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Division of Performance Accountability
Department of Assessment
Division of Performance Accountability
Department of Assessment
DEVELOPING ASSESSMENT ITEMS
USING THE FCAT
SPECIFICATIONS (SPECS)
DEVELOPING ASSESSMENT ITEMS
USING THE FCAT
SPECIFICATIONS (SPECS)Nancy E. Brito, NBCT, Instructional Specialist
Senella Johnson, Test Development Specialist
Dr. Carla Kendall, Manager, Online Assessment
561-434-8850, PX48850
Science: 2002
Mathematics: 2005
The FCAT Specifications referenced in this Power Point are:
The Spring 2010 FCAT items are based on the benchmarks in these FCAT Specifications.
Reading:
2001
What you should know about the Spring 2010 FCAT
Reading and Mathematics will contain Performance Tasks: Short Response (SR) and Extended Response (ER)
Science will NOT contain Performance Tasks: SR and ER
Begin by taking a Released FCAT or
Sample Test in your content area and grade
level/cluster.
Experience what your students will
experience!
TARGET:
To utilize the FCAT Test Items and Performance Task Specifications as a guide to identify/develop/modify grade level appropriate questions that are aligned to the Sunshine State Standards benchmarks and are of the same cognitive rigor as the Florida Comprehensive Assessment Test (FCAT).
PRINCIPLES FOR QUALITYCLASSROOM ASSESSMENT*
Principle 1. Quality assessments arise from and accurately reflect clearly specified, appropriate,and essential learning targets.
Principle 2. Quality assessments are specificallydesigned and focused to serve instructionalpurposes.Principle 3. Quality assessments accurately reflectthe intended target and serve the intendedpurpose.
* From Article: Assessment Literacy for Educators: Linking Instruction and Assessment by Carolyn T. Cobb, Jeane M. Joyner, and Janet L. Williamson
continued
Principle 4. Quality assessments promote equityby providing ample opportunities for students todemonstrate their learning.
Principle 5. Quality assessments provide sufficientevidence of learning to permit confident conclusions (inferences) about student achievement.Principle 6. Quality assessments are designed,developed, and used in ways that eliminate bias ordistortion that may interfere with the accuracy ofresults.
PRINCIPLES FOR QUALITYCLASSROOM ASSESSMENT*
A well designed classroom assessment provides information on the strengths and challenges of students.
What do my students know? What are my students able to do?
What do my students know? What are my students able to do?
KINDS OF ASSESSMENTS…
JOURNALS PORTFOLIOS PROJECTS TESTS
Written Oral Skill
ULTIMATELY we want to…
determine if students mastered a TAUGHT concept
check the comprehension of both the knowledge and skill TAUGHT
In order to do this we must set STANDARDS…
STANDARDS provide expectations for student
achievement
provide direction for student learning (content & process)
provide an instructional design that caters and focuses the curriculum
STANDARDS
Curriculum
Grades Nine Weeks ExamSubject Specifics
High-Stakes Tests
ACTFCATSAT
What is the Driving Force?
There must be Alignment.There must be Alignment.
Curriculum Instruction
Assessment
SSS
There must be Alignment.There must be Alignment.
Curriculum Instruction
Assessment
SSS
There must be Alignment.There must be Alignment.
Curriculum Instruction
Assessment
SSS
What is the STANDARD for Florida?
Sunshine State Standards
Academic Standards
What do you know about academic standards?
How do you use the Sunshine State Standards in your
classroom?
Academic StandardsAcademic Standards
• Are the WHAT of education while curriculum and instruction are the HOW
• Apply to ALL students
• Are based on the belief that, given the right opportunities, EVERY CHILD CAN LEARN
Continued…
Why academic standards?
• Show teachers how well their students are doing by looking at their progress towards mastery of standards
• Show stakeholders what schools are aiming to teach and what students must learn
• Serve as an important tool for equity
• Provide yardsticks for evaluating all aspects of schooling, that is, textbooks, staff development workshops, schedules, resources, personnel assignments, etc.
HOW WELL DO YOU KNOW THE
STANDARDS?
What are the Language Arts SSS strands?
A. ReadingB. WritingC. Listening, Viewing, and SpeakingD. LanguageE. Literature
Which are assessed by FCAT?
