Division of Performance Accountability
Department of Assessment
Nancy E. Brito, NBCT, Instructional Specialist
Senella Johnson, Test Development Specialist
Dr. Carla Kendall, Manager, Online Assessment
561-434-8850, PX48850
The Spring 2010 FCAT items are based on the
benchmarks in these FCAT Specifications.


Reading and Mathematics will contain
Performance Tasks: Short Response (SR) and
Extended Response (ER)
Science will NOT contain Performance Tasks: SR
and ER
Begin by taking a Released
FCAT or Sample Test in
your content area and
grade level/cluster.
Experience
what your students will
experience!
To utilize the FCAT Test Items and Performance Task
Specifications as a guide to identify/develop/modify
grade level appropriate questions that are aligned to
the Sunshine State Standards benchmarks and are of
the same cognitive rigor as the Florida
Comprehensive Assessment Test (FCAT).
continued
Principle 1. Quality assessments arise from and
accurately reflect clearly specified, appropriate,
and essential learning targets.
Principle 2. Quality assessments are specifically
designed and focused to serve instructional
purposes.
Principle 3. Quality assessments accurately reflect
the intended target and serve the intended
purpose.
* From Article: Assessment Literacy for Educators: Linking Instruction and Assessment by Carolyn T.
Cobb, Jeane M. Joyner, and Janet L. Williamson
Principle 4. Quality assessments promote equity
by providing ample opportunities for students to
demonstrate their learning.
Principle 5. Quality assessments provide sufficient
evidence of learning to permit confident
conclusions (inferences) about student
achievement.
Principle 6. Quality assessments are designed,
developed, and used in ways that eliminate bias or
distortion that may interfere with the accuracy of
results.
What do my students know?
What are my students able to do?
JOURNALS
PORTFOLIOS
PROJECTS
TESTS







Written
Oral
Skill


determine if students mastered a TAUGHT
concept
check the comprehension of both the
knowledge and skill TAUGHT
In order to do this we must set
STANDARDS…



