FCAT 2.0 and End-of-Course Assessments

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Kris EllingtonDeputy Commissioner

Division of Accountability, Research and Measurement

850/245-0513

Transition to FCAT 2.0 and End-of-Course Assessments

2010-11 2011-12 2012-13

FCAT

Science (5, 8, 11)Writing (4, 8, 10)Mathematics (10)Reading Retakes (fall, spring)Mathematics Retakes (fall, spring)

Writing (4, 8, 10)

Reading Retakes (fall, spring)Mathematics Retakes (fall, spring)

Writing (4, 8, 10)

Mathematics Retakes (fall, spring)

FCAT 2.0

Reading (3-10) (B)Mathematics (3-8) (B)Science (5, 8) (FT; embedded in FCAT)

Reading (3-6, 7, 8-10) (SS)Reading Retake (fall)Mathematics (3-8) (SS)Science (5, 8) (B)

Reading (3-6, 7, 8-9, 10) Reading Retake (fall)Mathematics (3-6, 7, 8)Science (5, 8) (SS)

End-of-Course

Algebra 1 (B)Geometry (FT; sampled high schools)Biology 1 (FT; sampled high schools)

Algebra 1 (SS)Geometry (B)Biology 1 (B)US History (FT; sampled high schools)

Algebra 1Geometry (SS)Biology 1 (SS)US History (B)Civics (FT; sampled middle schools)

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Type of Assessment Assessment Area

Year Administered to Students

2010-11 2011-12 2012-13 2013-14FCAT

FCAT WritingGr 4, 8, 10 Gr 4, 8, 10 Gr 4, 8, 10 Gr 4, 8, 10

FCAT ScienceGr 5, 8, 11

FCAT Reading

FCAT MathematicsGr 10

FCAT 2.0FCAT 2.0 Reading

Gr 3-10 Gr 3-10 Gr 3-10 Gr 3-10

FCAT 2.0 MathematicsGr 3-8 Gr 3-8 Gr 3-8 Gr 3-8

FCAT 2.0 ScienceGr 5, 8 Gr 5, 8 Gr 5, 8

End-of-Course Assessments

Algebra 1High School High School High School High School

GeometryHigh School High School High School

Biology 1High School High School High School

US HistoryHigh School High School

CivicsMiddle School

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

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• 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

FCAT 2.0 Reading

• Grades 3-10• All multiple-choice items• Increased content rigor — aligned to the Next

Generation Sunshine State Standards (NGSSS)

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FCAT 2.0 Reading: Examples of Increased Rigor

• Students will be asked more often to:– use reasonable prior knowledge, such as grade-

appropriate 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 FCAT 2.0 ReadingWords and Phrases in Context VocabularyMain Idea, Plot, and Purpose Reading ApplicationComparisons and Cause and Effect

Literary Analysis: Fiction and Non Fiction

Reference and Research Informational Text and Research Process

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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)

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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

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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

New FCAT 2.0 MathematicsReporting 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 12

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 real-world 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

• 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

0

10

20

30

40

50

60

70

80

90

100

0.0 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0 10.0

Raw Score

Perc

entil

e Ra

nk

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Example of Statewide

Percentages of Students Scoring

in Each Achievement

Level – FCAT and FCAT 2.0

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AL 5

AL 4

AL 3

AL 2

AL 5

AL 4

AL 3

AL 2

9%

29%

19%

23%

19% 9%

29%

19%

23%

19%

FCAT Mathematics ScoresGrade 6

2010

FCAT 2.0 Mathematics ScoresGrade 6

2011

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

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Average Score

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

Level 1 Level 5Level 2 Level 3 Level 4Low High

Five Achievement Levels, Four Cut Points

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Standard-Setting Steps1. Develop definitions of each achievement level2. Develop achievement-level descriptions 3. Convene a standard-setting panel composed of

educators4. Conduct the standard-setting process to

identify and recommend cut scores5. Convene a business and policy leader reactor

panel to review and recommend cut scores6. Obtain State Board of Education approval of cut

scores with public input23

Standard-Setting TimelineMonth/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 2011State Board of Education Rule Adoption – New Achievement Levels for FCAT 2.0 Reading, Mathematics, and Algebra 1 EOC Assessment 24

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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