A. ReadingB. WritingE. Literature
For purposes of reporting FCAT scores reading and literature benchmarks are organized in clusters:
1. Words and Phrases in Context
2. Main Idea, Plot, and Author’s Purpose
3. Comparisons and Cause/Effect
4. Reference and Research
Strands
Standards
Benchmarks
GLEs
5 11 36 (Grade 2) 66 (Grade 2)
51 (Grades 3-5)
92 (Grade 3)
94 (Grade 4)
101 (Grade 5)
52 (Grades 6-10)
114 (Grade 6)
115 (Grade 7)
110 (Grade 8)
What is the scope of the Language Arts SSS?
A. Number Sense, Concepts & Operations
B. Measurement
C. Geometry & Spatial Sense
D. Algebraic Thinking
E. Data Analysis & Probability
What are the Mathematics SSS strands?
Which are assessed by FCAT?
ALL Strands
What is the scope of the Mathematics SSS?
Strands
Standards
Benchmarks
GLEs
5 17 34 (Grades 2-5)
110 (Grade 2)
36 (Grades 6-10)
111 (Grades 3-5)
130 (Grades 6-8)
A. The Nature of Matter
B. Energy
C. Force & Motion
D. Processes That Shape the Earth
E. Earth & Space
F. Processes of Life
G. How Living Things Interact with Their Environment
H. The Nature of Science
What are the Science SSS strands?
1. Physical and Chemical Sciences
2. Earth and Space Sciences
3. Life and Environmental Sciences
4. Scientific Thinking Sciences
For purposes of reporting FCAT scores benchmarks are organized in clusters:
Which are assessed by FCAT?
ALL Strands
What is the scope of the Science SSS?
StrandsStandar
dsBenchmar
ksGLEs
8 17 41 (Grade 2)54 (Grade
2)
58 (Grades 3-5)
55 (Grade 3)
60 (Grade 4)
59 (Grade 5)
73 (Grades 6-8)
97 (Grade 6)
98 (Grade 7)
100 (Grade 8)
77 (Grades 9-12)
NA
How should we use the Sunshine State Standards?
To
PLAN and GUIDE
classroom instruction
How should we use the Sunshine State Standards?
To DEVELOP
classroom
assessments
StandardsStandards
Your turn!
Reading, Mathematics, & Science
Activity time!
Pick a benchmark and identify the mayor
differences across the grades.
The scope of the tested benchmarks are presented in Appendix B of the FCAT Specifications.
What is the STANDARD for Florida?
Sunshine State Standards
What is the STANDARD for Florida?
Sunshine State Standards
FCAT Test Item Specifications
DEVELOPING ASSESSMENT ITEMS
DEVELOPING ASSESSMENT ITEMS
What are the 7characteristics of a
“good” item writer?
1. Knows the CONTENT being tested
2. Is aware of the OBJECTIVES being tested
3. Knows/understands the STUDENTS being tested
4. Has skills in written COMMUNICATION
Continued…
What are the 7characteristics of a
“good” item writer?
5. Has skills in TECHNIQUES of item writing
6. Knows the FORMAT of high stakes test items
7. Knows how to ALIGN the assessment with the FCAT
Is there a simple way for every teacher to help students be prepared for FCAT?
Yes! Incorporate FCAT-like questions into regular lessons, activities, and assessments.
GETTING INTO THE FCAT
SPECIFICATIONS (SPECS)
What do the tags mean? The tags below refer to the subject
specific FCAT Specification page number for the appropriate subject.
Reading Mathematics
Science
Page # Page # Page #
LET’S EXPLORE AND EXAMINE!
• Explore the Reading, Mathematics, and Science FCAT Item Specifications (SPECS)
• Examine the guidelines that apply to developing FCAT test items
WHAT’S THE TARGET?
By the end of this presentation you will be able to:
• Explain the purpose of the FCAT SPECS
• Use the FCAT SPECS as a resource to create classroom assessments that are aligned to Sunshine State Standards and follow FCAT item creation specifications
WHAT DO YOU NEED?
The FCAT Specification
• Reading,
• Mathematics, or
• Science
Posted at the FDOE Web Site below:
http://fcat.fldoe.org/fcatis01.asp#specs
WHAT DO YOU NEED?
Released or Sample FCAT test
• Reading,
• Mathematics, or
• Science
Released tests at:
http://fcat.fldoe.org/fcatrelease.asp
Sample tests at:
http://fcat.fldoe.org/fcatitem.asp
WHAT DO YOU NEED?
