SCIENCE
FCAT Test Item & Performance
Task Specifications Training
Presented by the Science Capacity Development & School Reform Accountability Team
Norms
►Tend to personal needs
►Open your mind to new
information
►Organize your thoughts by
writing or drawing
►Listen respectfully to your
colleagues
►Share your ideas

How Should We Use the
Sunshine State Standards?
to
PLAN and GUIDE
Classroom Instruction
What is the Standard for Florida?
Sunshine State
Standards
FCAT Test Item
Specifications
Let’s explore the
Science FCAT Item Specifications
Where can I find the FCAT Item
Specifications?
The Florida Department of Education website:
http://fcat.fldoe.org/fcatis01.asp
fldoe.org
FCAT
Educators
FCAT Item Specifications
Science
Next Generation Sunshine State Standards Roll-out
2009-2010
School Year
Standards
Level
Elementary
Kindergarten – Grade 3
Next Generation Sunshine State Standards for Science
New Item Specifications (Available in Spring, 2010)
Grade 4 – Grade 5
Current SSS for Science
2002 Item Specifications
Middle
Grade 6
Next Generation Sunshine State Standards for Science
New Item Specifications (Available in Spring, 2010)
Grade 7 – Grade 8
Current SSS for Science
2002 Item Specifications
High School
Integrated Science
Next Generation Sunshine State Standards for Science
New Item Specifications (Available in Spring, 2010)
Biology
Align Current and Next Generation Sunshine State Standards for Science
2002 Item Specifications
Part 1: General Specifications
General Specifications
Scavenger Hunt
Overall Considerations
Items…
•
Are written to measure primarily one benchmark
•
Are appropriate for students in terms of grade-level
difficulty, life experiences, & reading level
•
Range in difficulty from easy to challenging
•
Are approximately one (Reading) grade level below the
grade level of the test
•
Do NOT disadvantage or disrespect any segment of
the population
Item Context
Refers to the situation in which a question is presented
• Designed to interest students at the tested
level
• Presented in real-world context or related to
real-world situations
• Presented through written text and/or visuals
Reference Sheets
• Contain appropriate
formulas and conversions
• Are provided to students in
grades 6 - 10 for use during
test
• Are NOT provided for
grades 3 – 5 (provided with
each item)
What are the criteria for FCAT
Science Test Items?
• Cognitive Levels
• Item Style Format
• Scope of Items
Bloom’s vs. Webb’s
Old Classification
New Classification
Bloom’s Taxonomy
Webb’s Depth of Knowledge
& NAEP
Knowledge
Level I
Comprehension
VS
HIGH
Application
Analysis
Level II
MODERATE
Synthesis
Evaluation
LOW
FCAT Cognitive Levels of Complexity
• Low: Solve a one step problem
– Recall and recognize
• Moderate: Requires multiple steps
– Flexible thinking, informal reasoning
or problem solving
• High: Requires analyses and abstract
reasoning
– Abstract reasoning, planning,
analysis, judgment and creative
thought.
Percentage of Points by Cognitive
Complexity Level for FCAT Science
Grades
Low
Moderate
High
Level
Level
Level
5
15-25
40-60
25-35
8
15-25
40-60
25-35
11
15-25
40-60
25-35
Determine that Complexity
• Using your response card, identify the
complexity level of the following questions
• Please be prepared to discuss your
classification
Grade 5 Short Response Sample
Expectations of
High Complexity Items
• High Complexity Items
–Construct a model, draw
conclusions, design, explain,
justify, interpret
• Types of Questions
– MC, GR (Mathematics)
– SR and ER (Mathematics, Science)
Grade 5 Multiple Choice Sample
Expectations of Low Complexity Items
• Low Complexity Items
–Identify, recognize, retrieve,
calculate
• Types of Questions
–MC and GR
Grade 5 Multiple Choice Sample
Expectations of
Moderate Complexity Items
• Moderate Complexity Items
–Apply, infer, predict, compare
& contrast, formula
• Types of Questions
–MC, GR, SR, ER
Item Style and Format
MC, SR, ER, GR
• Multiple Choice
• Short Response (not in FY2010)
• Extended Response (not in FY2010)
• Gridded Response (not in science)
Item Style and Format
• Express as a question when possible
• Capitalize or use bold to emphasize a
word (grade appropriate)
• Avoid gender-specific pronouns – use
plural
• Use appropriate balance of male/female
names
Graphics
• Provide necessary information for answering the
question
•
Illustrate or support the context of the question
• Depend on the benchmarks
 Used with 40% of the Science items
Scope of Items
Refers to the benchmarks (Appendix)
Part II
Structure of the
Science Specifications
Specifications Sections
• Strand
• Standard
• Benchmark
• Benchmark
Clarification
• Item Types
• Response
Attributes
• Sample Items
• Content Limits
• Definitions
• Item Context
Strand B: Content Area
5
Strands assessed in Science:
•
The Nature of Matter
•
Earth & Space
•
Energy
•
Processes of Life
•
Force & Motion
•
•
Processes That Shape
the Earth
How Living Things Interact
with Their Environment
•
The Nature of Science
For purposes of reporting FCAT scores benchmarks are organized in clusters:
1.Physical and Chemical
Sciences
3.Life and Environmental
Sciences
2.Earth and Space Sciences
4.Scientific Thinking Sciences
Activity Time!
Standard
• General statements of expected
student achievement within each
strand
• The same for all grade levels
Benchmark
• Specific statements of expected
student achievement
• Different for the different grade
levels
Item Types
Address the types of items used to assess
each benchmark at each grade level
Benchmark Clarification
• Contains the task(s) a student will
perform when responding to questions
Definitions
Describe terms used in the benchmarks
that require further explanation
Example:
Nonstandard units are objects, such as pencils, crayons, or
paper clips, used to obtain a measure.
