FCAT 2.0 and End-of-Course Assessments 1 Kris Ellington Deputy Commissioner Division of...
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Transcript of FCAT 2.0 and End-of-Course Assessments 1 Kris Ellington Deputy Commissioner Division of...
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
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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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