fcat 2.0 reading, mathematics & science
DESCRIPTION
FCAT 2.0 Reading, MATHEMATICS & science. FCAT WRITES. ELEMENTARY SCIENCE. 2010-2011 FCAT Science. This year’s 5 th grade assessment is aligned to the 1996 standards. Performance tasks will not be included on the FCAT Science assessment this spring. - PowerPoint PPT PresentationTRANSCRIPT
FCAT 2.0 READING, MATHEMATICS & SCIENCEFCAT WRITES
ELEMENTARY SCIENCE
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.
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.
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.
FCAT 2.0 SCIENCE: REPORTING CATEGORIES
Nature of
Science
Earth and
Space Science
Physical Science
Life Scienc
e
17 % 29% 29% 25%
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.
ELEMENTARY SCIENCECONTACT INFORMATION
Wendy Spielman: [email protected]
(561) 357-1152 PX21152
Chad Phillips: Program [email protected] (561) 357-1132 PX21132
Denise Nicholson: [email protected]
(561) 434-8379 PX48379
Thomas Medcalf: Resource [email protected]
(561) 357-7626 PX47626
ELEMENTARY READING AND WRITING
MAIN DIFFERENCES 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.
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.
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.
FCAT 2.0 READING- DISTRIBUTION OF QUESTIONS
FCAT 2.0 READING – PASSAGE SAMPLES
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.
FCAT 2.0 READING – PASSAGE LENGTHS
Grade % of Test using Literary Text
% of Test using Informational
Text
Range of Number of
Words per TextAverage
Number of Words per Text
3 60% 40% 100-700 5004 50% 50% 100-900 5005 50% 50% 200-1000 600
ELEMENTARY READING AND WRITING
CONTACT INFORMATIONBarbara Riemer: K-12 Literacy Manager
[email protected](561) 357-1164 PX 21164
Kim Stansell-Towe: K-5 Reading Program [email protected]
(561) 963-3882 PX 43882
Nikki Jones: K-5 Writing Program [email protected]
(561) 432-6399 PX 86399
FCAT 2.0 Update for Mathematics 3-5
Adapted from presentation by Heather McKenzie and Linda Oakford,
Test Development Center, FLDOE
Presentation for Elementary Assistant Principals
November 10, 2010Presented by Jean A. Giarrusso,
Manager K-12 Mathematics
Student must go to the reference sheet to find the formula.
Fair Game Principle applies to all three grade levels
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.
Where do I find Gridded Response Practice?
Learning Village ----Grade 4 main page----SCROLL DOWN to bottom!!!
Learning Village ----Grade 5 main page----SCROLL DOWN to bottom!!!
FCAT 2.0 Sample Tests available at on Learning Village or at:
http://fcat.fldoe.org/fcat2/fcatitem.asp#download
http://fcat.fldoe.org/fcat2/fcatitem.asp#download
No printed sample
tests will be sent!
Read last page of sample tests for grade 3 and grade 4 for printing directions!Otherwise you may not print an accurate ruler!
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
A LOOK AT COGNITIVE COMPLEXITY
Norman Webb’s “Depth of Knowledge”University of Wisconsin Center for Educational Research
NORMAN WEBB’S DEPTH OF KNOWLEDGE LEVELS
Low: Solve a one step problemRecall and recognize
Moderate: Requires multiple stepsFlexible thinking, informal reasoning, or
problem solving
High: Requires analysis and abstract reasoningAbstract reasoning, planning, analysis,
judgment, and creative thought Cognitive Complexity Classification of FCAT Test Items, FLDOE January 2008. pp. 2-3
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.
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.
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.
Cognitive Complexity
Rates the demand of thinking
Level of Difficulty
A prediction of the percentage of students who will choose the correct answer
COGNITIVE COMPLEXITY
Mathematical expectations of the item
NOT the mathematical ability of the student
Demand of thinking process
Cognitive Complexity Low Moderate High
Level of Difficulty Easy Medium Hard
LEVEL OF DIFFICULTY
Easy: Students will choose the correct answer more than 70% of the time.
Medium: 40-70% of students will choose thecorrect answer.
Hard: Students choose the right answer less than 40% of the time.
Question……………..
Difficulty Level of Complexity
?????????????
Is it Possible?????
DifficultyCognitive
Complexity
Example 1
If the linear pattern continues as shown in the table below, what will be the corresponding value of y when x = 7?
x y
1 1
2 3
3 5
4 7
5 9
Complexity Level ?
Difficulty Level ?
Moderate
Medium
Grade 6
x y
1 1
2 2
3 3
4 4
5 5
x y
1 1
2 4
3 9
4 16
5 25
Complexity _______ __________
Difficulty _______ __________
moderate moderate
easy hard
If the pattern continues as shown in the table below, what will be the corresponding value of y when x = 7?
ALL 3 ARE MODERATE COMPLEXITY LEVEL
x y
1 1
2 3
3 5
4 7
5 9
x y
1 1
2 2
3 3
4 4
5 5
x y 1 1
2 4
3 9
4 16
5 25
easy medium hard
OR
Are we making questions harder?????
Are we raising the cognitive complexity level?????????
Example 1
If the linear pattern continues as shown in the table below, what will be the corresponding value of y when x = 7?
x y
1 1
2 3
3 5
4 7
5 9
Complexity Level ?
Moderate
How do I raise the complexity level????
MATHEMATICS HIGH COGNITIVE COMPLEXITY
generalize an algebraic or geometric pattern provide a mathematical justification analyze or produce a deductive argument solve a non-routine problem formulate a mathematical model for a complex
solution
Which equation best describes the relation shown in the table below?
x y
1 1
2 3
3 5
4 7
5 9
a. y = x + 2b. y = 2x + 1c. y = 2x – 1d. y = x + 11
***
Grade 6
Family Reunion
We’re going to the beach.We go there once a year.I’ll see my aunts and unclesAnd my cousin Tameka Leer.
Her eyes are dark brown and so is her hair.Her brother is my cousin and his name is Alistair.Alistair is twelve and Tameka is eight.We must hurry now! We can’t be late!
Mother has made potato salad and delicious apple pies.
All this and more will be so pleasing to the eyes.And the special lemonade made by my sister Emily,Will be a big hit at the reunion with our lovely family.
READ THIS LINE FROM THE POEM.
We must hurry now! We can’t be late!
What mood does the author create in this line of the poem?
A. excitedB. gloomyC. hopefulD. lonely
Moderate
READ THIS LINE FROM THE POEM
Mother has made potato salad and delicious
apple pies.
What feeling does the word delicious create?
A. alarmB. dislikeC. pleasureD. worry
High
READ THESE LINES FROM THE POEM.
And the special lemonade made by my sisterEmily, Will be a big hit at the reunion with ourlovely family.
If union means “coming together” what does reunionmean?
A. able to come togetherB. coming together againC. those who come togetherD. the act of coming together
Low
LOW COMPLEXITY ITEM
MODERATE COMPLEXITY ITEM
HIGH COMPLEXITY ITEM