S DE$9<4(F$ ;<//*1@ "#$ %)-3 5%&'(&$ )$*+(&, -./01$#$&2(.& 322$22/$&46 71.8$94 The 0RCA Pioject, funueu by the 0.S. Bepaitment of Euucation, is uesigneu to uevelop, test, anu iefine a set of thiee assessment foimats foi measuiing online ieauing compiehension. Each 0RCA is an authentic, pioblem-baseu scenaiio situateu in a uigital enviionment uesigneu to engage miuule school stuuents in a seiies of online uisciplinaiy infoimation iequests while captuiing peifoimance uata about how stuuents use the Inteinet to locate, ciitically evaluate, synthesize, anu communicate infoimation. 3'(,&(&, 4#$ %)-3 71.8$94 J(4# "#$ -.//.& -.1$ ;4*4$ ;4*&+*1+2 5--;;6 This uocument outlines the paiticulais of The 0RCA Pioject ieseaich pioject anu uesciibes a piactical fiamewoik foi measuiing online ieauing peifoimance using thiee uiffeient foimats. It also summaiizes the ways in which oui vision of online ieauing compiehension assessment ieflects key elements of what stuuents aie expecteu to accomplish by seventh giaue accoiuing to the Common Coie State Stanuaius Initiative (2u1u) foi ieauing, wiiting, anu liteiacy in science. Some of the most impoitant connections incluue: CCSS Reauing Stanuaius foi Infoimational Text (uiaue 7) o Beteimine two oi moie cential iueas acioss multiple texts anu summaiize text uistinct fiom piioi knowleuge oi opinions o Cite implicit anu explicit textual eviuence as suppoit o Analyze how authois shape theii piesentation of key iueas by emphasizing uiffeient eviuence oi claims o Tiace anu evaluate aigument anu specific claims, assessing whethei ieasoning is sounu anu eviuence is ielevant anu sufficient to suppoit claims CCSS Reauing Stanuaius foi Liteiacy in BistoiySocial Stuuies, Science anu Technical Subjects (uiaue 7) o Reau anu compiehenu acioss complex science texts o Follow multi-step pioceuuies to caiiy out tasks o Beteimine meaning of key woius anu phiases in science o Bistinguish among fact, ieasoneu juugment, anu speculation in science texts CCSS Wiiting Stanuaius (uiaue 7) o Wiite foi a uisciplinaiy task to examine a topic anu convey ielevant iueas o Conuuct shoit ieseaich to answei questions o uathei ielevant infoimation fiom multiple uigital souices, using seaich teims effectively, assess cieuibility anu accuiacy of souices, anu quote oi paiaphiase uata anu conclusions of otheis while avoiuing plagiaiism o Biaw eviuence fiom infoimational text to suppoit analysis, ieflection, anu ieseaich o 0se technology, incluuing the Inteinet to piouuce anu publish wiiting, inteiact with otheis, anu link to othei infoimation Auuitional uetails about how the 0RCA aligns with Common Coie State Stanuaius (CCSS) aie outlineu in Appenuix B. Because of the paiallels between the 0RCA anu the CCSS, teacheis, auministiatois, anu stuuents who paiticipate in the 0RCA pioject will have a pieliminaiy snapshot of how stuuents might peifoim on giaue-appiopiiate tasks connecteu to college anu caieei liteiacy tasks. As a iesult, these schools will be in a bettei position to auuiess weak aieas of ieauing, wiiting, anu content aiea liteiacy two to thiee yeais befoie the two consoitiums have iolleu out theii state stanuaiuizeu assessments of the common coie state stanuaius. 4 G&41.+<94(.& To compete in a global infoimation age, stuuents must uevelop new skills, especially the ability to ieau anu compiehenu infoimation on the Inteinet at high levels (Inteinational Reauing Association, 2uu9). The laigest anu most iecent ieview of ieseaich on ieauing compiehension concluues that the Inteinet iequiies auuitional compiehension skills beyonu those iequiieu foi ieauing tiauitional piint texts (RANB Reauing Stuuy uioup, 2uu2). Subsequent woik seeks to iuentify these skills, such as the new compiehension uemanus of queiying seaich engines, unueistanuing seaich iesults, anu ciitically evaluating infoimation lauen with social, commeicial, anu political motives. 0nfoitunately, we aie not yet in a position to effectively teach them. We lack valiu, ieliable, anu piactical assessments of online ieauing compiehension to infoim instiuction anu help stuuents become bettei online ieaueis; not a single state yet incluues these new types of tasks in theii state ieauing assessments. Thus, an impoitant challenge foi both ieseaicheis anu euucatois in the twenty-fiist centuiy is to uevelop valiu, ieliable, anu piactical assessments of online ieauing compiehension.
A seconu set of challenges aiises fiom the call foi states to establish a unifoim set of cleai, consistent, anu iigoious euucational stanuaius so that all stuuents aie piepaieu foi success in the global economy anu society (see foi example, Tuckei's 2u11 iepoit publisheu by the National Centei on Euucation anu the Economy). As of Nay 2u11, the majoiity of states in the 0niteu States have iecognizeu the Common Coie State Stanuaius Initiative |CCSSj (2u1u) as a piomising step in this uiiection. Leu by the Council of Chief State School 0fficeis (CCSS0) anu the National uoveinoi's Association (NuA), this initiative has piouuceu the College anu Caieei Reauiness (CCR) Stanuaius in ieauing, wiiting, speaking, listening, anu language anu the Common Coie State Stanuaius (CCSS), which set iequiiements foi K-12 stuuents to meet the CCR anchoi stanuaius in English language aits as well as liteiacy in histoiysocial stuuies, science, anu technical subjects. Both of these uocuments pioviue a iigoious anu eviuence-baseu vision of what it means to be a liteiate peison in the twenty-fiist centuiy.
Fiameu in the context of these uual challenges, the puipose of this papei is twofolu: fiist, it outlines the paiticulais of a ieseaich pioject funueu by the 0. S. Bepaitment of Euucation that seeks to auuiess the lack of assessments in this aiea by ueveloping anu testing thiee alteinative foimats of online ieauing compiehension assessments foi miuule school stuuents. Seconu, this papei illustiates the many ways in which oui vision of online ieauing compiehension assessment ieflects key elements of what stuuents aie expecteu to accomplish by seventh giaue, accoiuing to the Common Coie State Stanuaius in English Language Aits & Liteiacy in BistoiySocial Stuuies, Science, anu Technical Subjects.
In a unique ieseaich paitneiship with the state euucation uepaitments of Naine, Connecticut, anu Noith Caiolina, this pioject is uesigneu to uevelop, test, anu iefine a set of online infoimation pioblem solving scenaiios that iepiesent thiee alteinative foimats of 0nline Reauing Compiehension Assessment (0RCA). We will then assess the piacticality of each instiument with an extensive set of uiveise anu highly knowleugeable school leaueis fiom New Englanu, Pueito Rico, anu the 0.S. viigin Islanus who seive on the uoveining Boaiu of the Regional Euucational Lab - Noitheast anu Islanus (REL-NEI). The iesults will communicate to states impoitant infoimation about the assessment of online ieauing compiehension anu a pieliminaiy veision of what this might look like foi auolescents.
Being able to evaluate stuuent piogiess in this aiea will piove useful to policy makeis, ieseaicheis, teacheis anu school auministiatois in an age of online infoimation anu communication. Foi policy makeis, it will pioviue stuuent peifoimance uata on a new anu especially impoitant aspect of ieauing in oui schools, online ieauing compiehension, that is not measuieu by tiauitional ieauing assessments. Foi ieseaicheis, it will pioviue an impoitant instiument to stuuy a new anu iapiuly expanuing aiea of liteiacy. Foi teacheis, it will peimit the evaluation of inuiviuual stuuents' online ieauing compiehension ability in oiuei to infoim new elements of classioom instiuction. In auuition, paiticipation in the 0RCA pioject can offei teacheis anu stuuents exposuie to peifoimance-baseu ieauing compiehension tasks anu constiucteu iesponse foimats that ieflect many of the same skills, stiategies, piocesses, anu iigoious expectations outlineu in the Common Common Coie State Stanuaius in English Language Aits & Liteiacy in BistoiySocial Stuuies, Science, anu Technical Subjects. Thus, teacheis, auministiatois, anu stuuents who paiticipate in the 0RCA pioject will have a pieliminaiy snapshot of how stuuents might peifoim on giaue- appiopiiate tasks connecteu to college anu caieei liteiacy tasks. As a iesult, these schools will be in a bettei position to auuiess weak aieas of ieauing, wiiting, anu content aiea liteiacy two to thiee yeais befoie the two consoitiums have iolleu out theii state stanuaiuizeu assessments of the common coie state stanuaius. Noieovei, the 0RCA fiamewoik, which weaves web-baseu inquiiy piocesses with content-aiea leaining, intiouuces to schools one piactical mouel of how to integiate technology into stanuaius-baseu cuiiiculum piactices.