provide expectations for student
achievement
provide direction for student learning
(content & process)
provide an instructional design that caters
and focuses the curriculum
What is the Driving Force?
Curriculum
High-Stakes Tests
Grades
Nine Weeks Exam
Subject Specifics
ACT
FCAT
SAT
There must be Alignment.
Assessment
SSS
Curriculum
Instruction
There must be Alignment.
Assessment
SSS
Curriculum
Instruction
There must be Alignment.
Assessment
SSS
Curriculum
Instruction
Sunshine State
Standards
Academic
Standards
How do you use the Sunshine
State Standards in your
classroom?
Academic Standards
• Are based on the belief that, given the right
opportunities, EVERY CHILD CAN LEARN
• Apply to ALL students
• Are the WHAT of education while curriculum
and instruction are the HOW
Continued…
Why academic standards?
• Show teachers how
well their students are
doing by looking at
their progress towards
mastery of standards
• Show stakeholders
what schools are
aiming to teach and
what students must
learn
• Serve as an important
tool for equity
• Provide yardsticks for
evaluating all aspects
of schooling, that is,
textbooks, staff
development
workshops, schedules,
resources, personnel
assignments, etc.
What are the Language Arts SSS
strands?
A. Reading
B. Writing
C. Listening, Viewing, and Speaking
D. Language
E. Literature
Which are assessed by FCAT?
A. Reading
B. Writing
E. Literature
For purposes of reporting FCAT scores
reading and literature benchmarks are
organized in clusters:
1. Words and Phrases in Context
2. Main Idea, Plot, and Author’s Purpose
3. Comparisons and Cause/Effect
4. Reference and Research
What is the scope of the Language
Arts SSS?
Strands
Standards
Benchmarks
5
11
36 (Grade 2)
51 (Grades 3-5)
52 (Grades 6-10)
GLEs
66
(Grade 2)
92 (Grade 3)
94 (Grade 4)
101 (Grade 5)
114 (Grade 6)
115 (Grade 7)
110 (Grade 8)
What are the Mathematics SSS
strands?
A. Number Sense, Concepts & Operations
B. Measurement
C. Geometry & Spatial Sense
D. Algebraic Thinking
E. Data Analysis & Probability
Which are assessed by FCAT?
ALL Strands
Strands
Standards
Benchmarks
GLEs
5
17
34 (Grades 2-5)
110 (Grade 2)
36 (Grades 6-10)
111 (Grades 3-5)
130 (Grades 6-8)
What are the Science SSS strands?
A. The Nature of Matter
E. Earth & Space
B. Energy
F. Processes of Life
C. Force & Motion
G. How Living Things Interact
with Their Environment
D. Processes That Shape the
Earth
H. 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
Which are assessed by FCAT?
ALL Strands
Strands
Standards
Benchmarks
GLEs
8
17
41 (Grade 2)
54 (Grade 2)
58 (Grades 3-5)
73 (Grades 6-8)
77 (Grades 9-12)
55 (Grade 3)
60 (Grade 4)
59 (Grade 5)
97 (Grade 6)
98 (Grade 7)
100 (Grade 8)
NA
How should we use the
Sunshine State Standards?
To
PLAN and GUIDE
classroom
instruction
How should we use the
Sunshine State Standards?
To DEVELOP
classroom
assessments
Standards
Reading, Mathematics, & Science
Your turn!
Activity time!
Pick a benchmark and
identify the mayor
differences across the
grades.
The scope of the tested benchmarks are presented in Appendix B of the FCAT Specifications.
Sunshine State
Standards
Sunshine State
Standards
FCAT Test Item
Specifications
What are the
7characteristics of a
“good” item writer?
1. Knows the CONTENT being tested
2. Is aware of the OBJECTIVES being
tested
3. Knows/understands the STUDENTS
being tested
4. Has skills in written COMMUNICATION
Continued…
What are the
7characteristics of a
“good” item writer?
5. Has skills in TECHNIQUES of item
writing
6. Knows the FORMAT of high stakes test
items
7. Knows how to ALIGN the assessment
with the FCAT
Is there a simple way
for every teacher to
help students be
prepared for FCAT?
Yes! Incorporate FCATlike questions into
regular lessons,
activities, and
assessments.

The tags below refer to the subject specific FCAT
Specification page number for the appropriate
subject.
Reading
Mathematics
Science
Page #
Page #
Page #
• Explore the Reading,
Mathematics, and
Science FCAT Item
Specifications (SPECS)
• Examine the guidelines
that apply to developing
FCAT test items
By the end of this presentation you will be
able to:
• Explain the purpose of the FCAT SPECS
• Use the FCAT SPECS as a resource to
create classroom assessments that are
aligned to Sunshine State Standards and
follow FCAT item creation specifications
The FCAT Specification
• Reading,
• Mathematics, or
• Science
Posted at the FDOE Web Site below:
http://fcat.fldoe.org/fcatis01.asp#specs
Released or Sample FCAT test
• Reading,
• Mathematics, or
• Science
Released tests at:
http://fcat.fldoe.org/fcatrelease.asp
Sample tests at:
http://fcat.fldoe.org/fcatitem.asp
Cognitive Complexity
Classification Level
• Reading,
• Mathematics, or
• Science
Posted at:
http://fcat.fldoe.org/pdf/cog_complexity-fv31.pdf
FCAT Test Design Summary
• Reading
• Mathematics
• Science
Posted at:
http://fcat.fldoe.org/pdf/fc05designsummary.pdf
• Describe the test items and performance
tasks found in the FCAT assessments
• Provide general and specific guidelines
for development of all test items and
performance tasks at the grade levels
assessed by the FCAT
Reading
Mathematics
Science
Page 1
Page 1
Page 1
Reading
Mathematics & Science
• Address the criteria
that apply to the
selection of Reading
passages for FCAT
•
Address the topics
and development
considerations that
apply to all
Mathematics and
Science test items
Reading
Mathematics
Science
3-13
2
6
Potential Bias and Distortion to Accurate
Assessments

