Updates ….. as of December 2014
Iris Harrell
GOALS FOR TODAY…
 Discuss the most current information about
the Florida Standards Assessments (FSA)
for Mathematics.
 Show examples and expectations of the item
types that will be on the CBT for FSA.
 Share teacher online resources to assist with
student instruction and teacher
implementation of the MAFS.
Dates
April - May
2015
Revised 11/24/14
End-of-Course FSA Assessments
All sessions are administered over two days.
NOTES:


There are multiple forms of the assessment, with a maximum of 68 items on each test form.
Approx. 6-10 items on all of the tests listed above are experimental (field test) items and are
included in the ranges, but are not included in a student’s score.
The FSA Test Item Specifications help to guide the development
of scenarios and items BUT DO NOT tell what to teach.
Item Specifications ARE NOT course descriptions.
Draft specifications for grades 3-8, Alg. 1 and 2, and Geometry
are all posted on the FSA portal at http://fsassessments.org.
• Algebra 1 EOC
• Geometry EOC
• Algebra 2 EOC
• Also assesses refers to standard(s) closely
related to the primary standard statement.
• Clarification statements explain what
students are expected to do when
responding to the question.
• Assessment limits define the range of
content knowledge and degree of difficulty
that should be assessed in the assessment
items for the standard.
• Acceptable response mechanisms
describe the characteristics from which a
student must answer a question.
• Context defines types of stimulus materials
that can be used in the assessment items.
Item
Specifications
Definitions
EOC Calculator Policy

Link here for DRAFT document for “Calculator and Reference Sheet Policies”.

 Pg. 1 lists the functions that students WILL need on FSA.
 Pg. 2 lists the PROHIBITED functionalities.
All STUDENTS taking an FSA Mathematics Assessment (Grades 7 and 8,
Algebra I, Geometry, and Algebra 2) will have access to the online calculator
during the associated session(s) of their FSA, but students will also be
permitted the use of an approved handheld scientific calculator.

It is a school district’s decision whether or not to purchase hand-held scientific
calculators for students.

No items in the current FSA EOC assessments require the graphing tool in order
to solve them. Therefore, a scientific calculator is sufficient for all items.

Not every test item in the calculator section will require the use of a calculator.
A handheld four-function calculator is NOT RECOMMENDED as a
handheld because it may not be sufficient for all assessment items.
http://demo.tds.airast.org/TDSCalculator/TDSCalculator.html?mode=Scientific
Calculator Designations
As Noted in the Test Item Specifications
 YES – a calculator will be available for items written to a
standard.
 NO – a calculator will NOT be available for items written to
a standard.
 NEUTRAL – assessment items in standards that are labeled
as “neutral” are reviewed by a committee of educators to
determine if the item requires the use of a calculator.
 If the educators feel the item DOES NOT require the use of
calculator, the item MAY BE PLACED on EITHER Session.
Hyperlink to DRAFT document.
Formulas Presented
NOTE: The full intent of the standard(s) and the notations.
http://www.fsassessments.org
Link to document above.
See pgs. 11-12 for description of each TEI.
FSA Training Tests and Resources
 Take the FSA EOC Training Test
 User Guide to the FSA Training Test
 Answer Key FSA EOC Mathematics
Geometry
Conversions AND
formulas given.
No formulas
Algebra
given
II
on reference sheet.
Conversions AND
formulas given
Multiple-Choice Items
Multi-Select Items
Require the student to select a
single answer option.
Allow the student to select more than
one
answer option.
These
 Multi-Select
Items
areare
different from multiple-choice items.
worth one point.
Some items may ask the student to
select
Multi-Select
DOof
a specificItems
number
NOT have
credit.
responses,
while partial
other items
may
ask the student to select ALL correct
 A student
MUST
responses.
SELECT ALL
Multi-select items consist of:
CORRECT ANSWERS
 A context (mathematical or
to receive credit for the
real-world)
item.
 A question
 Two or more correct answers
 Several plausible
distractors
Multiple-choice items consist of:
 a context (mathematical or
real-world)
 a question
 a single correct answer
 three plausible distractors
Equation Response/Equation Editor Items
 Equation items require the
student to enter a valid
statement that answers the
question.
 The response MAY BE a
number, an expression, or
an equation.
Equation Response Items
consist of:
 a context (mathematical or
real-world)
 a question
 a response area
 Equivalent fractions and
decimals WILL BE
ACCEPTED except in items
that are assessing a standard
where a certain form is the
expectation of the standard.
 A zero in the ones place for
answers that fall between
-1 and 1 (excluding 0 itself)
is NOT required.
 Students can type in an
answer using a mixed
number OR a
fraction greater
than one.
Graphic Response Item Display (GRID)
Formerly referred to as: “Grid Items with Action Buttons”
Grid items require the student to use
the point, line, and/or arrow buttons
to create a response on a grid.
Grid items consist of:
•
•
•
a context (mathematical or
real-world)
a question
a response area
Hot Text Items
Hot text items require the student
to either click on a response
option or drag a response option
to another location.
Hot text items consist of:



a context (mathematical or
real-world)
a question
a response area
Open-Response Items
Formerly identified as Natural Language
 Open-response items require the
student to use the keyboard to
enter a response into a text field.
 Different types of open-response
items MAY appear on the test.
Open-Response items consist of:
 a context (mathematical or
real-world)
 a question
 a response area
New Item Types
Matching Items
Matching items require the
student to CHECK A BOX to
indicate if information from a
column header matches
information from a row.
Table Items
Matching items consist of:
 a context (mathematical or
real-world)
Table items require the student
to type NUMERIC VALUES into
a given table. The student may
complete the entire table or
portions of the table, depending
on the question that is asked.
Table items consist of:
 a context (mathematical or
real-world)
 a question
 a question
 a response area
 a response area
Editing Task / Editing Choice Items
New item types
Editing task items require the
student to CLICK on a highlighted
word or phrase and ENTER a
replacement word or phrase
OR
CLICK on a highlighted word
or phrase and
SELECT a replacement
FROM A MENU.
Editing Task items consist of:
• a context (mathematical or
real-world)
• a question
• a response area
Items COULD COMBINE more than one item type.
Equation Response Item
Grid Item with Action Buttons
This would be an example of a 2 point item.
http://www.fldoe.org/core/fileparse.php/5423/urlt/FSAEOCFS2014-15.pdf
FSA Scoring and Reporting
www.flstandards.org
Teacher Resources
http://www.flstandards.org/sites/www/Uploads/G912_Mathematics_Florida_Standards.pdf
http://www.flstandards.org/sites/www/Uploads/G912_Mathematics_Florida_Standards.pdf
http://www.flstandards.org/sites/www/Uploads/G9-12_Calculus_Florida_Standards.pdf
Content Complexity of MAFS
What are the cognitive demands that can be inferred from the language of the standard?
Each session of
EOC
would have
approx. 23 items
at a DOK Level 2
TOTAL
Items between 2 sessions
Content Complexity
Overview
 Content complexity relates to the
cognitive demands inferred from
the language of a content
standard.
 Content complexity considers
factors such as:
 prior knowledge,
 processing of concepts and
skills,
 structure/sophistication,
 number of parts, and
 application of content structure
required to meet an expectation
or to attain an outcome.
Depth of Knowledge
Originally created by Norman Webb (1997), can best be described as a tool used to measure and align the cognitive
demand of instructional objectives and standardized assessment items.
Webb first introduced it for the purpose of aligning assessment to standards in the area of cognitive rigor.
Levels of DOK represent a hierarchy
based on cognitive complexity
(rather than time on task difficulty).
This hierarchy is based on two main factors:
1) sophistication and complexity, and
2) the likelihood that students at the grade
level tested would have received prior
instruction or would have had an opportunity
to learn the content.
DOK Level Comparison
DOK 1
DOK 2
DOK 3
FSA Practice Materials?
SUGGESTIONS ONLY
http://sbac.portal.airast.org/wp-content/uploads/2014/10/G11Practice-Test-Scoring-Guide-10-06-14-Final1.pdf
 High School has 29 practice items.
 Items are noted with the conceptual category,
DOK level, and code for Common Core standard.
 Rubric for scoring would NOT represent the FSA.
http://www.parcconline.org/practice-tests
http://parcc.pearson.com/practice-tests/math/
 Practice Test Student Booklets and Answer Keys
(Not to be printed or distributed) can be used as a
reference for teachers in order to discuss with
students, especially the items that are
representing “multi-select” types.
 Algebra I
 Alg. I KEY
 Geometry
 Geometry KEY
 Algebra II
 Algebra II KEY
NOTE: This information is NOT necessarily representative of the FSA. The documents can give
teachers ideas about offering students various experiences with conceptual learning in order to develop
depth of content knowledge.
 In Grade 6, students build on the knowledge
and experiences in data analysis developed
in earlier grades.
 In Grade 7, students move from
concentrating on analysis of data to
production of data, understanding that good
answers to statistical questions depend upon
a good plan for collecting data relevant to the
questions of interest.
 Until Grade 8, almost all of students’
statistical topics and investigations have dealt
with univariate data, e.g., collections of counts
or measurements of one characteristic. Eighth
graders apply their experience with the
coordinate plane and linear functions in the
study of association between two variables
related to a question of interest.
 Students build on knowledge and
experience described in the 6-8
Statistics and Probability Progression.
 Students develop a more formal and
precise understanding of statistical
inference, which requires a deeper
understanding of probability.
 Because of its strong connection with
modeling, the domain of Statistics
and Probability is starred,
indicating that all of its standards are
modeling standards.
Learning Progression Documents
http://commoncoretools.me/category/progressions/
Take a look at Tiffany’s lesson…
After learning to write the equation of an
ellipse, students design an elliptical pool table
that would guarantee that even the worst player
can always make a shot.
The Master Teacher Project (MTP) is a revolutionary effort to highlight and share the best
teaching practices around the Common Core. The project brings together 130+ Master Teachers
in grades K-12 math and ELA to provide accessible and classroom-ready lessons that are free.
“The MTP has the potential to drastically improve math instruction for students across the
country by unifying great teachers and resources.”
http://betterlesson.com/common_core?from=bl_header
Develop Common Assessments and Submit to Algebra Nation