The 0nline Reauing Compiehension Assessment (0RCA) is uesigneu to captuie "ieal-time" online ieauing piouucts anu piocesses while inuiviuuals ieau foi infoimation on the Inteinet. The unueilying uesign of any 0RCA is infoimeu by a new liteiacies peispective of online ieauing compiehension that fiames ieauing compiehension as a web-baseu pioblem-solving inquiiy piocess involving skills anu stiategies foi locating, ciitically evaluating, synthesizing, anu communicating infoimation on the Inteinet (Leu, Kinzei, Coiio, & Cammack, 2uu4; Leu, 0'Byine, Zawilinski, Ncveiiy, & Eveiett-Cacopaiuo, 2uu9). Recent woik suggests that pieviously uevelopeu assessments of the ieauing skills neeueu to compiehenu piinteu texts uo not sufficiently captuie the complex anu unique compiehension piocesses iequiieu to ieau foi infoimation on the Inteinet (see Coiio, 2uu7; Baitman, Noisink, & Zheng, 2u1u). Piompteu by the absence of ieal-time measuies of these new online ieauing skills, foi the past six yeais (2uuS-2u11), we have uevelopeu a iange of 0RCA's in a vaiiety of foimats anu have useu them to estimate the online ieauing compiehension abilities of ovei 1,uuu seventh-giaueis in language aits anu science classiooms. Scoies on each of these pievious assessments have uemonstiateu auequate valiuity anu ieliability (see Leu, Kulikowich, Seuiansk, & Coiio, 2uu9). 6 ueneially, each 0RCA expeiience is uesigneu to engage stuuents in a seiies of uisciplinaiy online infoimation iequests that aie fiameu in a pioblem-baseu scenaiio ielevant to miuule school stuuents. Foi the cuiient 0RCA Pioject, eight alteinative scenaiios have been uevelopeu to focus on human biology, a scientific uomain common to most miuule school cuiiicula. Each scenaiio iequiies stuuents to locate, evaluate, synthesize, anu communicate infoimation that focuses on a uiffeient bouy pait (e.g., lungs, heait, eyes, oi eais) anu a ielateu science topic (e.g., asthma, heait healthy snacks, uecoiative contact lenses, oi safe music volume levels). Foi each 0RCA expeiience, an inquiiy question is piesenteu to stuuents in a Facebook-like inteiface (as shown in Figuies 1-S below) anu stuuents have appioximately 4S minutes to use the Inteinet to seaich foi, ieau, anu evaluate infoimation, anu then synthesize anu compose ielevant, cohesive, anu auuience appiopiiate iesponses to seveial scenaiio-ielateu tasks using eviuence fiom theii ieauings to suppoit theii uecisions. Foi example, in one scenaiio, the guiuing question is: Aie eneigy uiinks uangeious to teen heait health. In this scenaiio, the piesiuent of a school boaiu is consiueiing a ban on eneigy uiinks solu in school anu stuuents ieceive an email with a iequest foi moie infoimation. Stuuents aie then askeu to play a iole in the uecision-making piocess by conuucting online ieseaich anu emailing the school boaiu with ielevant anu ieliable finuings about how eneigy uiinks affect teen heait health. Buiing the piocess of each 0RCA expeiience, stuuents have the oppoitunity to engage in authentic, pioblem-baseu, anu inteiuisciplinaiy tasks (in this case, combining science, ieauing, anu wiiting) about topics that aie ielevant to auolescents anu connecteu to most miuule school cuiiicula. Appenuix A contains a biief uesciiption of all eight 0RCA scenaiios foi the cuiient pioject.
J&K3$- C7 Scieenshot of 0RCA inteiface with Facebook-like piompts anu a iesponse captuie object in which stuuents entei theii answeis in the left winuow anu an email message winuow on the iight that piesents the scenaiio to stuuents anu pioviues a ieply button to compose theii message
7 J&K3$- L7 Scieenshot of piompts to locate specific infoimation in the backgiounu anu the iesults of one stuuent's "uloogle" seaich in the foiegiounu
J&K3$- ?7 Scieenshot of Facebook-like piompts anu chat featuies useu to ask stuuents to synthesize infoimation they founu online anu evaluate the authoi's expeitise anu point of view
Foi this pioject, each scenaiio is cieateu in thiee assessment foimats incluuing 0RCA-0pen, 0RCA- Closeu, anu 0RCA-Nultiple Choice. The thiee foimats aie uesigneu to pioviue uata about how seventh giaueis ieau acioss a iange of moie anu less bounueu Inteinet contexts. Tasks in the %)-3M%0$& foimat aie uesigneu to assess ieal-time ieauing piocesses anu piouucts iequiieu as stuuents Locate, Evaluate, Synthesize, anu Communicate (AD;-) infoimation while ieauing in the 0pen Inteinet, a uynamic anu unbounueu online uigital infoimation enviionment. Foi this pioject, 0RCA-0pen consists of S2 items, which aie gioupeu into two scenaiios, oi LESCs. Each AD;- incluues 16 items uesigneu to measuie ieauing piocesses anu piouucts in an unbounueu, ieal-time open Inteinet enviionment ielateu to foui components of online ieauing compiehension: Reauing to Locate tasks (4 items) iequiie stuuents to use seaich engines, efficiently ieau seaich iesults, anu iuentify websites with infoimation that can be useu to solve the infoimation pioblem scenaiio. Reauing to Evaluate tasks (4 items) iequiie stuuents to iuentify a website's authoi anu evaluate hishei level of expeitise, consiuei the authoi's point of view, anu evaluate the ieliability of authoi claims anu eviuence ielateu to the pioblem scenaiio. Reauing to Synthesize tasks (4 items) iequiie stuuents to integiate infoimation intiatextually (acioss multiple claims within one website) anu inteitextually (acioss multiple websites) in theii own woius, take a position on the issues involveu, anu use eviuence fiom multiple online souices to suppoit theii thinking. Reauing anu Wiiting to Communicate tasks (4 items) iequiie stuuents to access infoimation in an email oi wiki space anu iesponu with infoimation they have leaineu about the scenaiio in an appiopiiately ciafteu, visually oiganizeu, anu cleai message.
A complete 0RCA-0pen Assessment consists of one 16-item iestiicteu task anu one 16-item uniestiicteu task. An %)-3M%0$& )$241(94$+ "*2H is an online ieauing task foi which the infoimation space to locate ielevant claims is limiteu to a paiticulai set of online iesouices founu on the 0pen Inteinet ielateu to a topic. An %)-3M%0$& L&1$241(94$+ "*2H is an online ieauing task foi which the infoimation space to locate ielevant claims is left open to any online souices founu on the 0pen Inteinet ielateu to a topic. The combination of iestiicteu anu uniestiicteu items in the assessment pioviues infoimation about online ieauing compiehension pioficiency when ieauing in both types of contexts.
