FCAT 2.0 Reading, MATHEMATICS & science

1. FCAT 2.0 Reading, MATHEMATICS & science FCAT WRITES

2. ELEMENTARY SCIENCE

3. 2010-2011 FCAT Science • This year’s 5th grade assessment is aligned to the 1996 standards. • Performance tasks will not be included on the FCAT Science assessment this spring. • All assessment items will be multiple-choice. There will be 60–65 items.

4. Field Testing Items for FCAT 2.0 Science • The field testing of items written to the Next Generation Sunshine State Standards will be embedded in this year’s 5th grade FCAT Science assessment.

5. FCAT 2.0 Science • The first administration of the FCAT 2.0 Science assessment will be in the spring of 2012. This will be the baseline year. • All items will be based on the Next Generation Sunshine State Standards. • The 5th grade assessment will be comprehensive based on the benchmarks from grades 3-5. • All benchmark groupings will be annually assessed. • All items will be multiple-choice.

6. FCAT 2.0 Science: reporting categories

7. FCAT 2.0 Science • Not yet finalized: • Length of assessment (how many questions) • Administration times (how long each session will be) • Achievement levels and cut scores • Standard setting to determine cut scores for achievement levels will be held in the fall of 2012.

8. Elementary ScienceContact Information Wendy Spielman: Manager spielw@palmbeach.k12.fl.us (561) 357-1152 PX21152 Chad Phillips: Program Planner phillc@palmbeach.k12.fl.us (561) 357-1132 PX21132 Denise Nicholson: Specialist nichold@palmbeach.k12.fl.us (561) 434-8379 PX48379 Thomas Medcalf: Resource Teacher medcalft@palmbeach.k12.fl.us (561) 357-7626 PX47626

9. Elementary reading and writing

10. MainDifferences Between 1996 and 2007 Standards • Comparison and contrast standard requires use of multiple texts in addition to within one text in grades 4-10. • One new standard (2.1.7) that addresses the use of descriptive, idiomatic, and figurative language has been added in grades 3-5. • This will be tested for the first time on FCAT 2.0 in spring 2011 for grades 3-5. • Two new standards (6.1.1 and 6.2.2) that deal with text features have been added. • These will be tested for the first time on FCAT 2.0 in spring 2011.

11. FCAT 2.0 – What is Being Tested and When? • Spring 2011 FCAT 2.0 Reading tests in Grades 3-10 align with the 2007 NGSSS. • No performance tasks in any grade. • The 2011 FCAT Writes remains unchanged in format.

12. FCAT 2.0 Reading - Scoring • Items written to 2007 standards were field tested in 2010. • No cut scores have been set at this point. • Standard setting will be held in September 2010. • 2011 scores will be linked back to the previous FCAT scale.

13. FCAT 2.0 Reading- Distribution of Questions

14. FCAT 2.0 Reading – Passage Samples

15. FCAT 2.0 Reading – Passage Lengths The table above suggests approximate average lengths of texts. Texts’ lengths must not exceed the maximum number of words allowed at each grade level; however, poems may be shorter than the minimum indicated.

16. Elementary Reading and Writing Contact Information Barbara Riemer: K-12 Literacy Manager riemerb@palmbeach.k12.fl.us (561) 357-1164 PX 21164 Kim Stansell-Towe: K-5 Reading Program Planner stansell@palmbeach.k12.fl.us (561) 963-3882 PX 43882 Nikki Jones: K-5 Writing Program Planner jonesni@palmbeach.k12.fl.us (561) 432-6399 PX 86399

17. FCAT 2.0 Update for Mathematics 3-5 Presentation for Elementary Assistant Principals November 10, 2010 Presented by Jean A. Giarrusso, Manager K-12 Mathematics Adapted from presentation by Heather McKenzie and Linda Oakford, Test Development Center, FLDOE

28. Student must go to the reference sheet to find the formula.

31. Fair Game Principle applies to all three grade levels

32. Example of Fair Game Principle This problem requires the 5th grade student to multiply whole numbers. Fluency with multiplication of whole numbers is a 4th grade standard… Students use multiplication in this problem but testing multiplication is NOT the intent of this problem. This is an example of the fair game principle.