Cognitive Complexity Classification Level
• Reading,
• Mathematics, or
• Science
Posted at:
http://fcat.fldoe.org/pdf/cog_complexity-fv31.pdf
WHAT DO YOU NEED?
FCAT Test Design Summary
• Reading
• Mathematics
• Science
Posted at:
http://fcat.fldoe.org/pdf/fc05designsummary.pdf
WHAT IS THE PURPOSE OF THE FCAT SPECS?
• Describe the test items and performance tasks found in the FCAT assessments
• Provide general and specific guidelines for development of all test items and performance tasks at the grade levels assessed by the FCAT
Reading Mathematics
Science
Page 1 Page 1 Page 1
Reading
• Address the criteria that apply to the selection of Reading passages for FCAT
PART I: GENERAL SPECIFICATIONS PART I: GENERAL SPECIFICATIONS
Mathematics & Science
• Address the topics and development considerations that apply to all Mathematics and Science test items
Reading Mathematics
Science
3-13 2 6
BIAS, SENSITIVITY, AND BARRIERS
Potential Bias and Distortion to Accurate Assessments
BIAS
Types of bias: Gender Race/ethnicity Geographic Religious Socioeconomic
Family
environment Physical
Visually impaired Linguistic
Word usage Regional words Spelling
Reading Mathematics
Science
6, 8 33 7
SENSITIVITY
Issues of potential concern to members of community Inappropriate materials Religious Cultural Ethnic Fears Phobias
Your turn!
Reading, Mathematics, & Science
Take a look!Become familiar with the General Specifications.
GENERAL SPECIFICATIONS!GENERAL SPECIFICATIONS!
Reading Mathematics
Science
3-13 2 6
• Types of Passages
• Sources of Passages
• Quality of Passages
• Potential Modifications to Passages
WHAT ARE THE CRITERIA FOR PASSAGE SELECTION?
• Diversity
• Graphics
• Reading Level
• Passage Length
Reading Mathematics
Science
3-13 NA NA
TYPES OF PASSAGESTYPES OF PASSAGES
Literary Text or Informational Text
Examples of Informational and Literary Text
Reading Mathematics
Science
3, 4 NA NA
SOURCES OF PASSAGESSOURCES OF PASSAGES
USE
• Magazines
• Books
• Newspapers
• Children’s & Young People’s Journals
• Advertisements
• Brochures
AVOID
• Basal Text
• State-adopted textbooks
• Trade books and magazines familiar to students
Reading Mathematics
Science
5 NA NA
QUALITY OF PASSAGESQUALITY OF PASSAGES
• Are excerpts or complete section
• Contain recognizable key concepts
• Are well written and authentic
• Are interesting and appealing to students at the grade level
• Are grade level appropriate
Passages…
Reading Mathematics
Science
5 NA NA
POTENTIAL MODIFICATIONS TO PASSAGES POTENTIAL MODIFICATIONS TO PASSAGES
• Remove, replace or footnote a word or phrase above grade level
• Use footnote – for grade 4 and above
• Use parenthesis to explain a word – for grade 3
Note: Passages should NOT be edited simply to satisfy length requirements.