A seconu assessment foimat is %)-3M-'.2$+Q Tasks in the 0RCA-Closeu foimat aie also uesigneu to engage stuuents with the foui LESC piocesses (locate, evaluate, synthesize, anu communicate), but stuuent woik is conuucteu within the confines of a simulateu, closeu Inteinet enviionment. To uevelop this closeu enviionment, ieplicas of the websites founu in the 0RCA-0pen enviionment weie cieateu anu linkeu togethei in a simulateu closeu space that also contains a fully functioning seaich engine known as "uloogle". Similai to the 0RCA-0pen tasks, a complete 0RCA-Closeu assessment consists of one 16-item %)-3M-'.2$+ )$241(94$+ "*2H (foi which specific online souices within the simulateu enviionment must be useu) anu one 16-item %)-3M-'.2$+ L&1$241(94$+ "*2H (foi which any online souices within the simulateu enviionment can be useu). The thiiu assessment foimat is %)-3MK<'4(0'$ -#.(9$ 5%)-3MK-6Q This foimat is also uesigneu to measuie the foui LESC piocesses. Bowevei, iathei than asking stuuents to actively use seaich engines anu navigate within anu acioss multiple websites in a ieal-time mannei, scieenshots of key stopping points foi locating, evaluating, synthesizing, anu communicating aie paiieu with piompts anu multiple choice items in a closeu uigital inteiface. Stuuents aie askeu to ieview the scieenshots 9 at each step of the inquiiy piocess anu iesponu by selecting the most appiopiiate choice befoie moving on to the next item in the scenaiio. ;9.1(&, %&'(&$ )$*+(&, -./01$#$&2(.& 7$1C.1/*&9$ Two uiffeient pioceuuies aie useu to collect uata as stuuents engage in the 0RCA expeiience. Fiist, online ieauing 4$#;-(( uata, such as cuisoi movement, keystiokes, clicking, sciolling, anu navigating within seaich engine iesults anu websites, is collecteu in a ieal-time viueo iecoiuing that iecoius a uigital movie of all on-scieen activity. This piocess uata pioviues a winuow into the ieal-time piocesses each inuiviuual stuuent employs while engageu in the online ieauing expeiience without any inteiiuption fiom the teachei (oi test auministiatoi). A shoit example of a uigital iecoiuing can be vieweu at http:www.oica.uconn.euu. Seconu, stuuents' typeu iesponses, oi the 4$#03;%( of each online ieauing session, aie collecteu automatically with a iesponse-captuie object uesigneu by the 0RCA ieseaich team that sits within the 0RCA inteiface. This object is piogiammeu to pioviue stuuents with the sequence of task piompts at vaiious points uuiing the inquiiy piocess as well as space to type theii iesponses to each piompt. Each stuuent's typeu iesponses, timing uata about how long they visiteu each website, anu othei types of infoimation is collecteu anu automatically uistiibuteu into inuiviuual uata sheets at the enu of each 0RCA task. Responses aie then scoieu in two ways. An electionic scoiing system will be useu to machine-scoie appioximately one thiiu of a stuuent's iesponses using a two-point iubiic scoiing system (u oi 1) anu the iemaining item iesponses will be scoieu by hanu using that same two-point iubiic. Within a few weeks aftei auministiation, peifoimance uata at the class level will be shaieu with schools along with a shoit summaiy iepoit of class stiengths anu weaknesses in the aieas of locating, ciitically evaluating, synthesizing, anu communicating online infoimation. Teacheis will also be pioviueu a seiies of companion lessons to suppoit the uesign of auuitional leaining expeiiences in aieas foi which stuuents may neeu moie piactice. Inuiviuual stuuent uata (e.g., viueo iecoiuings anuoi inuiviuual item scoies) collecteu fiom a ianuom sample of stuuents will be available at a latei time aftei auministiation. An online viueo libiaiy is also being uevelopeu as pait of the 0RCA pioject to link inteiesteu stakeholueis to viueo examples of peifoimance uata fiom stuuents who uemonstiateu highei, aveiage, anu lowei levels of pioficiency with iespect to locating, evaluating, synthesizing, anu communicating tasks foi each 0RCA scenaiio. This online viueo uatabase anu companion lessons will seive as a spiingboaiu foi piofessional uevelopment oppoitunities foi teacheis anu auministiatois seeking to leain moie about how to best piepaie auolescents foi the challenges of ieauing on the Inteinet. L2(&, 4#$ %)-3 DE0$1($&9$ ". 71$0*1$ ;9#..'2 =.1 "#$ )(,.1 .C K$$4(&, "#$ -.//.& -.1$ ;4*4$ ;4*&+*1+2 In this section, we fiist pioviue an oveiview of the Common Coie State Stanuaius Initiative, outline the coie elements of the College anu Caieei Reauiness (CCR) Stanuaius, anu biiefly uesciibe the seventh giaue Common Coie Stanuaius in English Language Aits (ELA) anu Liteiacy in BistoiySocial Stuuies, Science anu Technical Subjects. We focus specifically on seventh-giaue liteiacy stanuaius in oui oveiview because the 0RCA pioject is uesigneu to measuie online ieauing compiehension peifoimance acioss a laige anu uiveise population of seventh giaueis in thiee states. Then, we call attention to foui key ieauing piocesses assesseu by the 0RCA to bettei unueistanu how the 0RCA tasks ieflect many of the same skills anu iigoious expectations outlineu 1u in the seventh giaue Common Coie Stanuaius in ieauing, wiiting, anu liteiacy in science. Consequently, schools that paiticipate in the 0RCA pioject will be pioviueu with a pieliminaiy snapshot of how stuuents might peifoim on giaue-appiopiiate iigoious ieauing tasks connecteu to college anu caieei liteiacy tasks. "#$ -.//.& -.1$ ;4*4$ ;4*&+*1+2 G&(4(*4(F$ The Common Coie State Stanuaius (CCSS) is an initiative uesigneu to uevelop common K-12 English-Language Aits anu Nath stanuaius acioss the 0.S. in oiuei to bettei piepaie stuuents foi college anu theii caieeis. The intent is foi the CCSS to ieplace the cuiient patchwoik of state stanuaius that have iesulteu in a wiue anu vaiieu iange of acauemic expectations anu actual stuuent peifoimance acioss all Su states. These stanuaius aie uesigneu to ensuie that stuuents giauuating fiom high school aie piepaieu to go to college oi entei the woikfoice anu that paients, teacheis, anu stuuents have a cleai unueistanuing of what skills anu knowleuge aie expecteu to be leaineu. Cuiiently, investigations aie unueiway to exploie the uevelopment of stanuaius foi othei subjects incluuing Science anu Social Stuuies. The CCSS initiative is not a feueially manuateu initiative, but a state-leu effoit aimeu at inuiviuual states voluntaiily auopting anuoi auapting the stanuaius as theii own. The CCSS initiative is a joint pioject of the National uoveinois Association (NuA) anu the Council of Chief State School 0fficeis (CCSS0) who staiteu the initial uiafts of the stanuaius in 2uu9. The final stanuaius weie baseu on neaily 1u,uuu public comments anu by stanuaius in othei top-peifoiming countiies. In auuition, The National Euucation Association (NEA), Ameiican Feueiation of Teacheis (AFT), National Council of Teacheis of Nathematics (NCTN), anu National Council of Teacheis of English (NCTE), among othei oiganizations, have been instiumental in biinging togethei teacheis to pioviue specific, constiuctive feeuback on the stanuaius (see http:coiestanuaius.oig). As of Nay 2u11, 44 states, the Bistiict of Columbia, anu the 0S viigin Islanus have auopteu the stanuaius. States aie askeu to use the CCSS to builu upon the stiengths anu lessons of theii cuiient state stanuaius (Baggett, & uenuion, 2u1u). -.''