 Physical
Types of bias:
 Gender
 Race/ethnicity
 Geographic
 Religious
 Socioeconomic
 Visually impaired
 Linguistic
 Word usage
 Regional words
 Spelling
 Family environment
Reading
Mathematics
Science
6, 8
33
7
Issues of potential concern to members of community
 Inappropriate materials
 Religious
 Cultural
 Ethnic
 Fears
 Phobias
Reading, Mathematics, & Science
Your turn!
Take a look!
Become familiar with the General
Specifications.
Reading
Mathematics
Science
3-13
2
6
•
Types of Passages
•
Diversity
•
Sources of Passages
•
Graphics
•
Quality of Passages
•
Reading Level
•
Potential Modifications to
Passages
•
Passage Length
Reading
Mathematics
Science
3-13
NA
NA
Literary Text or
Informational Text
Examples of
Informational and
Literary Text
Reading
Mathematics
Science
3, 4
NA
NA
USE
AVOID
•
Magazines
•
Basal Text
•
Books
•
•
Newspapers
State-adopted
textbooks
•
Children’s & Young
People’s Journals
•
Trade books and
magazines familiar to
students
•
Advertisements
•
Brochures
Reading
Mathematics
Science
5
NA
NA
Passages…
•
Are excerpts or complete section
•
Contain recognizable key concepts
•
Are well written and authentic
•
Are interesting and appealing to
students at the grade level
•
Are grade level appropriate
Reading
Mathematics
Science
5
NA
NA
Make sure meaning is NOT altered
•
Remove, replace or footnote a word or
phrase above grade level
•
Use footnote – for grade 4 and above
•
Use parenthesis to explain a word – for
grade 3
Note: Passages should NOT be edited simply to satisfy length requirements.
Reading
Mathematics
Science
5
NA
NA
Passages…
• Are based on topics presented
in the Sunshine State Standards
• Contain content for at least 8 to
12 items
• Are engaging and ageappropriate
• Are relevant to the student
• Are free from bias or
stereotyping
Appendix A
Reading
Mathematics
Science
6
NA
NA
Passages reflect…
•
A variety of interests and
backgrounds of Florida student
population (characters, setting &
situations)
•
A range of cultural diversity (written by and
about different cultures and races)
Reading
Mathematics
Science
6
NA
NA
Passages…
•
Are at the grade level of the students tested (Lexile)
•
Represent a range (appropriate for both the
beginning and the end of the grade)
Passages…
•
vary within grade
levels
Reading
Mathematics
Science
7
NA
NA
Passages…
•
Are substantial enough to support test items that
cover a range of benchmarks
•
Contain appropriate text for assessing certain
standards, i.e. synonyms, antonyms, multiple
meaning words
Reading
Mathematics
Science
7
NA
NA
•
May include photographs, illustrations, maps, charts,
graphs, advertisements, and schedules
•
Help students understand the text
•
Provide supplemental information for answering the
question
•
Illustrate or support the context of the question
•
Have appropriate labels, legend, keys, captions
Reading
Mathematics
Science
6
NA
NA
Mathematics & Science
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
Reading
Mathematics
Science
NA
2
6
Refers to the situation in which a question is
presented
Mathematics & Science
•
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
Reading
Mathematics
Science
NA
36
7
What are the criteria for FCAT
Reading, Mathematics, & Science
test items?
• Cognitive Levels –
Updated July 2006 - see Cognitive
Complexity Classification document
• Item Style Format –
Updated September 2005 – see Test
Summary and Design document
• Scope of Items
Reading
Mathematics
Science
9
3
7-16
Old Classification
New Classification
Bloom’s Taxonomy
Web’s Depth of Knowledge
& NAEP
Knowledge
Level I
Comprehension
HIGH
VS
Application
Level II
Analysis
MODERATE
Synthesis
Evaluation
Summary of Tests and Designs Document
LOW
Low
Read the line.
Moderate
Read between
the line.
High
Read beyond
the line.
Reading
Mathematics
Science
Require to recall,
recognize or represent
basic facts; basic
understanding of text.
Requires recalling and
recognizing of concepts
and principles
Requires recalling and
recognizing concepts and
principles.
Requires more than
simple recall; apply skill;
two-step process; simple
inference
Requires a response
beyond the habitual;
more than one step;
problem solving
strategies
Requires a response that
goes beyond the
habitual, is not specified,
and ordinarily has more
than a single step or
thought process.
Requires analysis and
synthesis of information;
heavy demand on
student thinking, abstract
thinking and reasoning.
Requires abstract
reasoning, planning,
analysis, judgment, and
creative thought.
Requires abstract
reasoning, planning,
analysis, judgment, and
creative thought.
Cognitive Complexity Classification of FCAT SSS Test Items
Reading
Maria’s dog Spot almost knocked her down as she entered
the door. Maria quickly noticed that all bowls were empty
and that she’d forgotten to leave food out. Spot could hardly
wait for Maria to fill the bowls as he hurriedly ate. Later when
Maria returned to the kitchen, she couldn’t help but notice
the smile on Spot’s face as he slept.
Low- What was the name of Maria’s dog?
(Read the Lines)
L
M
Moderate- What was Spot’s problem?
(Read Between the Lines)
High-
Why was Spot MOST LIKELY smiling in his sleep?
(Read beyond the Lines)
H
Mathematics
L
M
H
Science
Mr. Molina’s class studied the mass and volume of three liquids.
Mass (grams)
Volume (cm3)
Corn syrup
10.8
10.0
Salad oil
23.0
25.0
Vinegar
30.3
30.0
Liquid
What is the difference in density between the least and the
greatest density of the liquids listed in the table?
A. 0.09 g/cm3
B. 0.10 g/cm3
C. 0.16 g/cm3
H
M
D. 1.08 g/cm3
L
Reading, Mathematics, & Science
Your turn!
Determine the cognitive complexity
level of the items on the FCAT
Released or Sample Test you
experienced at the beginning of this
presentation.
Check your answers against the Test
Book with answers found in the FDOE
web site.
Reading, Mathematics, & Science
• Multiple Choice
• Short Response
• Extended Response
• Gridded Response
Reading, Mathematics, & Science
•
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
Reading
Mathematics
Science
10-13
3-7
9-14
Reading, Mathematics, & Science
Your turn!
Look carefully at this section in the FCAT SPECS.
Important information is included that helps you
prepare your students for the FCAT
Reading
Mathematics
Science
10-13
3-7
9-14
•
Provide necessary information for answering the
question
•
Illustrate or support the context of the question
•
Depend on the benchmarks
 Used with 30% of the Mathematics items
 Used with 40% of the Science items
Reading
Mathematics
Science
NA
3
9
Reading, Mathematics, & Science
Refers to the benchmarks (Appendix)
Mathematics & Science
•
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)
Reading
Mathematics
Science
NA
29-32
17-19
Reading
Science
Mathematics
Reading
Mathematics
Science
23
34-35
20
•
Strand
•
Response Attributes
•
Standard
•
Sample Items
•
Benchmark
•
Content Limits
•
Benchmark
Clarification
•
Passage Attributes
•
Definitions
•
Item Context
•
Item Types
Reading
Mathematics
Science
14
34-35
22-23
Dark
Blue
Strands assessed in Reading:
•
Reading
•
Literature
2
For purposes of reporting FCAT scores
benchmarks are organized in clusters:
1. Words and Phrases in Context
2. Main Idea, Plot, and Author’s Purpose
3. Comparisons and Cause/Effect
4. Reference and Research
Reading
Mathematics
Science
14
NA
NA
Strands assessed in Mathematics:
5
•
Number Sense, Concepts & Operations
•
Measurement
•
Geometry & Spatial Sense
•
Algebraic Thinking
•
Data Analysis & Probability
Reading
Mathematics
Science
NA
34
NA
Strands assessed in Science:
8
•
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
Reading
Mathematics
Science
NA
NA
22
•
General statements of expected student
achievement within each strand
•
The same for all grade levels
Example:
The student selects or uses appropriate units and instruments for measurement
to achieve the degree of precision and accuracy required in real-world
situations.
Reading
Mathematics
Science
14
34
22
•
Specific statements of expected student
achievement
•
Different for the different grade levels
Example:
MA.B.4.2.2. The student selects and uses appropriate
instruments and technology, including scales, rulers,
thermometers, measuring cups, protractors, and gauges, to
measure in real-world situations.
Reading
Mathematics
Science
14
34
22
Address the types of items used to assess
each benchmark at each grade level
Reading
Mathematics
Science
MC
MC
MC
ER
GR
GR
SR
SR
SR
ER
ER
MC = Multiple Choice
SR = Short Response
Not applicable
Spring 2010
FCAT Science
GR = Gridded Response,
ER = Extended Response
Reading
Mathematics
Science
14
34
22
• Contains the task(s) a student will perform
when responding to questions
Example:
Students will identify appropriate tools or read
measurements from tools.
Reading
Mathematics
Science
15
34
22
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.
Contain the range of content knowledge and
degree of difficulty that should and should
not be assessed in the questions for the
benchmark
Example:
Items will involve determining appropriate measure of length, weight, or
capacity for common objects.
Customary and metric units may be used, but not in the same item.
Reading
Mathematics
Science
16
16-28
14 (22)
Defines types of stimulus materials:
e.g.,
• appropriate use of articles/passages,
• graphic materials, and
• item context or content
Example:
Graphics should be used in at least 50% of these items.
Reading
Mathematics
Science
16
35
22
Reading and Science
Mathematics
•
Give specific description of the
distractors for Multiple-Choice items
•
Contain specific directions for the
types of responses allowable
Example:
When responses are measuring devices, graphics of the devices
should be included as well as the device name.
Reading
Mathematics
Science
Benchmark
Specific
14
Benchmark
Specific
•
Provided for each type
of question assessed
•
Presented in a format
like that used in the
FCAT test
Reading
Mathematics
Science
15
35
23
•
Identifies the broad
subject areas
represented by the
content of the item
•
Pertains only to the
Mathematics FCAT test
Example:
The Arts, Science, Social Studies
Reading
Mathematics
Science
NA
36
NA
Contain…
•
FCAT topics
•
Content assessed by the
FCAT and item formats by
benchmark
•
FCAT Mathematics and
Science Glossary
•
FCAT Mathematics and
Science Scoring Rubrics
By
Grade
Level
Reading, Mathematics, & Science
Your turn!
Activity time!
Choose a benchmark and
create an original item
using the FCAT SPECS!







Choose the benchmark you want to assess
Choose a passage (Reading only)
Go over the FCAT Specifications for that
benchmark
Determine the Cognitive Complexity Level
Determine item type
Follow design and format
Make the distractors diagnostic in nature
My item…






Measures the Benchmark
Adheres to the benchmark
Content Limits
Is Grade Appropriate
Has the Appropriate Cognitive
Complexity
Has an Appropriate FCAT Topic
Has the Appropriate Content
Focus






Is clearly worded
Has Only One Correct Answer
Has Appropriate Multiple
Choice Options
Has Appropriate Use of
Graphics
Includes an Answer Key
Is in the Appropriate Format
Nancy E. Brito, NBCT, Instructional Specialist, 561-357-7521
Senella Johnson, Reading Test Development Specialist, 561-969-5842
Dr. Carla Kendall, Manager, Online Assessment
& Mathematics Test Development Specialist, 561-969-5822
561-434-8850, PX48850