Make sure meaning is NOT altered
Reading Mathematics
Science
5 NA NA
CONTENT OF PASSAGESCONTENT OF PASSAGES
• Are relevant to the student
• Are free from bias or stereotyping
Passages…
Appendix A
• Are based on topics presented in the Sunshine State Standards
• Contain content for at least 8 to 12 items
• Are engaging and age-appropriate
Reading Mathematics
Science
6 NA NA
Passages reflect…
• A variety of interests and backgrounds of Florida student population (characters, setting & situations)
DIVERSITYDIVERSITY
• A range of cultural diversity (written by and about different cultures and races)
Reading Mathematics
Science
6 NA NA
READING LEVELSREADING LEVELSPassages…
• Are at the grade level of the students tested (Lexile)
• Represent a range (appropriate for both the beginning and the end of the grade)
PASSAGE LENGTHPASSAGE LENGTHPassages…
• vary within grade levels
Reading Mathematics
Science
7 NA NA
SUITABILITY FOR ITEMSSUITABILITY FOR ITEMS
Passages…
• Are substantial enough to support test items that cover a range of benchmarks
• Contain appropriate text for assessing certain standards, i.e. synonyms, antonyms, multiple meaning words
Reading Mathematics
Science
7 NA NA
GRAPHICS - READING PASSAGESGRAPHICS - READING PASSAGES
• May include photographs, illustrations, maps, charts, graphs, advertisements, and schedules
• Help students understand the text
• Provide supplemental information for answering the question
• Illustrate or support the context of the question
• Have appropriate labels, legend, keys, captions
Reading Mathematics
Science
6 NA NA
OVERALL CONSIDERATIONSOVERALL CONSIDERATIONS
Mathematics & ScienceItems…
• Are written to measure primarily one benchmark
• Are appropriate for students in terms of grade-level difficulty, life experiences, & reading level
• Range in difficulty from easy to challenging
• Are approximately one (Reading) grade level below the grade level of the test
• Do NOT disadvantage or disrespect any segment of the population
Reading Mathematics
Science
NA 2 6
ITEM CONTEXTITEM CONTEXTRefers to the situation in which a question is presented
• Designed to interest students at the tested level
• Presented in real-world context or related to real-world situations
• Presented through written text and/or visuals
Mathematics & Science
Reading Mathematics
Science
NA 36 7
What are the criteria for FCAT Reading, Mathematics, & Science test items?
• Cognitive Levels – Updated July 2006 - see Cognitive Complexity Classification document
• Item Style Format – Updated September 2005 – see Test Summary and Design document
• Scope of Items
Reading Mathematics
Science
9 3 7-16
Application
Knowledge
Comprehension
Analysis
Synthesis
Evaluation
Level I
Level II
Old Classification
Bloom’s Taxonomy
LOW
MODERATE
HIGH
New Classification
Web’s Depth of Knowledge
& NAEP
VS
Summary of Tests and Designs Document
COGNITIVE COMPLEXITY CLASSIFICATION
COGNITIVE COMPLEXITY CLASSIFICATION
Reading Mathematics Science
LowRead the line.
Require to recall, recognize or represent
basic facts; basic understanding of text.
Requires recalling and recognizing of concepts
and principles
Requires recalling and recognizing concepts and
principles.
ModerateRead between
the line.
Requires more than simple recall; apply skill; two-step process; simple
inference
Requires a response beyond the habitual; more than one step;
problem solving strategies
Requires a response that goes beyond the
habitual, is not specified, and ordinarily has more
than a single step or thought process.
HighRead beyond
the line.
Requires analysis and synthesis of information;
heavy demand on student thinking, abstract thinking and reasoning.
Requires abstract reasoning, planning,
analysis, judgment, and creative thought.
Requires abstract reasoning, planning,
analysis, judgment, and creative thought.
Cognitive Complexity Classification of FCAT SSS Test Items
COGNITIVE COMPLEXITY CLASSIFICATION
COGNITIVE COMPLEXITY CLASSIFICATION
COGNITIVE COMPLEXITY LEVELS!COGNITIVE COMPLEXITY LEVELS!
Reading
READING:EXAMPLES OF COMPLEXITY
Maria’s dog Spot almost knocked her down as she entered the door. Maria quickly noticed that all bowls were empty and that she’d forgotten to leave food out. Spot could hardly wait for Maria to fill the bowls as he hurriedly ate. Later when Maria returned to the kitchen, she couldn’t help but notice
the smile on Spot’s face as he slept.
Low- What was the name of Maria’s dog? (Read the Lines)
Moderate- What was Spot’s problem? (Read Between the Lines)
High- Why was Spot MOST LIKELY smiling in his sleep? (Read beyond the Lines)
L M H
COGNITIVE COMPLEXITY LEVELS!COGNITIVE COMPLEXITY LEVELS!
Mathematics
MATHEMATICSEXAMPLES OF COMPLEXITY
LM H
COGNITIVE COMPLEXITY LEVELS!COGNITIVE COMPLEXITY LEVELS!
Science
SCIENCE EXAMPLES OF COMPLEXITY
Mr. Molina’s class studied the mass and volume of three liquids.
What is the difference in density between the least and the greatest density of the liquids listed in the table?A. 0.09 g/cm3
B. 0.10 g/cm3
C. 0.16 g/cm3
D. 1.08 g/cm3
Liquid Mass (grams) Volume (cm3)
Corn syrup 10.8 10.0
Salad oil 23.0 25.0
Vinegar 30.3 30.0
LM H
Your turn!
