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Session 3 Presentation Transcript

  • 1. Florida K-12 Reading Endorsement Competency Three Foundations of Assessment Session Three FLaRE Professional Development Competency Three: Foundations of Assessment S3
  • 2. 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
    FLaRE Professional Development Competency Three: Foundations of Assessment S3
  • 3. Highlights of NGSSS and Senate Bill 1908
  • 4. Anticipation Guide
    • The 2011 FCAT Reading Test for 9thand 10thgrade students will be based on the 2007 NGSSS.
    • The 2011 FCAT will include Performance Task Items for 9thgrade.
    • The 2011 FCAT will NOT include Performance Task Items for 10thgrade.
    • The 2011 FCAT Reading Test for 11thand 12thgrade re-takers will be based on the 2007 NGSSS.
    • 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.
  • 5. FCAT 2.0 Reporting Categories Grade Vocabulary Reading Application Literary Analysis Fiction/Nonfiction Informational Text/ Research Process 9-10 15–25% 20-30% 20-30% 25-35%
  • 6. Reading items by Grade FLaRE Professional Development Competency Three: Foundations of Assessment S3 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%
  • 7. Literary and Informational Texts FLaRE Professional Development Competency Three: Foundations of Assessment S3 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memoirs, journals, letters Essays (e.g., personal and classical narratives) Critiques Primary Sources/Nonfiction Historical documents (e.g., Bill of Rights) Essays (e.g., informational, persuasive, analytical, historical, scientific) Letters, journals, diaries Secondary Sources/Nonfiction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
  • 8. Length of Texts FLaRE Professional Development Competency Three: Foundations of Assessment S3 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
  • 9. FCAT Reading Percentage of Points by Cognitive Complexity Level FLaRE Professional Development Competency Three: Foundations of Assessment S3 Grade (s) Low Complexity Moderate Complexity High Complexity 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%
  • 10. 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.
    FLaRE Professional Development Competency Three: Foundations of Assessment S3
  • 11. FCAT Reading Achievement Levels Developmental Scale Score FLaRE Professional Development Competency Three: Foundations of Assessment S3 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
  • 12. FCAT Reading Achievement Levels Scale Scores FLaRE Professional Development Competency Three: Foundations of Assessment S3 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
  • 13. FLaRE Professional Development Competency Three: Foundations of Assessment S3
  • 14. 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.
    FLaRE Professional Development Competency Three: Foundations of Assessment S3
  • 15. 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
    FLaRE Professional Development Competency Three: Foundations of Assessment S3
  • 16. Benchmark Classification System Subject Area Language Arts Grades 9-10 Strand Reading Process Standard “ The student uses multiple strategies to develop grade appropriate vocabulary.” Benchmark “ The student will use context clues to determine meanings of unfamiliar words.” LA.910.1.6. 3
  • 17. Florida Comprehensive Assessment (FCAT)
    • FCAT Student Report
    FLaRE Professional Development Competency Three: Foundations of Assessment S3
  • 18. 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 .
    FLaRE Professional Development Competency Three: Foundations of Assessment S3
  • 19. 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
    FLaRE Professional Development Competency Three: Foundations of Assessment S3
  • 20. 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
    FLaRE Professional Development Competency Three: Foundations of Assessment S3
  • 21. Reliable Assessment
    • Reliability refers to the accuracy of the measure.
    • Accuracy is determined by the consistency of a measurement instrument.
    FLaRE Professional Development Competency Three: Foundations of Assessment S3
  • 22. Valid Assessment
    • Validity refers to the appropriateness of the measure.
    • Validity is determined through an analysis of what the assessment instrument actually measures.
    FLaRE Professional Development Competency Three: Foundations of Assessment S3
  • 23. Interpreting Student Data: What Do the Numbers Mean?
    • Raw Scores
    • Percentile Ranking
    • Scale Scores
    • Stanines
    • Grade Level Equivalents Scores
    FLaRE Professional Development Competency Three: Foundations of Assessment S3
  • 24. Interpreting and Communicating Numeric Information
    • Scores must be interpreted with
    • attention to the assessment context:
    • the type of test
    • the purpose for which the scores are to be used
    FLaRE Professional Development Competency Three: Foundations of Assessment S3
  • 25. 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
    FLaRE Professional Development Competency Three: Foundations of Assessment S3