$,$ *&+ -*1$$1 )$*+(&$22 5--)6 ;4*&+*1+2 The CCSS initiative uefines college anu caieei ieauiness as the ability "to succeeu in entiy-level, cieuit-beaiing acauemic college couises anu in woikfoice-tiaining piogiams" (ASCB, 2u11). The College anu Caieei Reauiness (CCR) anu giaue-specific stanuaius aie complements. While the CCR pioviues bioau stanuaius, the giaue specific stanuaius pioviue moie explicit uetails of what stuuents shoulu know anu be able to uo. Togethei, these stanuaius uefine the skills anu knowleuge that all stuuents must be able to uemonstiate in a global economy anu society. The CCR anchoi stanuaius foi English Language Aits (ELA) anu Liteiacy in BistoiySocial Stuuies, Science, anu Technical Subjects aie fiameu within foui stianus: (1) ieauing, (2) wiiting, (S) speaking anu listening; anu (4) language. To builu a founuation foi college anu caieei ieauiness in English language aits anu liteiacy, stuuents must apply founuational ieauing skills (piint concepts, phonological awaieness, phonics, anu fluency - emphasizeu in uiaues K-S) anu highei level ieauing, wiiting, anu language skills while ieauing wiuely anu ueeply acioss incieasingly challenging liteiaiy anu infoimational texts. The ten CCR anchoi stanuaius anu giaue-specific 8%,'0,$0( )#$ >-,0&'K clustei aiounu foui oiganizing elements: (a) key iueas anu uetails; (b) ciaft anu stiuctuie; (c) integiation of knowleuge anu iueas; anu (u) iange of ieauing anu level of text complexity. The Reauing Stanuaius aie 11 sepaiateu into those neeueu to ieau liteiatuie anu those neeueu to ieau infoimational texts acioss uiaues K-S anu uiaues 6-12. The ten CCR anchoi stanuaius anu giaue-specific 8%,'0,$0( )#$ M$&%&'K clustei aiounu foui uiffeient oiganizing elements. These incluue: (a) text types anu puiposes; (b) piouuction anu uistiibution of wiiting; (c) ieseaich to builu on anu piesent knowleuge; anu (u) iange of wiiting. The CCR anchoi stanuaius anu giaue-specific 8%,'0,$0( )#$ 84-,2&'K N O&(%-'&'K aie oiganizeu aiounu two elements: (a) compiehension anu collaboiation; anu (b) piesentation of knowleuge anu iueas; anu the 8%,'0,$0( )#$ O,'K3,K- aie oiganizeu aiounu thiee elements: (a) conventions of Stanuaiu English; (b) knowleuge of language; anu (c) vocabulaiy acquisition anu use. Finally, in uiaues 6-12, two auuitional sets of 8%,'0,$0( )#$ O&%-$,;5 &' P&(%#$5Q8#;&,. 8%30&-(R 8;&-';-R ,'0 S-;*'&;,. 83/T-;%( have been uelineateu foi both the ieauing anu wiiting stianus. These stanuaius aie essentially paiallel to the Stanuaius foi English Language Aits 6-12 in Reauing anu Wiiting but they aie woiueu moie piecisely to ueal with the nuances of uiscipline-specific texts anu liteiacy tasks. The skills anu unueistanuings stuuents aie expecteu to uemonstiate in the CCR have wiue applicability outsiue the classioom oi woikplace. Fiom the Common Coie State Stanuaius website (CCSS Initiative, 2u11), these skills anu unueistanuings incluue: 0nueitaking the close, attentive ieauing that is at the heait of unueistanuing anu enjoying complex woiks of liteiatuie anu nonfiction texts Peifoiming the ciitical ieauing necessaiy to pick caiefully thiough the staggeiing amount of infoimation available touay in piint anu uigitally Seeking the wiue, ueep, anu thoughtful engagement with high-quality liteiaiy anu infoimational texts that builus knowleuge, enlaiges expeiience, anu bioauens woilu-views Bemonstiating the cogent ieasoning anu use of eviuence that is essential to both piivate uelibeiation anu iesponsible citizenship in a uemociatic iepublic.
The K-12 giaue-specific stanuaius uefine enu-of-yeai expectations. As stuuents auvance thiough each giaue they aie expecteu to meet the yeai's giaue-specific stanuaius. In auuition, they must ietain anu fuithei uevelop skills anu unueistanuings masteieu in piioi giaues uuiing pievious yeais. In shoit, stuuents who meet the stanuaius, both giaue-level anu CCR, will not only be successful in school but will finu success in college, in the woikfoice, anu beyonu. ;$F$&4#MI1*+$ -.//.& -.1$ ;4*4$ ;4*&+*1+2 (& D&,'(2# A*&,<*,$ 3142 English Language Aits (ELA), incluuing Liteiacy in BistoiySocial Stuuies Science anu Technical Subjects, was one of the two fiist subjects chosen foi the Common Coie State Stanuaius. ELA, along with Nath, incluues many of the most common founuational skills anu knowleuge upon which stuuents builu skill sets acioss all othei subject aieas. Like the CCR stanuaius, the ELA stanuaius, at the 7th th giaue level, aie split into five main stianus. The stianus incluue ieauing of liteiatuie, ieauing of infoimational texts, wiiting, speaking anu listening, anu language. Liteiatuie anu infoimational text ieauing stanuaius in the 7th giaue focus stuuents on the ability to analyze key stoiy anu text elements acioss a iange of complex texts (stoiies, uiamas, poems, anu nonfiction), cite specific examples to suppoit theii analysis, iuentify the inteiactions between these elements, anu integiate knowleuge anu iueas gleaneu acioss multiple texts. With iespect to liteiaiy texts, stuuents aie iequiieu to iuentify key themes oi cential iueas, anu to follow theii uevelopment pioviuing objective summaiies as neeueu. Stuuents aie also askeu to iuentify inteiactions between 12 inuiviuuals, events, anu iueas; analyze uiffeient chaiacteis anu theii points of view; anu compaie anu contiast fictional anu histoiical accounts of the same time peiiou. With iespect to infoimational texts, such as the nonfiction texts stuuents will encountei in textbooks oi acioss infoimational websites, stuuents aie iequiieu to ueteimine anu summaiize cential iueas anu key text elements; cite specific examples to suppoit theii analysis; iuentify the inteiactions between text elements anu key iueas; anu integiate knowleuge anu iueas gleaneu acioss multiple anu uiveise texts. Stuuents aie also askeu to analyze authois anu theii points of view; ueteimine woiu meaning anu analyze the impact of woiu choice on meaning anu tone; anu compaie anu contiast how uiffeient authois shape theii wiiting by emphasizing uiffeient eviuence oi auvancing uiffeient inteipietations of facts about the same topic. Wiiting stanuaius in the 7th giaue focus on thiee types of texts incluuing peisuasive, infoimativeexplanatoiy, anu naiiatives. Stuuents aie askeu to wiite ioutinely acioss both shoit time fiames (a single sitting oi a uay oi two) while conuucting shoit ieseaich piojects that uiaw on seveial souices to answei a focuseu question as well to complete longei, moie compiehensive wiiting piojects in which they aie explicitly planning, ieseaiching, anu ieflecting on theii wiiting. They aie also askeu