FCAT 2.0 and
End-of-Course Assessments
Kris Ellington
Deputy Commissioner
Division of Accountability, Research and Measurement
850/245-0513
1
Transition to FCAT 2.0 and
End-of-Course Assessments
2010-11
FCAT
FCAT 2.0
End-ofCourse
Science (5, 8, 11)
Writing (4, 8, 10)
Mathematics (10)
Reading Retakes (fall, spring)
Mathematics Retakes (fall,
spring)
Reading (3-10) (B)
Mathematics (3-8) (B)
Science (5, 8) (FT; embedded in
FCAT)
Algebra 1 (B)
Geometry (FT; sampled high
schools)
Biology 1 (FT; sampled high
schools)
2011-12
Writing (4, 8, 10)
Reading Retakes (fall, spring)
Mathematics Retakes (fall,
spring)
Reading (3-6, 7, 8-10) (SS)
Reading Retake (fall)
Mathematics (3-8) (SS)
Science (5, 8) (B)
Algebra 1 (SS)
Geometry (B)
Biology 1 (B)
US History (FT; sampled high
schools)
2012-13
Writing (4, 8, 10)
Mathematics Retakes
(fall, spring)
Reading (3-6, 7, 8-9, 10)
Reading Retake (fall)
Mathematics (3-6, 7, 8)
Science (5, 8) (SS)
Algebra 1
Geometry (SS)
Biology 1 (SS)
US History (B)
Civics (FT; sampled middle
schools)
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Type of
Assessment
FCAT
Year Administered to Students
Assessment Area
FCAT Writing
FCAT Science
2010-11
2011-12
2012-13
2013-14
Gr 4, 8, 10
Gr 4, 8, 10
Gr 4, 8, 10
Gr 4, 8, 10
Gr 3-10
Gr 3-10
Gr 3-10
Gr 3-10
Gr 3-8
Gr 3-8
Gr 3-8
Gr 3-8
Gr 5, 8
Gr 5, 8
Gr 5, 8
High School
High School
High School
High School
High School
High School
High School
High School
High School
High School
High School
Gr 5, 8, 11
FCAT Reading
FCAT Mathematics
FCAT 2.0
FCAT 2.0 Reading
FCAT 2.0 Mathematics
Gr 10
FCAT 2.0 Science
End-of-Course
Assessments
High School
Algebra 1
Geometry
Biology 1
US History
Middle School
Civics
Spring 2011 Assessment Schedule
• March 1-3
– Grades 4, 8, 10 FCAT Writing
• March 30-April 6 and April 11-15
– Grade 11 – Adult, FCAT Reading & Mathematics Retakes
• April 11 -22
–
–
–
–
Grades 3-10 FCAT 2.0 Reading
Grades 3-8 FCAT 2.0 Mathematics
Grade 10 FCAT Mathematics
Grades 5, 8, and 11 FCAT Science
• May 9 – 27
– Algebra 1 End-of-Course Assessment
• May 2 – June 3
– Geometry End-of-Course Field Test
– Biology 1 End-of-Course Field Test
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Release of Results
• May 4
– Grades 4, 8, 10 FCAT Writing
• May 12
– Grade 11 – Adult, FCAT Reading & Mathematics Retakes
• No later than week of June 8
–
–
–
–
–
Grades 3-10 FCAT 2.0 Reading
Grades 3-8 FCAT 2.0 Mathematics
Grade 10 FCAT Mathematics
Grades 5, 8, and 11 FCAT Science
Algebra 1 End-of-Course Assessment
• No Results
– Geometry End-of-Course Field Test
– Biology 1 End-of-Course Field Test
5
FCAT 2.0 Reading
• Grades 3-10
• All multiple-choice items
• Increased content rigor — aligned to the Next
Generation Sunshine State Standards (NGSSS)
6
FCAT 2.0 Reading:
Examples of Increased Rigor
• Students will be asked more often to:
– use reasonable prior knowledge, such as gradeappropriate vocabulary
– make reasonable inferences that are not explicitly
text-based
– analyze information across a pair of texts, such as
making comparisons of main ideas
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Reading Reporting
Categories Changing
FCAT Reading
Words and Phrases in Context
Main Idea, Plot, and Purpose
Comparisons and Cause and
Effect
Reference and Research
FCAT 2.0 Reading
Vocabulary
Reading Application
Literary Analysis: Fiction and
Non Fiction
Informational Text and
Research Process
8
FCAT 2.0 Mathematics
• Grades 3-8
• Multiple-choice and gridded-response items
• Increased content rigor — aligned to the Next
Generation Sunshine State Standards (NGSSS)
9
FCAT 2.0 Mathematics:
Examples of Increased Rigor
• FCAT 2.0 will more often require students to use
information learned in an earlier grade and apply it to a
current problem.
– On FCAT, for example, students responded to items related
to mean, median, and mode at several consecutive grades.
On FCAT 2.0, this concept is assessed primarily in grade 6, but
may be incorporated in test items assessing other
benchmarks at grades 7 and 8.
• Before, students at a certain grade level were asked to
make conversions within a measurement system such as
converting feet to inches. Now, students will be asked to
make conversions across measurement systems such as
converting feet to meters.
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FCAT Mathematics Reporting
Categories
Grades
Reporting Category
3
4
5
6
7
8
Number Sense, Concepts, and Operations






Measurement






Geometry and Spatial Sense






Algebraic Thinking






Data Analysis and Probability






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New FCAT 2.0 Mathematics
Reporting Categories
Grades
Reporting Category
3
4
5
6
7
8
Geometry and Measurement






