BEAUCLERC ELEMENTARY SCHOOL

Florida Standards Assessments

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Transition from FCAT to FSA Assessments

Assessments in 2012-13, and 2013-14

Assessments in 2014-15

FCAT 2.0 Reading Grades 3 to 10 FSA English Language Arts Grades 3 to 11

FCAT 2.0 Writing Grades 4, 8, 10 FSA English Language Arts Writing Component Grades 4 to 11

FCAT 2.0 Mathematics Grades 3 to 8

FSA Mathematics Grades 3 to 8

ASSESSMENT CALENDAR

CHANGES IN STUDENT EXPECTATIONS

The Florida Standards Assessment (FSA) developed by the American Institutes for Research (AIR) demand students…

maintain an increased sense of accountability toward their own learning

develop a concept beyond an opinion and move to “support and evidence”

think in a more conceptual, analytical and global manner

utilize higher-order, critical thinking skills

shift from mere memorization of terms to a deep understanding of meaning

transfer skills to new experiences

operate in a more student-centered environment with built in peer collaboration

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WEBB’S DEPTH OF KNOWLEDGE

MATHEMATICS TESTING

RESPONSE TYPES

1. Editing Task Choice – The student clicks a highlighted word or phrase, whichreveals a drop-down menu containing options for correcting an error as well as thehighlighted word or phrase as it is shown in the sentence to indicate that nocorrection is needed. The student then selects the correct word or phrase from thedrop-down menu. For paper-based assessments, the item is modified so that it canbe scanned and scored electronically. The student fills in a circle to indicate thecorrect word or phrase.

2. Editing Task – The student clicks on a highlighted word or phrase that may beincorrect, which reveals a text box. The directions in the text box direct the studentto replace the highlighted word or phrase with the correct word or phrase. Forpaper-based assessments, this item type may be replaced with another item typethat assesses the same standard and can be scanned and scored electronically.

RESPONSE TYPES

3. Hot Text –a. Selectable Hot Text – Excerpted sentences from the text are presented inthis item type. When the student hovers over certain words, phrases, orsentences, the options highlight. This indicates that the text is selectable(“hot”). The student can then click on an option to select it. For paperbasedassessments, a “selectable” hot text item is modified so that it can bescanned and scored electronically. In this version, the student fills in acircle to indicate a selection.b. Drag-and-Drop Hot Text – Certain numbers, words, phrases, or sentencesmay be designated “draggable” in this item type. When the student hoversover these areas, the text highlights. The student can then click on theoption, hold down the mouse button, and drag it to a graphic or otherformat. For paper-based assessments, drag-and-drop hot text items will bereplaced with another item type that assesses the same standard and can bescanned and scored electronically.

RESPONSE TYPES

4. Open Response – The student uses the keyboard to enter a response into a textfield. These items can usually be answered in a sentence or two. For paper-basedassessments, this item type may be replaced with another item type that assessesthe same standard and can be scanned and scored electronically.5. Multiselect – The student is directed to select all of the correct answers fromamong a number of options. These items are different from multiple-choice items,which allow the student to select only one correct answer. These items appear inthe online and paper-based assessments.

RESPONSE TYPES

6. Graphic Response Item Display (GRID) – The student selects numbers, words,phrases, or images and uses the drag-and-drop feature to place them into a graphic.This item type may also require the student to use the point, line, or arrow tools tocreate a response on a graph. For paper-based assessments, this item type may bereplaced with another item type that assesses the same standard and can be scannedand scored electronically.7. Equation Editor – The student is presented with a toolbar that includes a varietyof mathematical symbols that can be used to create a response. Responses may bein the form of a number, variable, expression, or equation, as appropriate to the testitem. For paper-based assessments, this item type may be replaced with a modifiedversion of the item that can be scanned and scored electronically or replaced withanother item type that assesses the same standard and can be scanned and scoredelectronically.

RESPONSE TYPES

8. Matching Item – The student checks a box to indicate if information from acolumn header matches information from a row. For paper-based assessments, thisitem type may be replaced with another item type that assesses the same standardand can be scanned and scored electronically.9. Table Item – The student types numeric values into a given table. The studentmay complete the entire table or portions of the table depending on what is beingasked. For paper-based assessments, this item type may be replaced with anotheritem type that assesses the same standard and can be scanned and scoredelectronically.

EXAMPLE QUESTION MATH FSA

EXAMPLE QUESTION MATH FSA

EXAMPLE QUESTION MATH FSA

EXAMPLE QUESTION MATH FSA

ENGLISH LANGUAGE ARTS FSA

EXAMPLE FOR ELA FSA

FLORIDA STANDARDS INFORMATION SITE

http://fsassessments.org/

PRACTICE TESTShttp://

www.fsassessments.org/wp-content/uploads/2014/06/FL_PT_QuickGuide_10-8-142.pdf

http://fsassessments.org/training-tests

The purpose of these training tests is to become familiar with the system, functionality, and item types; the tests are not intended to guide classroom instruction.  Descriptions and response instructions for each item type are included in the Training Test User Guide that may be accessed in the “Resources” pages of this portal.  Users should refer to the tutorials or the guide to familiarize themselves with the different features and response instructions for each item type.

Relax

and

Laugh

• Selected new curriculum materials and revised curriculum guides and assessments in alignment of new standards and assessments

• District sponsored Summer Teacher Academy

• Revised district assessments to mirror expectations of new state assessment (multiple correct answers, short responses, drag and drop)

• Infused blending learning throughout the curriculum to expose students to computer based expectation of new assessment

• Upgraded instructional and content support to schools through reorganized district curriculum and instruction team

STRATEGIES TO PREPARE FOR NEW STANDARDS AND

ASSESSMENTS

STRATEGIES TO PREPARE FOR NEW STANDARDS AND

ASSESSMENTS

• Calibration of Math Lessons

• I-Ready Math

• After School Tutoring

• District Coach

• Departmentalization

• Math Nights