps develop the theme that nature connects
all living things together.
d. It emphasizes how the setting of the story
creates great challenges for Miyax.*
Answering this complex item will help prepare students for the culminating
activity in this Narrative Task—writing an original story to continue where
the passage ended.
Part A Answer Choice Rationales: Option A is incorrect; the theme of
humankind’s obligation to maintain the purity of nature may be present in the
story, but the selected sentence does not support that theme. Option B is
incorrect; the setting may be beautiful, but the purpose of the sentence is not
to show its beauty but to show its isolation (there are no roads) and size (the
area is so large that lakes and ponds are like freckles). Option C is incorrect;
other sections of the story may suggest the theme of interconnectedness, but
the selected sentence does not contribute to that theme. Option D is the
correct response; the size and isolation of the setting make Miyax’s situation
extremely desperate.
Part B Question: Which other sentence from the
PARCC Grade 6 Sample Items
Part B Item Advances: Part B of this Evidence-Based Selected-Response
August 19, 2013
5
story serves a similar purpose?
a. “Quietly she put down her cooking pot and
crept to the top of a dome-shaped frost heave,
one of the many earth buckles that rise and fall
in the crackling cold of the Arctic winter.”
b. “They were wagging their tails as they awoke
and saw each other.”
c. “Winds scream across it, and the view in every
direction is exactly the same.”*
d. “Unfortunately, Miyax’s father never explained
to her how he had told the wolf of his needs.”
question takes the item in a new direction by asking students to locate
additional evidence for the correct concept in Part A. In complex texts there
is usually more than one piece of evidence supporting a claim or inference,
and this kind of question allows students to show their understanding of that
fact. Taken together, Part A and Part B of this question allow the student to
demonstrate comprehension of an important aspect of the passage—that the
setting of the story underlies the nearly hopeless situation of the main
character.
Part B Answer Choice Rationales: Option C, like the sentence in the stem
of Part A, supports the concept that Miyax is lost in a forbidding place,
adding the additional detail of the sameness of the land. Options A, B, and D
do not respond to the question in Part B; they do not introduce aspects of the
setting that are challenging for Miyax.
Sample Item 2: Alignment
Explanation of Alignment: The item meets the
PARCC Assessment Claim for Reading Literature,
as the question is based on a literary passage.
Additionally, the item is aligned well to the two
standards and the evidence statements listed
because it asks students how a given sentence
contributes to the development of the setting of the
story. Understanding the setting in this story is
especially important, as the setting helps create the
challenges the main character faces.
By asking students, in Part B, to cite additional
textual evidence in support of the claim in Part A,
this item raises the level of complexity beyond
PARCC Grade 6 Sample Items
PARCC Assessment Claim, Standards, and Evidence Statements
Assessed
PARCC Assessment Claim: Students read and demonstrate comprehension
of grade‐level complex literary text.
Standard RL. 6. 5: Analyze how a particular sentence, paragraph, chapter, or
section fits into the overall structure of a text and contributes to the
development of the ideas.
Evidence Statement for RL. 6. 5:
The student’s response
 Provides an analysis of how a particular sentence, chapter,
scene or stanza contributes to the development of the theme,
August 19, 2013
6
what is usually seen in traditional tests.
The text aligns to Reading Standard 10 because of
the complexity it illustrates. Quantitative data
place the text in the either 2-3 or 6-8 grade band.
Quantitative measures sometimes differ on gradeband assignment on literary texts due the nature of
themes, conventions, sentence structure, etc.
Therefore, grade level placement in these instances
can be determined best by qualitative analysis,
which in this case indicates that this text belongs at
grade 6.
setting or plot.
Standard RL. 6.1: Cite textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
Evidence Statement for RL. 6. 1:
The student’s response
 Provides cited textual evidence to support analysis of inferences
drawn from the text.
Sample Item 2: Scoring Points and Rationale
Scoring Rationale: Past tests would have given
full credit for a right answer regardless of how a
student arrived at the answer, but the PARCC
assessment reflects the key shift of requiring close
reading and use of evidence to support
comprehension by offering full credit only if both
Part A and Part B are correct.