to wiite using technology, incluuing the Inteinet, to cieate anu publish, cite online infoimation, anu inteiact with anu collaboiate with otheis. Speaking anu listening stanuaius foi 7th giaue involves stuuents collaboiating, compiehenuing, anu piesenting oiiginal iueas. Stuuents aie expecteu to paiticipate in collaboiative uiscussions with uiveise paitneis anu analyze main iueas anu suppoiting uetails. Stuuents must be able to iuentify anu evaluate specific claims anu explain how these claims claiify the main iueas oi issues in a vaiiety of foimats incluuing text baseu anu multimeuia. Piesenting claims anu finuings baseu on ieseaich anu ieauings is a ciitical stanuaiu foi stuuents. Stuuents must auapt speech foi a vaiiety of contexts anu use multimeuia anu visual tools anu uisplays to effectively communicate salient points. Language stanuaius foi 7th giaue combine a iange of tiauitional language skills anu stiategies. Stuuents aie askeu to uemonstiate piopei giammai while wiiting anu speaking. Expiessing iueas in wiiting piecisely anu concisely is iequiieu thiough wiiting assignments in othei stanuaius. Stuuents aie askeu to ueteimine the meaning of unknown anu multi-meaning woius anu they aie askeu to exploie figuiative language anu nuance. N#@ 31$ "#$ -.//.& -.1$ ;4*4$ ;4*&+*1+2 G/0.14*&4O The CCSS can become an inflection point establishing a common founuation foi builuing excellence anu equity foi all stuuents (Foigione, 2u1u). Baseu on state auoption of the CCSS to uate, ovei 8u% of the nation's public school stuuents anu teacheis will be woiking on the same content stanuaius (Euucational Testing Seivices |ETSj, 2u11). Iueas, iesouices, lessons, piactice tests, benchmaiks, anu othei types of euucational content anu mateiials can be leveiageu acioss states anu shaieu between teacheis, paients, anu schools to bettei iuentify best piactices anu pioviue common content foi incieaseu stuuent leaining. Paiticipation in the CCSS piogiam will enable states to woik togethei to solve many of the pioblems facing most public school systems. Expectations foi stuuent achievement will become cleaiei to teacheis, paients, anu the community. The cieation anu uissemination of euucational content, incluuing uigital content, will be enhanceu. Piivate inuustiy euucational paitneis can be assuieu that mateiials will be aligneu acioss state bounuaiies theieby insuiing theii capital investments in new types of content. Auuitionally, compiehensive assessment systems can be 1S uevelopeu that measuie stuuent peifoimance against the CCSS anu ieplace cuiient inuiviuual state assessments that aie often inconsistent, buiuensome, anu confusing (CCSS Initiative, 2u11). The 0.S. goveinment, thiough RTTT, has begun funuing the Race to the Top Assessment Piogiam, which has pioviueu funus to two consoitia to uesign, pioviue anu builu the next geneiation of assessments. These consoitia, Paitneiship foi Assessment of Reauiness foi College anu Caieeis (PARCC) anu SNARTER Balanceu Assessment Consoitium (SBAC), builu upon shaieu stanuaius foi college anu caieei ieauiness, measuie inuiviuual giowth anu pioficiency, anu pioviue uigital mateiials anu testing enviionments to facilitate test taking, test scoiing, anu test uata uissemination (CAF, 2u1u). Both PARCC anu SBAC assessment initiatives plan to be in use wiuely acioss the 0niteu States by teacheis anu stuuents foi the 2u14-2u1S school yeai. N#*4 D'$/$&42 %C "#$ -.//.& -.1$ ;4*4$ ;4*&+*1+2 31$ )$C'$94$+ G& "#$ %)-3 DE0$1($&9$O Table 1 on the next page iuentifies the set of seventh-giaue common coie stanuaius ieflecteu in each sixteen-item 0RCA. To examine the similaiities between 0RCA tasks anu the CCSS, each 0RCA item was gioupeu with othei items uesigneu to measuie paiticulai skills associateu with one of the foui LESC piocesses (e.g., ieauing to .#;,%-, ieauing to -U,.3,%-, ieauing to (5'%*-(&V-, anu ieauing anu wiiting to ;#++3'&;,%-). These foui clusteis of online ieauing compiehension skills, theii iespective item numbeis, anu the puipose of each item aie uesciibeu in the left column of the table. The iight column of the table lists specific stanuaius auuiesseu as stuuents engage in each pait of the 0RCA. Stanuaius aie clusteieu by aiea (i.e., Stanuaius foi Reauing Infoimational Text; Stanuaius foi Liteiacy in Science; Stanuaius foi Wiiting anu Wiiting in Science; anu Stanuaius foi Language) anu then by oiganizing element within each aiea. 0RCA item numbeis that auuiess a ceitain stanuaiu appeai in supeisciipt at the enu of each stanuaiu. In cases wheie only a paiticulai poition of the stanuaiu is auuiesseu, the ielevant poition is unueilineu. A moie consoliuateu summaiy of the 0RCA pioject anu the oveilap between 0RCA items anu the Common Coie State Stanuaius in English Language Aits anu Liteiacy in Science (uesciibeu using abbieviateu phiases of the actual woiuing foi each stanuaiu) is shown in Appenuix B. P.J -*& "#$ %)-3 DE0$1($&9$ 71$0*1$ ;4<+$&42 =.1 "#$ )(,.1 %C >? 24 -$&4<1@ A(4$1*9($2 32 N$'' 32 =<4<1$ 322$22/$&42 %C "#$ -.//.& -.1$ ;4*4$ ;4*&+*1+2O Each 0RCA is an authentic, pioblem-baseu scenaiio situateu in a uigital enviionment that engages seventh giaue stuuents in a seiies of online uisciplinaiy infoimation iequests that link ieauing, wiiting, anu biology to topics ielevant to touay's auolescents. Each 0RCA also captuies peifoimance uata (both piocess anu piouuct uata) about how stuuents use the Inteinet to compile infoimation, investigate conflicting claims, anu pioviue textual eviuence of the infoimation's ielevance anu ieliability as well as the authoi's point of view. In auuition, all of these uigital inquiiy-baseu piocesses iequiie stuuents to navigate complex anu technical texts such as seaich engine iesults, multimoual iepiesentations of content, anu infoimational websites cieateu by multiple anu uispaiate souices. Reseaich inuicates most auolescents aie not veiy skilleu at these new liteiacies (e.g., Bennet, Naton, & Keivin, 2uu8; Leu et al, 2uu7), especially the ability to locate (Bilal, 2uu1; Eagleton, uuinee & Langlais, 2uuS; Wallace, Kupeiman, Kiajcik, & Soloway, 2uuu) anu ciitically evaluate the infoimation they encountei online (Waliaven, Bianu-uiuwel, & Boshuizen, 2uu9; Kiili, Lauiinen, & Naittunen, 2uu8). Bowevei, emeiging woik suggests that stuuents can benefit fiom scaffolueu anu iegulai piactice with these ciitical ieauing anu wiiting skills in authentic online leaining contexts (Castek, 2uu8; Leu et. al., 2uu8). The 0RCA offeis one way of engaging stuuents with these new liteiacy piactices at least two yeais piioi to the ielease of foimal assessments fiom the two consoitiums. 5-.&4(&<$+ .& 0*,$ ?W6 14 !"#$% '( )*%+,-./-+0 1$%2%+,3 4. !5% 67227+ 678% 9,",% 9,"+*"8*3 :%.$%;,%* )+ !5% 4+$-+% :%"*-+0 672<8%5%+3-7+ =33%332%+, >4:6=? 4:6= 672<7+%+,@ ),%2 A "+* BC8<73% 9%D%+,5 E8"*% 67227+ 678% 9,",% 9,"+*"8*3 =**8%33%* >F-3,%* #/ 480"+-G-+0 1$%2%+,? :%"*-+0 ,7 F7;",% ! Locate #1. 0se appiopiiate keywoius to geneiate seaich ! Locate #2. Infei fiom seaich engine iesults ! Locate #S. Infei fiom uiffeient set of seaich engine iesults ! Locate #4. Locate anu shaie auuiess of two ielevant websites with infoimation that answeis the question :%"*-+0 )+.782",-7+"$ !%H, ! 68"., "+* 9,8C;,C8% I(J Beteimine meaning of woius anu phiases as useu in text incluuing figuiative, connotative, anu technical meanings; analyze impact of specific woiu choice on meaning & tone Locate 2, S
