Session 3

FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment

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Florida K-12 Reading EndorsementFlorida K-12 Reading EndorsementCompetency ThreeCompetency Three

Foundations of AssessmentFoundations of Assessment

Session ThreeSession Three


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Agenda• FCAT Overview• Qualitative and Quantitative data• Reliability and Validity• Pause and Reflect• Point of Discussion• What do the Numbers Mean?• Interpreting and Communicating Numeric Information• Portfolio Assessments• Competency 3 Portfolio• Sample Screening Data• Pause and Reflect• Review Your Data• Instructional Implications• Follow UP

Highlights of NGSSS and Senate Bill 1908

Anticipation Guide

1. The 2011 FCAT Reading Test for 9thand 10thgrade students will be based on the 2007 NGSSS.

2. The 2011 FCAT will include Performance Task Items for 9thgrade.

3. The 2011 FCAT will NOT include Performance Task Items for 10thgrade.

4. The 2011 FCAT Reading Test for 11thand 12thgrade re-takers will be based on the 2007 NGSSS.

5. The 2011 FCAT Reading tested content clusters will remain the same: Words and Phrases, Main Idea/Plot/Purpose, Cause and Effect/Comparisons, and Reference and Research.

FCAT 2.0 Reporting Categories

Grade

Vocabulary

Reading Applicati

on

Literary AnalysisFiction/

Nonfiction

Informational Text/

Research Process

9-10

15–25%

20-30%

20-30% 25-35%


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Reading items by Grade

Grade Literary Text Informational Text

3 60% 40%

4 50% 50%

5 50% 50%

6 50% 50%

7 40% 60%

8 40% 60%

9 30% 70%

10 30% 70%


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Literary and Informational Texts

Types of Literary Text Types of Informational Text

Fiction Short stories Poetry Historical fiction Fables Folk tales, tall tales Legends Myths Fantasy Drama Excerpts from longer works Nonfiction Biographical and autobiographical sketches Diaries, memoirs, journals, letters Essays (e.g., personal and classical narratives) Critiques

Primary Sources/Nonfiction Historical documents (e.g., Bill of Rights) Essays (e.g., informational, persuasive, analytical, historical, scientific) Letters, journals, diaries Secondary Sources/Nonfiction Magazine articles Newspaper articles Editorials Encyclopedia articles Functional Materials Consumer documents (e.g., warranties, manuals, contracts, applications) Embedded in text (e.g., tables, charts, maps, graphs, illustrations, photographs, captions, text boxes) How-to articles Brochures, fliers Schedules Website pages


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Length of Texts

Grade Range of Number of Words per Text

Average Number of Words per Text

3 100–700 500

4 100–900 500

5 200–1000 600

6 200–1100 700

7 300–1100 700

8 300–1200 700

9 300–1400 900

10 300–1500 1000

FCAT Reading Percentage of Points by Cognitive Complexity Level


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Grade (s)

Low Complexi

ty

Moderate Complexi

ty

High Complexi

ty

3 25-35% 50-70% 5-15%

4 20-30% 50-70% 10-20%

5 – 7 15-25% 50-70% 15-25%

8 10-20% 50-70% 20-30%

9 10-20% 50-70% 20-30%

10 10-20% 45-65% 25-35%


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Item Difficulty

• Easy: More than 70 percent of the students are likely to respond correctly.

• Average: Between 40 percent and 70 percent of the students are likely to respond correctly.

• Challenging: Less than 40 percent of the students are likely to respond correctly.

***After an item appears on a test, item difficulty refers to the actual percentage of students who chose the correct answer.

FCAT Reading Achievement LevelsDevelopmental Scale Score


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Level 1 Level 2 Level 3 Level 4 Level 5

3 86-1045 1046-1197 1198-1488 1489-1865 1866-2514

4 295-1314 1315-1455 1456-1689 1690-1964 1965-2638

5 474-1341 1342-1509 1510-1761 1762-2058 2059-2713

6 539-1449 1450-1621 1622-1859 1860-2125 2126-2758

7 671-1541 1542-1714 1715-1944 1945-2180 2181-2767

8 886-1695 1696-1881 1882-2072 2073-2281 2282-2790

9 772-1771 1772-1971 1972-2145 2146-2297 2298-2943

10

844-1851 1852-2067 2068-2218 2219-2310 2311-3008

FCAT Reading Achievement LevelsScale Scores


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Level 1 Level 2 Level 3 Level 4 Level 5

3 100-258 259-283 284-331 332-393 394-500

4 100-274 275-298 299-338 339-385 386-500

5 100-255 256-285 286-330 331-383 384-500

6 100-264 265-295 296-338 339-386 387-500

7 100-266 267-299 300-343 344-388 389-500

8 100-270 271-309 310-349 350-393 394-500

9 100-284 285-321 322-353 354-384 382-500

10

100-286 287-326 327-371 355-371 372-500


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Florida Comprehensive Assessment (FCAT)

Since FCAT is administered on an annual basis, a close analysis requires that assessment of comprehension, thinking, and fluency be integrated into teaching practice, most efficiently through the day-to-day observations a teacher ordinarily makes.


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Some Useful FCAT Links • FCAT Achievement Levels

– http://www.firn.edu/doe/sas/fcat/pdf/achieveleveldefine.pdf

• Table of FCAT Achievement Levels– http://www.firn.edu/doe/sas/fcat/pdf/

readingachielevels.pdf

• Website for converting criterion-referenced 3-digit scale scores to 4-digit Developmental Scale Scores (used after 2004).– http://data.fldoe.org/FCAT/fcat_dev/

• How to Read FCAT Reports– http://www.firn.edu/doe/sas/fcat/pdf/fc_ufr2005.pdf

• FCAT Test Item Specifications– http://www.firn.edu/doe/sas/fcat/fcatis01.htm

Benchmark Classification System

LA.910.1.6. 3

Subject AreaLanguage Arts

Grades9-10

StrandReading Process Standard

“The student uses multiple strategies to develop grade appropriate vocabulary.”

Benchmark“The student will use

context clues to determinemeanings of unfamiliar

words.”


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Florida Comprehensive Assessment (FCAT)

FCAT Student Report


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Qualitative and Quantitative Measures

• Qualitative information is the data a teacher collects through observation.

• Quantitative information usually refers to the numeric information collected on a student.

• Qualitative and Quantitative information are equally useful, depending upon the role and purpose of the assessment.


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Quantitative Measures• Objective• Deductive• Administration controlled:

normed, standardized• Usually group administered• Usually numeric• Psychometric: interprets performance

by measuring data• Assessor knows in advance what is

looked for


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Qualitative Measures

• Subjective• Inductive• Administered by teacher• Developed by teacher• Looks for characteristics or indicators

of the quality of work• Attempts to focus on the complexity

of reading• Exploratory


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Reliable Assessment

• Reliability refers to the accuracy of the measure.

• Accuracy is determined by the consistency of a measurement instrument.


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Valid Assessment

• Validity refers to the appropriateness of the measure.

• Validity is determined through an analysis of what the assessment instrument actually measures.


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Interpreting Student Data:What Do the Numbers Mean? • Raw Scores• Percentile Ranking• Scale Scores• Stanines• Grade Level

Equivalents Scores


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Interpreting and Communicating Numeric

Information Scores must be interpreted withattention to the assessment

context: • the type of test • the purpose for which the

scores are to be used


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Follow Up – Session 3

• Gather FAIR assessment information to cross-check the decisions you made based upon the screening data.

• Class Status Report

• Individual Student Detail Report

Session 3

Education

Transcript of Session 3