PARCC Grade 6 Sample Items
Scoring Points:


2 points are awarded when the student correctly chooses the answer
to Part A (D) and the answer to Part B (C).
1 point is awarded when the student correctly chooses the answer to
Part A (D).
August 19, 2013
7
Sample Items for Grade 6: Excerpt from “Julie of the Wolves” by Jean Craighead George Sample Item 1: Questions and Standards Part A Question: What does the word “regal” mean as it is used in the passage? a. generous b. threatening c. kingly* d. uninterested Part B Question: Which of the phrases from the passage best helps the reader understand the meaning of “regal?” a. “wagging their tails as they awoke” b. “the wolves, who were shy” c. “their sounds and movements expressed goodwill” d. “with his head high and his chest out”* Sample Item 1: Advances and Answers Part A Item Advances: The first part of this Evidence-­‐Based Selected-­‐Response item resembles vocabulary questions that have traditionally appeared on reading assessments. However, sometimes those items focused on words that were not necessarily central to the meaning of the story. This item, however, calls on students to show their understanding of a key vocabulary word of the passage, “regal.” Understanding the word “regal” helps establish the black wolf as a strong influence in his pack and as an avenue for hope for Miyax. The item also critically sets the stage for Part B, which is an advance on past testing practice. Part A Answer Choice Rationales: Options A, B, and D can sometimes be thought of as traits for those in a position of leadership or power, but they do not mean the same thing as “regal.” Part B Item Advances: Part B of this Evidence-­‐Based Selected-­‐Response question takes the item in a new direction, asking students to show the context within a passage that helps determine the meaning of the academic vocabulary word. Students not only must determine the meaning of the word (Part A) but also must provide the context used to establish the accuracy of their answer. Part B asks students to identify a quotation from the text that supports their answer in Part A, illustrating one of the key shifts in CCSS assessment: use of textual evidence. Part B Answer Choice Rationales: Option A identifies how the wolves react to seeing one another when they awake and does not help determine the meaning of “regal.” Option B provides a detail about the wolves in the pack and is unrelated to the meaning of “regal.” Option C is again describing the wolves in the pack, and although “goodwill” can be a trait of one in power, this option does not provide context for the meaning of “regal.” Sample Item 1: Alignment Explanation of Alignment: The item meets the PARCC Assessment Claim for Vocabulary Interpretation and Use and these two standards and related evidence statements by asking students to use context within this literary passage to determine the meaning of an academic vocabulary word that is key to the passage. PARCC Assessment Claim, Standards, and Evidence Statements Assessed PARCC Assessment Claim: Vocabulary Interpretation and Use: Students use context to determine the meaning of words and phrases. Standard RL.6.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. Evidence Statements for RL.6.4: The student’s response • Determines the meaning of words and phrases as they are used in a text. Standard RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Evidence Statement for RL.6.1: The student’s response • Provides cited textual evidence to support analysis of inferences drawn from the text. Sample Item 1: Scoring Points and Rationale Scoring Rationale: Past tests would have given credit for a right answer regardless of how a student arrived at the answer, but the PARCC assessment reflects the key shift of requiring close reading by offering credit for Part A only if Part B is correct and vice versa. Copyright © PARCC 2012
Scoring Points: • 2 points are earned when the student correctly chooses the answer to Part A (A) and the answer to Part B (D). • There is no opportunity for partial credit on this item. Sample Items for Grade 6: Excerpt from “Julie of the Wolves” by Jean Craighead George Sample Item 3: Questions and Standards Part A Question: Choose one word that describes Miyax based on evidence from the text. There is more than one correct choice listed below. Sample Item 3: Advances and Answers Part A Item Advances: The skills of rereading carefully to find specific information and of applying understanding of a text are essential college and career skills. This Evidence-­‐Based Selected-­‐Response question allows students to demonstrate understanding of the main character of the text, recognizing that a. reckless characters are multi-­‐dimensional. Rather than offering a single right answer, b. lively this item allows students to explore different solutions and to generate varying c. imaginative* insights about Miyax’s character traits. Students are allowed to choose the word d. observant* they believe they can defend through citation of evidence in Parts B and C. e. impatient Part A of the item sets the stage for Parts B and C, where students are asked to f. confident prove their answer through citing textual evidence, an advance in PARCC assessments. Part A Answer Choice Rationales: Option A is not supported by textual evidence because this excerpt does not indicate why Miyax is in her situation—
through recklessness or something else. Option B is incorrect because although Miyax is still alive, she’s trembling and hungry, not lively. Option E is incorrect because textual evidence shows Miyax being very patient as she waits to establish communication with the black wolf. Option F is incorrect because Miyax is not confident that she can establish communication with the black wolf, since she doesn’t have her father’s knowledge of nature. Options C and D are plausible adjectives for Miyax that have supporting textual evidence to back them up. Parts B and C Item Advances: Parts B and C of this Evidence-­‐Based Selected-­‐
Part B Question: Find a sentence in the passage with Response question take the item in a new direction by asking students to show details that support your response to Part A. Click on the evidence they used to help them choose an adjective that could describe that sentence and drag and drop it into the box below.
Miyax. Students not only must choose an adjective (Part A) but also must provide the context used to establish the accuracy of their answer. Parts B and C ask s tudents to find a quotation from the text that supports their answer in Part Part A, illustrating one of the key shifts in CCSS assessment: use of textual evidence. C Question: Find another sentence in the passage with details that support your response to Part A. Additionally, this item demonstrates meaningful use of technology to enable students to interact closely with the text. Rather than limiting students to just a Click on that sentence and drag and drop it into the box below. few options from which they can choose, this item requires students to reread the text to locate textual information to drag and drop into the evidence boxes, giving them an opportunity to add to their understanding of the text. Parts B and C Answer Choice Rationales: Possible Answers (Among Others) for “Imaginative” (C): She had been watching the wolves for two days, trying to discern which of their sounds and movements expressed goodwill and friendship OR The black wolf also possessed wisdom, she had observed. Possible Answers (Among Others) for “Observant” (D): She had been watching the wolves for two days, trying to discern which of their sounds and movements expressed goodwill and friendship OR She had chosen him because he was much larger than the others, and because he walked like her father, Kapugen, with his head high and his chest out. Sample Item 3: Alignment Explanation of Alignment: The item meets the PARCC Assessment Reading Literature Claim, as the question is based on a literary passage. Additionally, the item is aligned well to the two standards and the evidence statements listed because it asks students to read carefully and choose a word that could be used to describe Miyax. Given the facets of Miyax’s character and the requirement to cite evidence to support the answer the student chose in Part A, this item demonstrates a level of complexity not seen in traditional tests of the past. PARCC Assessment Claim, Standards and Evidence Statements Assessed PARCC Assessment Claim: Reading Literature: Students read and demonstrate comprehension of grade-­‐level complex literary text. Standard RL.6.3: Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward resolution. Evidence Statements for RL.6.3: The student’s response • Provides a description of how the characters respond or change as the plot moves towards a resolution. Standard RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Evidence Statement for RL.6.1: The student’s response • Provides cited textual evidence to support analysis of inferences drawn from the text. Sample Item 3: Scoring Points and Rationale Scoring Rationale: In order to receive full credit for Scoring Points: this item, students must choose two supporting facts • 2 points are awarded when the student chooses two sentences from the that support the adjective chosen for Part A. Unlike text that accurately support the adjective selected in Part A to describe tests in the past, students may not guess on Part A and Miyax. receive credit; they will only receive credit for the • 1 point is awarded if the student correctly chooses one sentence from the details they’ve chosen to support Part A. text that supports the adjective selected in Part A. • 0 points are awarded if neither sentence correctly supports the adjective. Copyright © PARCC 2012
Sample Items for Grade 6: Excerpt from “Julie of the Wolves” by Jean Craighead George Sample Item 4: Questions and Standards Sample Item 4: Advances and Answers Explanation of Alignment: The item meets the two PARCC claims that address writing: Written Expression and Conventions and the Knowledge of Language, as well as the claim for Reading Literature. Students are expected to respond to the text via a narrative essay that extends the story based on inferences they’ve made about Miyak’s predicament and her character traits. PARCC Assessment Claims, Standards and Evidence Statements Assessed PARCC Assessment Claim: Written Expression: Students produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience. Standard W.6.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-­‐structured even sequences (includes W.6.3.a –e). Standard W.6.4: Produce clear and coherent writing in which the development, Question: In the passage, the author developed a Item Advances: This item demonstrates what PARCC means by “writing using strong character named Miyax. Think about Miyax and analyzing sources”—students must draw evidence from the text (character and the details the author used to create that traits and how Miyax faces challenges) and apply that understanding to create a character. The passage ends with Miyax waiting story. for the black wolf to look at her. This Prose Constructed Response prompt allows students to extend a story using logical textual connections to the passage, an advance in PARCC assessments. In Write an original story that continues where the past assessments, texts were simply a springboard for narrative responses or passage ended. In your story, be sure to use what narrative prompts were not associated with texts at all; here, this text-­‐based item you have learned about the character Miyax as requires students to have a deep understanding of the character and plot and use you tell what happens to her next. that understanding to craft a narrative that weaves aspects of the text into the essay. Because this response requires writing a response to a text, the item addresses multiple claims, demonstrating a PARCC advance in that it combines Reading with Writing. The item meets the standards by asking students to write a narrative response about what happens to Miyak next. Through the items leading up to this question, students have established how Miyak feels about her predicament and what adjectives could be used to describe her. They can use this information to logically extend the story to the next aspect of the plot. Sample Item 4: Alignment organization, and style are appropriate to task, purpose, and audience. PARCC Assessment Claim: Conventions and the Knowledge of Language: Students demonstrate knowledge of conventions and other important elements of language. Standard L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking (includes L.6.1.a-­‐e). Standard L.6.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing (includes L.6.2.a-­‐b). Standard L.6.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening (includes L.6.3.a-­‐b). PARCC Assessment Claim: Reading Literature: Students read and demonstrate comprehension of grade-­‐level complex literary text. This item crosses domains in that it also assesses Reading Literature standards RL.6.3 and RL.6.1. Sample Item 4: Scoring Points and Rationale Scoring Rationale: The PARCC Scoring Rubric for Analytic and Narrative Writing contains details for all components being analyzed within a student response. These components tie directly to the PARCC Assessment Claims. The scoring of PCRs will not occur until standard setting has occurred. After a group of students responds to the item in a tryout or field test, anchor papers (samples) will be selected to “anchor” each score point. Each of the samples will be annotated. Scoring Points: Please see the draft PARCC Scoring Rubric for Analytic and Narrative Writing for details regarding the scoring of points for student responses. These annotations will include explanations of how the sample papers exemplify (show evidence of) the traits described in the rubric. After the student responses and samples are reviewed, the generic scoring rubric will also be tailored to create a specific scoring rubric for this prose constructed-­‐response item. Copyright © PARCC 2012
PARCC Scoring of Prose Constructed Response Items:
The PARCC Summative Assessments will include three performance-based tasks, each culminating in a
prose constructed response (PCR) item. The narrative writing task requires that students write using a
text stimulus, but the response is scored only for written expression and knowledge of language and
conventions. The other two PCRS, associated with the Research Simulation Task and the Literary
Analysis Task, are scored for reading, written expression, and knowledge of language and conventions.
PARCC has developed draft generic rubrics for the scoring of the three PCR items. The language of these
rubrics is aligned to the CCSS, the PARCC writing evidences, and the PARCC content specific
performance-level descriptors at the given grade level. To ensure reliable scoring of each PCR, PARCC
will create an item specific scoring guide that includes sample scored and annotated student writings
produced in response to the specific item. Human scorers will be trained to use the item-specific scoring
guides developed for each PCR, with reliability of scoring for each scorer checked carefully throughout
the scoring process.
Potential uses for the PARCC rubrics during classroom instruction:
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Since the PARCC rubrics use the language of the CCSS, teachers may find them useful tools to
score final written essays and writings produced during classroom instruction. Teachers using
the generic rubrics for classroom assessment purposes will likely want to pull together
assignment- specific examples of student writing that meet the top score points and use these
samples and the language of the rubric to show students models of excellence. Teachers may
also wish to work with students who have not achieved excellence to discuss how those
students’ individual works, with effective revisions, could better meet the criteria for excellence
described in the rubric (i.e. to best meet the grade-level CCSS).