Reading, Mathematics, & Science
Determine the cognitive complexity level of the items on the FCAT Released or Sample Test you experienced at the beginning of this presentation.
Check your answers against the Test Book with answers found in the FDOE web site.
COGNITIVE COMPLEXITY CLASSIFICATION LEVEL
COGNITIVE COMPLEXITY CLASSIFICATION LEVEL
ITEM STYLE AND FORMATITEM STYLE AND FORMAT
• Multiple Choice
• Short Response
• Extended Response
• Gridded Response
Reading, Mathematics, & Science
ITEM STYLE AND FORMATITEM STYLE AND FORMAT
• Express as a question when possible
• Capitalize or use bold to emphasize a word (grade appropriate)
• Avoid gender-specific pronouns – use plural
• Use appropriate balance of male/female names
Reading, Mathematics, & Science
ITEM STYLE AND FORMATITEM STYLE AND FORMAT
Reading Mathematics
Science
10-13 3-7 9-14
Your turn!
Reading, Mathematics, & Science
Look carefully at this section in the FCAT SPECS.
Important information is included that helps you prepare your students for the FCAT
ITEM STYLE AND FORMATITEM STYLE AND FORMAT
Reading Mathematics
Science
10-13 3-7 9-14
GRAPHICS – MATHEMATICS AND SCIENCEGRAPHICS – MATHEMATICS AND SCIENCE
• Provide necessary information for answering the question
• Illustrate or support the context of the question
• Depend on the benchmarks
Used with 30% of the Mathematics items
Used with 40% of the Science items
Reading Mathematics
Science
NA 3 9
SCOPE OF ITEMSSCOPE OF ITEMS
Refers to the benchmarks (Appendix)
Reading, Mathematics, & Science
REFERENCE SHEETSREFERENCE SHEETS
• Contain appropriate formulas and conversions
• Are provided to students in grades 6 - 10 for use during test
• Are NOT provided for grades 3 – 5 (provided with each item)
Mathematics & Science
Reading Mathematics
Science
NA 29-32 17-19
Reading Science
Mathematics
PART II: STRUCTURE OF THE SPECIFICATIONS
PART II: STRUCTURE OF THE SPECIFICATIONS
Reading Mathematics
Science
23 34-35 20
• Strand
• Standard
• Benchmark
• Benchmark Clarification
• Item Types
• Response Attributes
• Sample Items
• Content Limits
• Passage Attributes
• Definitions
• Item Context
SPECIFICATION SECTIONSSPECIFICATION SECTIONS
Dark Blue
Reading Mathematics
Science
14 34-35 22-23
STRAND: CATEGORY OF KNOWLEDGE STRAND: CATEGORY OF KNOWLEDGE
Strands assessed in Reading:
• Reading
• Literature
For purposes of reporting FCAT scores benchmarks are organized in clusters:
1. Words and Phrases in Context
2. Main Idea, Plot, and Author’s Purpose
3. Comparisons and Cause/Effect
4. Reference and Research
22
Reading Mathematics
Science
14 NA NA
STRAND: BROAD CONTENT AREA
STRAND: BROAD CONTENT AREA
Strands assessed in Mathematics:
• Number Sense, Concepts & Operations
• Measurement
• Geometry & Spatial Sense
• Algebraic Thinking
• Data Analysis & Probability
55
Reading Mathematics
Science
NA 34 NA
STRAND: BROAD CONTENT AREA
STRAND: BROAD CONTENT AREA
• The Nature of Matter
• Energy
• Force & Motion
• Processes That Shape the Earth
88• Earth & Space
• Processes of Life
• How Living Things Interact with Their Environment
• The Nature of Science
Strands assessed in Science:
1. Physical and Chemical Sciences
2. Earth and Space Sciences
3. Life and Environmental Sciences
4. Scientific Thinking Sciences
For purposes of reporting FCAT scores benchmarks are organized in clusters:
Reading Mathematics
Science
NA NA 22
STANDARDSTANDARD
• General statements of expected student achievement within each strand
• The same for all grade levels
Example:
The student selects or uses appropriate units and instruments for measurement to achieve the degree of precision and accuracy required in real-world situations.