Number: Operations, Problems, and Statistics

Number: Fractions


Number: Operations and Problems

Number: Base Ten and Fractions

Expressions, Equations, and Statistics


Fractions, Ratios, Proportional Relationships, and Statistics

Expressions and Equations

Ratios and Proportional Relationships

Number: Base Ten

Statistics and Probability

Expressions, Equations, and Functions

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Algebra 1 EOC Assessment
• Aligned to the Next Generation Sunshine State
Standards Algebra 1 course description
• Computer-based test with paper-based test
accommodations
• Online reference sheet and straightedge
• Up to 65 items:
– Multiple-choice and fill-in response items
– No performance tasks
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Algebra 1 EOC Assessment:
Reporting Categories
• Functions, Linear Equations, and Inequalities—Solves realworld problems involving relations and functions. Interprets
graphs including the domain and range. Uses function
notation and links equations to functions. Solves, graphs, and
interprets linear equations and inequalities. (55%)
• Polynomials—Performs operations on polynomials. Simplifies
monomial expressions and factors polynomial expressions.
(20%)
• Rationals, Radicals, Quadratics, and Discrete Mathematics—
Simplifies rational and radical expressions. Solves algebraic
proportions. Performs operations on radical expressions.
Interprets graphs of and solves quadratic equations. Performs
set operations. Uses and interprets Venn diagrams. (25%)
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Transitioning from FCAT to FCAT 2.0
• For this spring only, FCAT 2.0 will be reported
on the existing FCAT scale
• Must determine the link between the two
assessments to report scores and calculate
learning gains this spring
• Multiple procedures were considered and
reviewed by advisory committees and
technical/legal experts.
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Equipercentile Linking
• Links percentiles of two different tests (this
case, 2010 FCAT and 2011 FCAT 2.0)
• Similar to process used to identify
concordant scores for SAT and ACT.
• Percentile scores show how well students
did in comparison to other students
– For example, a student scoring at the 50th percentile
would have half of the students scoring above them
and half scoring below them
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Equipercentile Linking Example
100
90
80
Percentile Rank
• The black and green
lines represent scores
on two different
assessments
• The lines show how
the raw score relates
to the percentile rank
• A “black” score of 4.0
and a “green” score
of 6.0 are both at the
50th percentile rank
and are “equivalent”
Equipercentile Linking Example
70
60
50
40
30
20
10
0
0.0
1.0
2.0
3.0
4.0
5.0
6.0
7.0
8.0
9.0
10.0
Raw Score
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9%
AL 5
9%
19%
AL 5
AL 4
19%
29%
AL 4
AL 3
29%
AL 3
19%
AL 2
19%
AL 2
Example of
Statewide
Percentages of
Students Scoring
in Each
Achievement
Level – FCAT and
FCAT 2.0
23%
23%
FCAT Mathematics Scores
Grade 6
2010
FCAT 2.0 Mathematics Scores
Grade 6
2011
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2011 FCAT 2.0 Scores
• For FCAT 2.0, measurement experts will determine
“FCAT Equivalent Scores”
– Scores on FCAT 2.0 and FCAT that have the same
percentile rank
• Existing FCAT achievement level cut scores will be
used in 2011
• When we look at the statewide results, the percent
of students in each achievement level will be the
same as in 2010
• At the district and school levels, the percent of
students in each achievement level will likely vary.
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2011 Algebra 1 End-of-Course
Assessment Scores
• 2011 Baseline year: Student results will
be reported as T scores
– T-score scale provides a student’s score in
relationship to the mean
– T scores are on a scale of 20-80
– The mean or average T score is 50
• Achievement levels will be set in fall
2011 and not reported this spring
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T Scores
Average
Score
21
Fall 2011: Standard Setting
• FCAT 2.0 and Algebra 1 End-of-Course
Assessment
• Purpose: Identify the “cut points” that will
define the five new Achievement Levels
Five Achievement Levels, Four Cut Points
Low
Level 1
Level 2
Level 3
Level 4
Level 5
High
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Standard-Setting Steps
1. Develop definitions of each achievement level
2. Develop achievement-level descriptions
3. Convene a standard-setting panel composed of
educators
4. Conduct the standard-setting process to
identify and recommend cut scores
5. Convene a business and policy leader reactor
panel to review and recommend cut scores
6. Obtain State Board of Education approval of cut
scores with public input
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Standard-Setting Timeline
Month/Year
Task
Spring 2011
Finalize Standard-Setting Committee Membership
Summer 2011
Advertise Intent to Revise FCAT Rule
September 2011
Conduct Standard-Setting Meetings
October 2011
Conduct Rule-Development Workshops and Advertise Proposed
State Board of Education FCAT Rule
November 2011
State Board of Education Rule Adoption – New Achievement
Levels for FCAT 2.0 Reading, Mathematics, and Algebra 1 EOC
Assessment
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Resources
• Fact Sheets: FCAT 2.0, Algebra 1 EOC Assessment, Biology
1/Geometry EOC Assessment Field Tests
http://fcat.fldoe.org/fcat2/ & http://fcat.fldoe.org/eoc/
• Understanding FCAT 2.0 reports
http://fcat.fldoe.org/fcat2/pdf/11ufrfinal.pdf
• District Memos http://www.fldoe.org/asp/k12memo/
• Frequently Asked Questions (including information on linking)
• http://fcat.fldoe.org/fcat2/ AND http://fcat.fldoe.org/eoc/
Test design information
• Success Measures http://www.fldoe.org/successmeasures/
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