After standard setting for the first operational PARCC assessments, teachers will be able to use
released sample tasks and the annotated scoring guides to understand the rigor required to
produce “on track” or “college and career ready” work as defined by the PARCC assessments.
Prior to that time, teachers may find it useful to continue to work collaboratively and to discuss
student performances to accurately and fairly assess student work.
When working to help students develop an understanding of specific writing skills, the
classroom teacher may use language from one of the dimensions on the rubric, along with
models of student writing, to exemplify the criteria for mastery of a skill.
Teachers may use language from the draft rubrics to create their own classroom rubrics or other
formative assessment tools that are aligned to the standards.
Cautions:

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
Until standard setting is completed and complete performance-based tasks, along with scored
student responses, are released, educators should be cautious in making assumptions about
where the standard will be set to allow for a student response to be considered “on track” to, or
representing, college- and career-ready performance levels.
The draft rubrics are not designed to replace the CCSS—teachers should focus instruction on the
standards and not on the rubrics.
The draft rubrics are designed to allow for assessment of summative, final PARCC prose
constructed response items. Research on best practices in teaching and assessing ELA suggests
that it would be unwise and counterproductive to expect students to use these rubrics as
“checklists” to produce writing.
Research on use of rubrics in teaching English Language Arts:
Below are a few readily available online resources which may be helpful as teachers consider how best
to use the released PARCC draft rubrics:
1.
The Center for Advanced Research on Language Acquisition (CARLA):
http://www.carla.umn.edu/assessment/vac/Evaluation/p_4.html
2. An article in ASCD’s Ed Leadership Journal :
http://www.ascd.org/publications/educational-leadership/feb00/vol57/num05/Using-Rubricsto-Promote-Thinking-and-Learning.aspx
3. A primer on rubrics from Saskatchewan Learning (1998):
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=13&ved=0CDYQFj
ACOAo&url=http%3A%2F%2Fwww.education.gov.sk.ca%2FDefault.aspx%3FDN%3Dc300841e940f-48ac-867d-dc7d5fbcc575&ei=5qb2UakLzuPgA9PgfgP&usg=AFQjCNGXxptLEn8ppPv_oxfWbimpdmO86Q&sig2=aOCseZkyUr-ywlmJrzeH1w
Writing Forms for PCR Items:
The PARCC Summative Assessments in Grades 3-11 will measure writing using three prose constructed
response (PCR) items. In the classroom writing can take many forms, including both informal and formal.
Since each PCR is designed to measure both written expression and knowledge of language and
conventions, the audience and form for each PCR will necessitate that students use a formal register. In
addition, PARCC seeks to create items that elicit writing that is authentic for the students to be assessed.
The list below represents a sample of the forms which may be elicited from students in response to
PARCC Summative Assessment PCRs. This list is not designed to be exhaustive either for the PARCC
assessments or the classroom. Item writers will not use the list as the definitive list of forms that can be
elicited on PCRs, and teachers should not plan to use the list as a checklist of forms to be taught.
Instead, the list is provided to demonstrate the wealth of forms for writing that may be used to elicit
authentic student writing.
In grades 3-5, students may be asked to
produce:
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Adventure stories
Autobiography
Biography
Book reviews
Brochures
Character Sketches
Descriptions
Diaries
Encyclopedia or Wiki entries
Endings
Essays
Explanations
Fables
Fantasy stories
Fiction
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How-to-do-it articles
Humorous stories
Legends
Letters
Magazine articles
Myths
News articles
Pamphlets
Persuasive letters
Reports
Reviews
Scenes (from a play)
Short stories
Science articles
Science fiction stories
Sequels
Speeches
______________________________
1
Note, PARCC began this list by referencing one that can be found at http://www.suzannewilliams.com/formsof.htm
In addition to those forms listed for grades 3-5, students in grades 6-8 may be asked to produce:
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Anecdotes
Apologies
Complaints
Editorials
Interviews
In addition to those forms listed for grades 3-8, students in grades 9-11 may be asked to produce:
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Satires
Spoofs
Testimonials