Mini Assessment – after a section video
Summative Assessment– after a unit
These can be available for ALL TEACHERS in the Teacher Area
 Research-designed
 42 specific algebra concepts
 Tested in over 300 classrooms with
6,000 students.
 Results with students who typically
struggled with algebra showed significant
increase in conceptual understanding of
concepts.
Helps Students:
 identify, discuss, and reduce
misconceptions

gain deeper conceptual understanding

strengthen procedural skills
Provides Teachers:

insight into students’ thinking

launch-point for mathematically-rich
discussions with students

opportunities to address misconceptions
and repeated errors
STRATEGIC EDUCATION RESEARCH PARTNERSHIP
http://math.serpmedia.org/
http://www.okaloosaschools.com/content/curriculum-guides-k-12-math-3
2014-2015 Mathematics Scope and Sequence
and Curriculum Blueprints





Outlines student expectations that are aligned to MAFS.
Provides a frame for common teacher learning.
The Blueprints are meant to be used as a starting point for collaborative unit planning.
There are numerous hyperlinks (resources) within these blueprints.
Units reference the use of EngageNY Modules
Common Core “Flipbooks”
 Intended to help teachers understand the depth of the
math content standards and their connections to the
SMP. The “flipbooks” have instructional strategies,
explanation of possible misconceptions, and examples
that are specific to the standards and grade level.
Any questions that I might can help with?
Thank you for your time today!