! )+,%08",-7+ 7. K+7L$%*0% "+* )*%"3 I(M Tiace & evaluate aigument anu specific claims in a text, assessing whethei ieasoning is sounu anu eviuence is ielevant anu sufficient to suppoit claims Locate 2, S
! :"+0% 7. :%"*-+0 "+* F%D%$ 7. !%H, 672<$%H-,/ I('N Reau anu compiehenu non-fiction in giaues 6-8 text complexity banu Locate 2, S
F-,%8";/ -+ 9;-%+;% ! K%/ )*%"3 "+* O%,"-$3 I(P Follow piecisely multistep pioceuuies when caiiying out expeiiments, taking measuiements, oi peifoiming technical tasks Locate 1, 2, S, 4
Q8-,-+0 >"+* Q8-,-+0 -+ 9;-%+;%? ! B87*C;,-7+ "+* O-3,8-#C,-7+ 7. Q8-,-+0 I(R 0se technology, incluuing the Inteinet, to piouuce anu publish wiiting, inteiact with otheis, link to othei infoimation, anu uisplay infoimation uynamically Locate 4
! :%3%"8;5 !7 SC-$* "+* B8%3%+, K+7L$%*0% I(I Conuuct shoit ieseaich piojects to answei a question, uiawing on seveial souices anu geneiating auuitional ielateu, focuseu questions foi fuithei investigation Locate 1, 4
! :%3%"8;5 !7 SC-$* "+* B8%3%+, K+7L$%*0% I(M uathei ielevant infoimation fiom multiple piint anu uigital souices, using seaich teims effectively, assess cieuibility anu accuiacy of souices, anu quote oi paiaphiase uata anu conclusions of otheis while avoiuing plagiaiism anu citing appiopiiately Locate 1, 4
! :"+0% 7. Q8-,-+0 I('N Wiite ioutinely ovei extenueu anu shoitei time fiames (a single sitting oi a uay oi two) foi a iange of uiscipline-specific tasks, puiposes, anu auuiences Locate 4
:%"*-+0 ,7 1D"$C",% ! Evaluate #1. Iuentify authoi of the website ! Evaluate #2. Evaluate authoi's level of expeitise ! Evaluate #S. Evaluate authoi's point of view oi puipose ! Evaluate #4. Evaluate ieliability of infoimation with logical explanation anu eviuence :%"*-+0 )+.782",-7+"$ !%H, ! K%/ )*%" "+* O%,"-$3 I(' Cite implicit anu explicit textual eviuence as suppoit Evaluate 1, 2, S, 4
! 68"., "+* 9,8C;,C8% I(J Beteimine meaning of woius anu phiases as useu in text incluuing figuiative, connotative, anu technical meanings; analyze impact of specific woiu choice on meaning & tone Evaluate 2, S, 4
! 68"., T 9,8C;,C8% I(R Beteimine authoi's point of view oi puipose in a text anu analyze how authoi uistinguishes position fiom that of otheis Evaluate 2, S, 4
! )+,%08",-7+ 7. K+7L$%*0% "+* )*%"3 I(U Analyze how authois shape theii piesentation of key iueas by emphasizing uiffeient eviuence oi claims Evaluate 2, S, 4
! :"+0% 7. :%"*-+0 "+* F%D%$ 7. !%H, 672<$%H-,/ I('N Reau anu compiehenu non-fiction in giaues 6-8 text complexity banu inuepenuently anu pioficiently Evaluate 1, 2, S, 4
F-,%8";/ -+ 9;-%+;% ! K%/ )*%"3 "+* O%,"-$3 I(V Beteimine themecential iuea anu analyzesummaiize text uistinct fiom piioi knowleuge oi opinions Evaluate 2, S, 4
! 68"., "+* 9,8C;,C8% I(R Analyze authoi's puipose in pioviuing an explanation, uesciibing pioceuuies, oi uiscussing an expeiiment in a text. Evaluate S, 4
1S (:%"*-+0 ,7 1D"$C",% continueu) ! )+,%08",-7+ 7. K+7L$%*0% "+* )*%"3 I(M Bistinguish among fact, ieasoneu juugment, anu speculation in text Evaluate 2, S, 4
! :"+0% 7. :%"*-+0 "+* F%D%$ 7. !%H, 672<$%H-,/ I('N Reau anu compiehenu sciencetechnical texts in giaues 6-8 text complexity banu inuepenuently anu pioficiently Evaluate 1, 2, S, 4
! :%3%"8;5 !7 SC-$* "+* B8%3%+, K+7L$%*0% I(U Biaw eviuence fiom liteiaiy oi infoimational texts to suppoit analysis, ieflection, anu ieseaich, incluuing evaluating aigument anu specific claims in a text, assessing whethei the ieasoning is sounu anu eviuence is ielevant anu sufficient to suppoit the claims Evaluate 2, S, 4
! :"+0% 7. Q8-,-+0 I('N Wiite ioutinely ovei extenueu anu shoitei time fiames (a single sitting oi a uay oi two) foi a iange of uiscipline-specific tasks, puiposes, anu auuiences Evaluate 2, S, 4
:%"*-+0 ,7 9/+,5%3-G% ! Synthesize #1. Iuentify two key uetails fiom two websites ! Synthesize #2. Iuentify key uetails fiom two auuitional websites ! Synthesize #S. Integiate infoimation acioss foui websites ! Synthesize #4. Nake a claim anu suppoit with eviuence (two ielevant uetails) :%"*-+0 )+.782",-7+"$ !%H, ! K%/ )*%" "+* O%,"-$3 I(V Beteimine two oi moie cential iueas anu analyzesummaiize uevelopment ovei couise of text Synthesize 1, 2, S, 4
! 68"., "+* 9,8C;,C8% I(J Beteimine meaning of woius anu phiases as useu in text incluuing figuiative, connotative, anu technical meanings; analyze impact of specific woiu choice on meaning & tone Synthesize 1, 2, S, 4
! )+,%08",-7+ 7. K+7L$%*0% "+* )*%"3 I(M Tiace & evaluate aigument anu specific claims in a text, assessing whethei ieasoning is sounu anu eviuence is ielevant anu sufficient to suppoit claims Synthesize 1, 2, S, 4
! :"+0% 7. :%"*-+0 "+* F%D%$ 7. !%H, 672<$%H-,/ I('N Reau anu compiehenu non-fiction in giaues 6-8 text complexity banu inuepenuently anu pioficiently Synthesize 1, 2, S, 4
F-,%8";/ -+ 9;-%+;% ! )+,%08",-7+ 7. K+7L$%*0% "+* )*%"3 I(M Bistinguish among fact, ieasoneu juugment anu speculation in text Synthesize S, 4
! :"+0% 7. :%"*-+0 "+* F%D%$ 7. !%H, 672<$%H-,/ I('N Reau anu compiehenu sciencetechnical texts in giaues 6-8 text complexity banu Synthesize 1, 2, S, 4
Q8-,-+0 >"+* Q8-,-+0 -+ 9;-%+;%? ! :%3%"8;5 !7 SC-$* "+* B8%3%+, K+7L$%*0% I(U Biaw eviuence fiom liteiaiy oi infoimational texts to suppoit analysis, ieflection, anu ieseaich Synthesize 4
! :"+0% 7. Q8-,-+0 I('N Wiite ioutinely ovei extenueu anu shoitei time fiames (a single sitting oi a uay oi two) foi a iange of uiscipline-specific tasks, puiposes, anu auuiences Synthesize 1, 2, S, 4
:%"*-+0 "+* Q8-,-+0 ,7 6722C+-;",% ! Communicate #1: Access ielevant infoimation within a communication inteiface (email, wiki) ! Communicate #2: Q8-,-+0 >"+* Q8-,-+0 -+ 9;-%+;%? ! !%H, !/<%3 "+* BC8<73%3 I(V Wiite infoimativeexplanatoiy texts to examine a topic anu convey iueas, concepts, anu infoimation thiough selection, oiganization, anu analysis of ielevant content Communicate 1, 2, S, 4
! B87*C;,-7+ "+* O-3,8-#C,-7+ 7. Q8-,-+0 I(J Piouuce cleai anu coheient wiiting in which uevelopment, oiganization, anu style aie appiopiiate to the task, puipose, anu auuience Communicate 2, S, 4
! B87*C;,-7+ "+* O-3,8-#C,-7+ 7. Q8-,-+0 I(R 0se technology, incluuing the Inteinet, to piouuce anu publish wiiting, inteiact with otheis, link to othei infoimation, anu uisplay infoimation uynamically Communicate 2, S, 4
! :%3%"8;5 !7 SC-$* "+* B8%3%+, K+7L$%*0% I(I Conuuct shoit ieseaich piojects to answei a question, uiawing on seveial souices anu geneiating auuitional ielateu, focuseu questions foi fuithei investigation Communicate 1, 2, S, 4