Reading Mathematics
Science
14 34 22
BENCHMARK BENCHMARK
• Specific statements of expected student achievement
• Different for the different grade levels
Example:
MA.B.4.2.2. The student selects and uses appropriate instruments and technology, including scales, rulers, thermometers, measuring cups, protractors, and gauges, to measure in real-world situations.
Reading Mathematics
Science
14 34 22
ITEM TYPES ITEM TYPES Address the types of items used to assess each benchmark at each grade level
Reading Mathematics Science
MC MC MC
ER GR GR
SR SR SR
ER ER
MC = Multiple Choice GR = Gridded Response, SR = Short Response ER = Extended Response
Reading Mathematics
Science
14 34 22
Not applicable Spring 2010 FCAT Science
BENCHMARK CLARIFICATION BENCHMARK CLARIFICATION
• Contains the task(s) a student will perform when responding to questions
Example:
Students will identify appropriate tools or read measurements from tools.
Reading Mathematics
Science
15 34 22
DEFINITIONS DEFINITIONS
Describe terms used in the benchmarks that require further explanation
Example:
Nonstandard units are objects, such as pencils, crayons, or paper clips, used to obtain a measure.
CONTENT LIMITS CONTENT LIMITS
Contain the range of content knowledge and degree of difficulty that should and should not be assessed in the questions for the benchmark
Example:
Items will involve determining appropriate measure of length, weight, or capacity for common objects.
Customary and metric units may be used, but not in the same item.
Reading Mathematics
Science
16 16-28 14 (22)
STIMULUS ATTRIBUTES ND PASSAGE ATTRIBUTES
STIMULUS ATTRIBUTES ND PASSAGE ATTRIBUTES
Defines types of stimulus materials:
e.g.,
• appropriate use of articles/passages,
• graphic materials, and
• item context or content
Example:
Graphics should be used in at least 50% of these items.
Reading Mathematics
Science
16 35 22
RESPONSE ATTRIBUTES
GUIDELINES TO WRITERS
RESPONSE ATTRIBUTES
GUIDELINES TO WRITERS
• Give specific description of the distractors for Multiple-Choice items
• Contain specific directions for the types of responses allowable
Example:
When responses are measuring devices, graphics of the devices should be included as well as the device name.
Reading Mathematics
Science
Benchmark Specific 14
Benchmark Specific
Reading and Science
Mathematics
SAMPLE ITEMS SAMPLE ITEMS
• Provided for each type of question assessed
• Presented in a format like that used in the FCAT test
Reading Mathematics
Science
15 35 23
ITEM CONTEXT ITEM CONTEXT
• Identifies the broad subject areas represented by the content of the item
• Pertains only to the Mathematics FCAT test
Example:
The Arts, Science, Social Studies
Reading Mathematics
Science
NA 36 NA
APPENDIXES APPENDIXES Contain…
• FCAT topics
• Content assessed by the FCAT and item formats by benchmark
• FCAT Mathematics and Science Glossary
• FCAT Mathematics and Science Scoring Rubrics
By Grade Level
PUTTING IT ALL TOGETHER!PUTTING IT ALL TOGETHER!
Your turn!
Reading, Mathematics, & Science
Activity time!
Choose a benchmark and create an original item using the FCAT SPECS!
ORIGINAL ITEM!ORIGINAL ITEM!
Steps to developing an assessment item
Choose the benchmark you want to assess Choose a passage (Reading only) Go over the FCAT Specifications for that
benchmark Determine the Cognitive Complexity Level Determine item type Follow design and format Make the distractors diagnostic in nature
Statements about your assessment item
Measures the Benchmark Adheres to the
benchmark Content Limits
Is Grade Appropriate Has the Appropriate
Cognitive Complexity Has an Appropriate FCAT
Topic Has the Appropriate
Content Focus
Is clearly worded Has Only One Correct
Answer Has Appropriate Multiple
Choice Options Has Appropriate Use of
Graphics Includes an Answer Key Is in the Appropriate
Format
My item…
Congratulations!You are on your way to
developing quality assessment items that are
aligned to the SSS benchmarks and adhere to
FCAT Specifications.
Nancy E. Brito, NBCT, Instructional Specialist, 561-357-7521
Senella Johnson, Reading Test Development Specialist, 561-969-5842
Dr. Carla Kendall, Manager, Online Assessment & Mathematics Test Development Specialist, 561-969-5822
561-434-8850, PX48850
HAVE QUESTIONS?
CONTACT: