1. FCAT 2.0 and End-of-Course Assessments 1 Kris Ellington Deputy Commissioner Division of Accountability, Research and Measurement 850/245-0513

2. Transition to FCAT 2.0 and End-of-Course Assessments 2010-112011-122012-13 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 1 Geometry (SS) Biology 1 (SS) US History (B) Civics (FT; sampled middle schools) 2

3. Type of AssessmentAssessment Area Year Administered to Students 2010-112011-122012-132013-14 FCAT FCAT Writing Gr 4, 8, 10 FCAT Science Gr 5, 8, 11 FCAT Reading FCAT Mathematics Gr 10 FCAT 2.0 FCAT 2.0 Reading Gr 3-10 FCAT 2.0 Mathematics Gr 3-8 FCAT 2.0 Science Gr 5, 8 End-of-Course Assessments Algebra 1 High School Geometry High School Biology 1 High School US History High School Civics Middle School

4. 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 4

5. Release of Results 5 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

6. FCAT 2.0 Reading Grades 3-10 All multiple-choice items Increased content rigor — aligned to the Next Generation Sunshine State Standards (NGSSS) 6

7. 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 7

8. Reading Reporting Categories Changing FCAT ReadingFCAT 2.0 Reading Words and Phrases in ContextVocabulary Main Idea, Plot, and PurposeReading Application Comparisons and Cause and Effect Literary Analysis: Fiction and Non Fiction Reference and ResearchInformational Text and Research Process 8

9. 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) 9

10. 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. 10

11. FCAT Mathematics Reporting Categories 11 Grades Reporting Category345678 Number Sense, Concepts, and Operations Measurement Geometry and Spatial Sense Algebraic Thinking Data Analysis and Probability

12. New FCAT 2.0 Mathematics Reporting Categories Grades Reporting Category345678 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

13. 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 13

14. 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%) 14

15. 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. 15

16. 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 16

17. 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” 17

18. Example of Statewide Percentages of Students Scoring in Each Achievement Level – FCAT and FCAT 2.0 18 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 Scores Grade 6 2010 FCAT 2.0 Mathematics Scores Grade 6 2011

19. 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. 19

20. 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 20

21. T Scores 21 Average Score

22. 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 1Level 5Level 2Level 3Level 4 LowHigh Five Achievement Levels, Four Cut Points 22

23. Standard-Setting Steps 1.Develop definitions of each achievement level 2.Develop achievement-level descriptions 3.Convene a standard-setting panel composed of educators 4.Conduct the standard-setting process to identify and recommend cut scores 5.Convene a business and policy leader reactor panel to review and recommend cut scores 6.Obtain State Board of Education approval of cut scores with public input 23

24. Standard-Setting Timeline Month/YearTask Spring 2011Finalize Standard-Setting Committee Membership Summer 2011Advertise Intent to Revise FCAT Rule September 2011Conduct Standard-Setting Meetings October 2011 Conduct Rule-Development Workshops and Advertise Proposed State Board of Education FCAT Rule November 2011 State Board of Education Rule Adoption – New Achievement Levels for FCAT 2.0 Reading, Mathematics, and Algebra 1 EOC Assessment 24

25. 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/ http://fcat.fldoe.org/fcat2/http://fcat.fldoe.org/eoc/ Understanding FCAT 2.0 reports http://fcat.fldoe.org/fcat2/pdf/11ufrfinal.pdf http://fcat.fldoe.org/fcat2/pdf/11ufrfinal.pdf District Memos http://www.fldoe.org/asp/k12memo/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 informationhttp://fcat.fldoe.org/fcat2/http://fcat.fldoe.org/eoc/ Success Measures http://www.fldoe.org/successmeasures/http://www.fldoe.org/successmeasures/ 25