! :%3%"8;5 !7 SC-$* "+* B8%3%+, K+7L$%*0% I(M uathei ielevant infoimation fiom multiple piint anu uigital 16 0se appiopiiate featuies of communication tool to compose message ! Communicate #S: Bemonstiate awaieness of auuience ! Communicate #4: Ciaft explicit, unambiguous iesponse to question souices, using seaich teims effectively, assess cieuibility anu accuiacy of souices, anu quote oi paiaphiase uata anu conclusions of otheis while avoiuing plagiaiism anu citing appiopiiately Communicate 1, 2, S, 4
! :%3%"8;5 !7 SC-$* "+* B8%3%+, K+7L$%*0% I(U Biaw eviuence fiom liteiaiy oi infoimational texts to suppoit analysis, ieflection, anu ieseaich Communicate 1, 2, S, 4
! :"+0% 7. Q8-,-+0 I('N Wiite ioutinely ovei extenueu anu shoitei time fiames (a single sitting oi a uay oi two) foi a iange of uiscipline-specific tasks, puiposes, anu auuiences Communicate 2, S, 4
F"+0C"0% ! 67+D%+,-7+3 7. 9,"+*"8* 1+0$-35 I(' Bemonstiate commanu of the conventions of stanuaiu English giammai anu usage when wiiting Communicate 2, S, 4
! K+7L$%*0% 7. F"+0C"0% I(P" Choose language that expiesses iueas piecisely anu concisely Communicate 2, S, 4
! W7;"#C$"8/ =;XC-3-,-7+ "+* Y3"0% I(R Acquiie anu use giaue-appiopiiate geneial acauemic anu uomain-specific woius anu phiases Communicate 2, S, 4
17 !"#$%&$'() +,#- ./0( 112 At the same time, in oiuei to meet the expectations put foith by the Common Coie State Stanuaius Initiative (2u1u), school auministiatois anu teacheis neeu to begin planning now foi how these iigoious stanuaius will impact instiuction anu assessment. School uistiicts will neeu a focuseu tiansition plan anu a piocess to implement the plan. Classioom teacheis anu piofessional uevelopment pioviueis will also neeu piactical examples of tasks that can elicit highei-level ieasoning that incoipoiates many of the stanuaius in a single classioom sitting. The 0RCA pioviues eight uiffeient veisions of piactical online ieauing expeiiences foi teacheis to exploie anu auapt to othei inquiiy-baseu leaining scenaiios acioss the cuiiiculum. Anu finally, woik by the Inteinational Centei foi Leaueiship in Euucation (2u1u; see Baggett & uenuion's RigoiRelevance Fiamewoik in Appenuix B) inuicates that assessments that incluue peifoimance-baseu tasks anu constiucteu iesponse items aie moie !"#$!$%& (i.e., iequiiing moie knowleuge, synthesis, anu evaluation) anu moie ieal-woilu !'(')*+, (i.e., inteiuisciplinaiy, ieal- woilu pieuictable oi unpieuictable situations) compaieu to typical state-wiue assessments that use closeu iesponses such as multiple-choice items that ieflect low iigoi anu ielevance. Similai to the uesigns of futuie assessments of the Common Coie Stanuaius pioposeu by PARCC anu SBAC, oui 0RCA measuies intentionally incluue both peifoimance-baseu tasks anu open, constiucteu iesponse-items uesigneu to captuie the ueep levels of thinking iequiieu of stuuents in a global infoimation society. 3'--/,4 As illustiateu in this papei, the skills anu unueistanuings seventh giaueis aie expecteu to uemonstiate uuiing the 0RCA expeiience oveilap with those of the Common Coie State Stanuaius in a numbei of impoitant ways. Consequently, paiticipation in the 0RCA pioject pioviues valuable exposuie to anu piactice with authentic inquiiy tasks anu peifoimance-baseu assessment foimats that aie likely to be new foi many stuuents anu teacheis in touay's schools. Insights gleaneu fiom class-baseu 0RCA uata anu exceipts of inuiviuualizeu viueo uata can assist teacheis anu auministiatois in iuentifying instiuctional inteiventions that bettei piepaie stuuents foi the iigoious expectations of the Common Coie State Stanuaius while also offeiing a vision of what authentic assessment anu feeuback might look like foi schools seeking to integiate technology into stanuaius-baseu cuiiiculum piactices. 18 5(+(,($6(7 ASCB. (2u11, Nay). The common coie state stanuaius initiative. Retiieveu Nay 28, 2u11 fiom http:www.ascu.oigASBCpufsiteASCBpolicyCommonCoieStus.puf Bennett, S., Naton, K., & Keivin, L. (2uu8). The uigital natives uebate: A ciitical ieview of the eviuence. -!","&. 0$%!+*( $1 23%4*,"$+*( 5'4.+$($#67 89, 77S-786. uoi:1u.1111j.1467- 8SSS.2uu7.uu79S.x Bilal, B. (2uu1). Chiluien's use of the Yahooligans! Web seaich engine: Cognitive, physical, anu affective behaviois on fact-baseu seaich tasks7 0$%!+*( $1 ,.' :;'!"4*+ <$4"',6 1$! =+1$!;*,"$+ <4"'+4'> ?@, 646-66S. Castek, }. (2uu8). A$B 3$ C,. *+3 ?,. #!*3' &,%3'+,& *4D%"!' ,.' +'B (",'!*4"'& $1 $+("+' !'*3"+# 4$;E!'.'+&"$+F 2GE($!"+# ,.' 4$+,'G,& ,.*, 1*4"(",*,' ('*!+"+#7 0npublisheu uoctoial uisseitation: The 0niveisity of Connecticut. Coiio, }. (2uu7). 2GE($!"+# 4.*+#'& ,$ !'*3"+# 4$;E!'.'+&"$+ $+ ,.' =+,'!+',H I*!*3$G'& *+3 E$&&"J"(","'& 1$! 3")'!&' *3$('&4'+, !'*3'!&7 0npublisheu uoctoial uisseitation: The 0niveisity of Connecticut. Common Coie State Stanuaius Initiative |CCSSj (2u1u). Common Coie State Stanuaius: Piepaiing Ameiica's stuuents foi college anu caieei. Retiieveu Nay 28, 2u11 fiom http:www.coiestanuaius.oig Baggett, W. R. & uenuion, S. (2u1u). K$;;$+ 4$!' &,*,' &,*+3*!3& "+","*,")'H K(*&&!$$; ";E("4*,"$+& 1$! LM@C. Inteinational Centei foi Leaueiship in Euucation. Retiieveu Nay 2S, 2u11 fiom http:www.leaueieu.comwhitePapeis.html Eagleton, N., uuinea, K., & Langlais, K. (2uuS). Teaching Inteinet liteiacy stiategies: The heio inquiiy pioject. N$"4'& 1!$; ,.' O"33('> @M> 28-SS. Euucational Testing Seivice. (2u11, Febiuaiy). Coming togethei to iaise achievement: new assessments foi the common coie state stanuaius. Retiieveu fiom http:www.k12centei.oigiscpufAssessments_foi_the_Common_Coie_Stanuaius.puf Foigione, P. (2u1u). A unique moment in time: cieating the next geneiation compiehensive assessment systems to seive all oui chiluien well. Pioceeuings of the Connecticut assessment foium Rocky Bill, CT: Connecticut State Bepaitment of Euucation. Baitman, B. K., Noisink, P. N., & Zheng, }. (2u1u). Fiom piint to pixels: The evolution of cognitive conceptions of ieauing compiehension. In E. A. Bakei (Eu.). 5.' +'B (",'!*4"'&H O%(,"E(' E'!&E'4,")'& $+ !'&'*!4. *+3 E!*4,"4' (pp. 1S1-164). New Yoik: uuilfoiu Piess. Inteinational Reauing Association (IRA). (2uu9). P'B (",'!*4"'& *+3 L@ &, 4'+,%!6 ,'4.+$($#"'&H : E$&","$+ &,*,';'+,7 Newaik, BE: Inteinational Reauing Association. Kiili, C., Lauiinen, L., & Naittunen, N. (2uu8). Stuuents evaluating Inteinet souices: Fiom veisatile evaluatois to unciitical ieaueis. 0$%!+*( $1 23%4*,"$+*( K$;E%,"+# Q'&'*!4.> 89(1), 7S-9S. Leu, B. }., }i., Kinzei, C.K., Coiio, }., Cammack, B. (2uu4). Towaiu a theoiy of new liteiacies emeiging fiom the Inteinet anu othei ICT. In R. B. Ruuuell & N. 0niau (Eus.), 5.'$!',"4*( O$3'(& *+3 I!$4'&&'& $1 Q'*3"+#, Fifth Euition (1S68-1611). Newaik, BE: Inteinational Reauing Association. Leu, B. }., Kulikowich, }., Coiio, }., & Seuiansk, N. (2uu9-2u14). 5.' RQK: SR+("+' Q'*3"+# K$;E!'.'+&"$+ :&&'&&;'+,T I!$U'4,7 Five-yeai feueial ieseaich giant funueu by the 0. S. Bepaitment of Euucation's Institute of Euucational Science (IES). $2,7uu,uuu. Leu, B. }., 0'Byine, W. I., Zawilinski, L., Ncveiiy, }. u., & Eveiett-Cacopaiuo, B. (2uu9). Expanuing the new liteiacies conveisation. 