33. Where do I find Gridded Response Practice? Learning Village ----Grade 4 main page----SCROLL DOWN to bottom!!!

34. Learning Village ----Grade 5 main page----SCROLL DOWN to bottom!!!

35. FCAT 2.0 Sample Tests available at on Learning Village or at: http://fcat.fldoe.org/fcat2/fcatitem.asp#download

36. http://fcat.fldoe.org/fcat2/fcatitem.asp#download No printed sample tests will be sent!

37. Read last page of sample tests for grade 3 and grade 4 for printing directions! Otherwise you may not print an accurate ruler!

38. For more information contact: Jean A. Giarrusso, Manager K-12 Mathematics px48819 or434-8819 Tiana DuPont-Roundtree, Elementary Mathematics Program Planner px 48833 or 434-8833

39. A look at cognitive complexity Norman Webb’s “Depth of Knowledge” University of Wisconsin Center for Educational Research

40. Norman Webb’s Depth of Knowledge Levels Low: Solve a one step problem • Recall and recognize Moderate: Requires multiple steps • Flexible thinking, informal reasoning, or problem solving High: Requires analysis and abstract reasoning • Abstract reasoning, planning, analysis, judgment, and creative thought Cognitive Complexity Classification of FCAT Test Items, FLDOE January 2008. pp. 2-3

41. Level 1 Low Complexity Level Involves recall, observing and representing basic facts that demonstrate a surface level of understanding of text. Usually requires a student to perform a one step process by: identifying the correct meanings of grade-appropriate words. recognize a pattern. solve a one step problem. retrieve information from a chart, table, diagram or graph. identifying figurative language in a text.

42. Level 2 Moderate Complexity Involves summarizing, inferring, classifying, comparing, gathering information, explaining, describing, while demonstrating a more complex level of understanding. Usually requires a student to perform a 2-step process by: using context clues to identify the meanings of unfamiliar words. extend a pattern. apply or infer relationships among facts, terms, properties, or variables. identifying cause-and-effect relationships. determining an author’s main purpose or point of view. identifying similarities and differences. demonstrating an understanding of plot development. recognizing elements of plot. recognizing patterns of organization. summarizing the major points of a text. comparing word meanings.

43. Level 3 High Complexity Involves higher order thinking, conceptual understanding, generalizing abstract reasoning, theme identification and complex inferencing within and across text. This level requires a student to perform multiple steps by: analyzing the use of figurative language in a text. showing how graphs, charts, and diagrams contribute to a text. determining an author’s purpose and/or point of view and describing how it affects the text. describing and analyzing the characteristics of various types of literature. describing and illustrating how common themes are found across texts. analyzing cause-and-effect relationships. generalize or draw conclusions. analyze an experiment to identify a flaw and propose a method for correcting it.

44. Level of Difficulty Cognitive Complexity Rates the demand of thinking A prediction of the percentage of students who will choose the correct answer

45. Cognitive Complexity • Mathematical expectations of the item • NOT the mathematical ability of the student • Demand of thinking process

46. Cognitive Complexity • Low • Moderate • High • Level of Difficulty • Easy • Medium • Hard

47. Level of Difficulty Easy: Students will choose the correct answer more than 70% of the time. Medium: 40-70% of students will choose the correct answer. Hard: Students choose the right answer less than 40% of the time.

48. ????????????? Question…………….. Level of Complexity Difficulty

49. Is it Possible????? Difficulty Cognitive Complexity

50. Example 1 If the linear pattern continues as shown in the table below, what will be the corresponding value of y when x = 7? Complexity Level ? Moderate Grade 6 Difficulty Level ? Medium