Content Limits
Contain the range of content knowledge
and degree of difficulty that should and
should not be assessed in the questions
for the benchmark
Stimulus Attributes
Defines types of stimulus materials:
e.g.,
• graphic materials, and
• item context or content
Response Attributes
• Give specific description of the
distractors for Multiple-Choice
items
• Contain specific directions for the
types of responses allowable
Sample Items
• Provided for each
type of question
assessed
• Presented in a
format like that
used in the FCAT
test
Appendixes
Contain…
•
Appendix A - FCAT Science
topics
•
Appendix B - Science Content
Assessed by FCAT Item
Formats and Assessment
Schedule by Benchmark
•
Appendix C - FCAT Science
Scoring Rubrics
•
Appendix D - FCAT Science
Glossary
Putting it all together!
The Science Classroom
Classroom Environment
Classroom Environment is Conducive to Teaching and
Learning
 Instructional goals are clearly posted, defined, and
understood by the students.
 The classroom is inviting to students and promotes learning
through the display of instructionally based resources (i.e.
item specifications, student work, word walls, sight words,
classroom libraries etc.) and is clear of clutter.
 Students are on-task, classroom activities are orderly,
transitions between activities are smooth, expectations for
behavior are clear, and instruction is bell-to-bell.
 The classroom environment is task oriented while the social
and emotional needs of students are met through mutual
respect and rapport.
Classroom Environment
Continued
Materials Support a High Level of Teaching and
Learning
• Adequate materials that support student learning are
readily available and easily accessible by all students (i.e.
calculators, rulers, textbooks, computers, lab
materials, etc.).
• Culturally and developmentally appropriate materials
are utilized to support student learning.
• Materials are available in a variety of formats, are
research-based, and are aligned with the Sunshine State
Standards.
The Science Lesson
Higher Order Questioning and Thinking is Evident
• Questioning strategies are designed to promote critical,
independent, and creative thinking.
• Questioning techniques require students to compare,
classify, analyze different perspectives, induce,
investigate, problem solve, inquire, research, and to
make decisions.
• The teacher models higher order thinking skills when
presenting information and answering questions.
• Scaffolding, pacing, prompting, and probing techniques
are used when asking questions.
• Students’ questions are answered and “wait time” is
used.
The Science Lesson (Continued)
Instruction Effectively Engages Students
 Students are engaged in rigorous work and are on task.
 Instructional delivery employs a variety of learning
strategies that engages students in active participation,
addresses multiple learning styles and cultural
experiences.
 Lessons are well planned, organized, and appropriately
paced and allow for questioning and follow-up with
adjustments to instruction as appropriate.
Content mastery is evident.
The Science Lesson (Continued)
 The re-teaching of previously taught material is
seamlessly integrated and students are provided
opportunities to apply prior knowledge to new
content/concepts and to real world context.
 Activities are aligned with instructional objectives and
the Sunshine State Standards are explicitly taught.
 Students interact with other students and teachers
concerning their work and the standards.
The Science Lesson (Continued)
Reading and Writing Activities are Evident Across
the Curriculum
 Multiple techniques and strategies are utilized to teach
reading and writing across the curriculum (i.e. writing
prompts and authentic writing practice, infusing reading
strategies across the curriculum, etc).
 Opportunities that involve reading and writing strategies
are present in other curriculum areas.
 Teachers of other core-content areas are knowledgeable
about appropriate reading and writing techniques and
instructional strategies.
The Science Lesson (Continued)
Data Analysis is Used to Redirect Instructional
Focus and Students’ Instructional Needs
 A variety of assessments are used to evaluate student
achievement on the Sunshine State Standards.
 Student data is used in instructional calendars and
lesson plans.
 Frequent progress checks are conducted to monitor
student levels of mastery and to make adjustments
during instruction.
 Teachers use formative assessments to determine whole
class and small group instruction.
The Science Lesson (Continued)
School and District Leadership and Coaching is
Evident
 School and district leadership monitors instruction and
provides coaching and modeling designed to improve
instruction.
 Members of the school and district leadership teams are
visible in the classroom and serve as instructional
leaders by offering and coordinating professional
development to address instructional needs/concerns
through data analysis and instructional walkthroughs.
 Coaching responsibilities are clearly delineated from
other administrative activities.
Exit Ticket
3 Things you learned
2 Things you will use
1 Question you still have
Science Capacity Development Team
Cristian Carranza, Science Manager
cristian.carranza@palmbeach.k12.fl.us
Shari Bremekamp
William Rizzo
bremekamp@palmbeach.k12.fl.us
rizzow@palmbeach.k12.fl.us
Crystal Clark
Adrian Seepersaud
clarkcr@palmbeach.k12.fl.us
seepersaud@palmbeach.k12.fl.us
Annmarie Dilbert
Amie Souder
dilbert@palmbeach.k12.fl.us
souder@palmbeach.k12.fl.us
Christel Leahy
Heather Trapani
christel.leahy@palmbeach.k12.fl.us
trapanih@palmbeach.k12.fl.us
Terrence Narinesingh
Robera Walker
narinesingh@palmbeach.k12.fl.us
robera.walker@palmbeach.k12.fl.us
Kirk Nieveen
Paul Wojciechowsky
kirk.nieveen@palmbeach.k12.fl.us
wojciep@palmbeach.k12.fl.us
Andrea Reilly
reilly@palmbeach.k12.fl.us