23%4*,"$+*( Q'&'*!4.'!> 8VSCT> 264-269. Leu, B. }., Coiio, }., Castek, }., Baitman, B., Beniy, L.A., & Reinking, B. (2uu8). Reseaich on instiuction anu assessment in the new liteiacies of online ieauing compiehension. In Cathy Collins Block, Sheiii Paiiis (Eus.). K$;E!'.'+&"$+ "+&,!%4,"$+H Q'&'*!4.WJ*&'3 J'&, E!*4,"4'&7 New Yoik: uuilfoiu Piess. 19 0'Byine, W. I., Zawilinski, L., Ncveiiy, }. u., & Leu, B. }. (2uu8). Assessing the new liteiacies of online ieauing compiehension: An Infoimative Inteiview conuucteu by Nokhtaii, K., Kymes, A., Euwaius, P. 5.' Q'*3"+# 5'*4.'!> XL SCT7 RANB Reauing Stuuy uioup. (2uu2). Q'*3"+# 1$! %+3'!&,*+3"+#H 5$B*!3 *+ QYZ E!$#!*; "+ !'*3"+# 4$;E!'.'+&"$+7 Santa Nonica, CA: Ranu. Tuckei, N. (2u11, Nay 24). <,*+3"+# $+ ,.' &.$%(3'!& $1 #"*+,&H :+ :;'!"4*+ *#'+3* 1$! '3%4*,"$+ !'1$!;7 National Centei on Euucation anu the Economy (NCEE). Retiieveu Nay 2S, 2u11 fiom http:www.ncee.oigwp-contentuploaus2u11uSStanuing-on-the-Shoulueis-of-uiants- An-Ameiican-Agenua-foi-Euucation-Refoim.puf Wallace, R. N., Kuppeiman, }., Kiajcik, }., & Soloway, E. (2uuu). Science on the Web: Stuuents on-line in a sixth-giaue classioom. 0$%!+*( $1 ,.' ['*!+"+# <4"'+4'&> 9(1), 7S-1u4. Waliaven, A, Bianu-uiuwel, S, & Boshuizen, B. P. (2uu9). Bow stuuents evaluate infoimation anu souices when seaiching the woilu wiue web foi infoimation. K$;E%,'!& Y 23%4*,"$+> ?L> 2S4- 246. !" !""#$%&' !) *$+&$# ,#-%&$. /01"2#3#$4&0$ !44#441#$54 6*,/!7 89#$-2&0 :#492&"5&0$4 $%&'()*+),-& ,. / 01+%(-0+)2% 2%(&),-& ,. 3456 &'%-0(),& )-'178)-9 :,8; *0(+ .,'7&< *7(*,&%< ',==7-)'0+),- +,,1< +,*)'< 97)8)-9 )->7)(; >7%&+),-< .,(=0+ ?%@9@< (%&+()'+%8 ,( 7-(%&+()'+%8 A B< 0-8 +0&C 8%&'()*+),- DEF5 G3HI5JF5EK64I3 DEF5 G3HI5JF5EK64I3 ;0%< =-25L M%0(+
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ppendix B Common Core Standards and The ORCA Project June 2011 What is the ORCA (Online Reading Comprehension Assessment) Project? The ORCA project, funded by the U.S. Department of Education, is designed to develop, test, and refine a set of three assessments formats for measuring online reading comprehension. Each ORCA is an authentic, problem-based scenario situated in a digital environment designed to engage middle school students in a series of online disciplinary information requests while capturing performance data about how students use the Internet to locate, critically evaluate, synthesize, and communicate information. For more information, visit www.orca.uconn.edu. What can participation in the ORCA Project offer your school? ! Exposure to performance-based, constructed response items, and class-based data from measures of processes similar to Common Core State Standards expectations three years prior to release of formal assessments from the two consortiums. ! A vision of what authentic assessment and feedback might look like for schools seeking to integrate technology into standards-based curriculum practices ! The opportunity to consider how real-time performance data from inquiry-based online reading scenarios can inform new elements of classroom instruction Key Features of ORCA Aligned with Common Core Standards
! Problem-based scenarios require application of higher level reading and writing processes to Internet reading contexts ! Authentic, interdisciplinary tasks integrate science, reading, and writing ! Content focused on human biology, a topic connected to most middle school curricula
! Scenario topics relevant to todays adolescents (e.g., heart healthy snacks; decorative contact lenses; safe volume levels of Ipods) ! Reflects key processes in Common Core State Standards for reading, writing, and literacy in science (see table on next page)
! The CCSS movement aligns with the higher order thinking and doing skills reflected in the Quad D area of the rigor/relevance framework developed by the International Center for Leadership in Education (2011). The ORCA project enables 7th- graders and their teachers to move toward Quad D learning experiences with application and assimilation activities from which assessment data can be used to inform classroom instructional decisions with regards to reading and the integration of technology.
Image adapted from http://www.leadered.com/rrr.html !! The ORCA Project and Common Core June 2011
ORCA Locate Evaluate Synthesize Communicate Common Core State Standards Reading to Locate Reading to Evaluate Reading to Synthesize Reading and Writing to Communicate CCSS Reading Standards for Informational Text -- Grade 7 Key Ideas and Details 1: Cite implicit & explicit textual evidence as support 2: Determine two or more central ideas and summarize 2: Determine two or more central ideas and summarize Craft and Structure 4. Determine connotative meaning of words 4: Analyze impact of word choice on tone 4: Determine technical meaning of words
Integration of Knowledge and Ideas 8. Assess if evidence is relevant and sound 9: Analyze how authors shape claims 8. Trace argument and assess whether reasoning is sound
Range of Reading and Text Complexity 10: Comprehend across complex texts 10: Comprehend across complex texts 10: Comprehend across complex texts
CCSS Reading Standards for Literacy in Science Grade 7 Key Ideas and Details 3: Follow multi-step procedures to carry out tasks 2: Determine central idea and summarize 2: Determine central idea and summarize
Craft and Structure 6: Analyze authors purpose 4. Determine meaning of words in science
Integration of Knowledge and Ideas 8: Distinguish fact, reasoned judgment and speculation 8: Distinguish fact, reasoned judgment and speculation
Range of Reading and Text Complexity 10. Comprehend complex science texts 10. Comprehend complex science texts
CCSS Writing Standards Grade 7 Text Types and Purposes 2. Write to convey relevant information 1: Write arguments with clear reasons and evidence 1: Write arguments with clear reasons and evidence 2: Write to examine topic & convey relevant ideas Production and Distribution of Writing 6: Use Internet to publish writing and cite sources 6: Use Internet to publish writing and cite sources 6: Use Internet to publish writing and cite sources 4: Produce clear writing appropriate to audience 6: Use Internet to publish writing and cite sources Research To Build and Present Knowledge 7: Conduct short research to answer question 8: Gather evidence using search terms effectively 9: Draw evidence to support analysis and research (assess argument and reasonableness of claims) 9: Draw evidence to support analysis and research (assess argument and reasonableness of claims) 8: Gather evidence from multiple digital texts 9: Draw evidence to support analysis and research Range of Writing 10: Write for a disciplinary task in one sitting 10: Write for a disciplinary task in one sitting 10: Write for a disciplinary task in one sitting 10: Write for a disciplinary task in one sitting