Understanding FCAT Reports 2005 - Bureau of K-12 Assessment ...

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FCAT Reading Performance Tasks and Examples of Top-Score Responses For additional information about the following FCAT Reading performance tasks, see Florida Reads! Report on the 2005 FCAT Reading Released Items. Grade 4 Reading Short-Response Task Task READ THINK EXPLAIN Why is the cottontail rabbit difficult to see? Use information and details from the poem AND the picture to support your answer. Example of a Top-Score Response for This Task The cottontail rabbit is hard to see because it blends into (is camouflaged in) the bushes, blooms, and thorns. It is also hard to see because it sits still (motionless) like a statue and does not blink. The picture shows how the rabbit blends into its surroundings. Grade 8 Reading Short-Response Task Task READ THINK EXPLAIN What was the weather like on the Outer Banks of North Carolina the night of October 11, 1896, and why did it make a rescue difficult? Include details from the article to support your answer. Example of a Top-Score Response for This Task During the night, a hurricane struck, causing treacherous surf and wind conditions. The weather ripped sails from the masts and blew freezing waves on to the decks of the E.S. Newman. Ocean spray covered the lookout tower window of the rescue station and made it difficult to see the Newman’s distress signal. Surfboats and rescue equipment were useless, so the rescue team “fought their way” through the sinking sand and surf. Grade 10 Reading Short-Response Task Task READ THINK EXPLAIN How do sediment samples help scientists to draw conclusions about climatic changes, such as global warming? Use details and information from the article to explain your answer. Example of a Top-Score Response for This Task Scientists analyze the contents of core samples to study climatic conditions. For example, when scientists found a shell bed in Antarctica full of mollusks, clams, and snails, like those beds found in warmer climates, scientists concluded that the waters around Antarctica had grown warm very fast for a brief period before turning cold again. 12 Understanding FCAT Reports 2005 © 2005 Florida Department of Education
FCAT Reading Holistic Rubrics Short-Response Tasks 2 Points: The response indicates that the student has a complete understanding of the reading concept embodied in the task. The student has provided a response that is accurate, complete, and fulfills all the requirements of the task. Necessary support and/or examples are included, and the information given is clearly text-based. 1 Point: The response indicates that the student has a partial understanding of the reading concept embodied in the task. The student has provided a response that includes information that is essentially correct and text-based, but the information is too general or too simplistic. Some of the support and/or examples may be incomplete or omitted. 0 Points: The response indicates that the student does not demonstrate an understanding of the reading concept embodied in the task. The student has provided a response that is inaccurate; the response has an insufficient amount of information to determine the student’s understanding of the task; or the student has failed to respond to the task. Extended-Response Tasks 4 Points: The response indicates that the student has a thorough understanding of the reading concept embodied in the task. The student has provided a response that is accurate, complete, and fulfills all the requirements of the task. Necessary support and/or examples are included, and the information given is clearly text-based. 3 Points: The response indicates that the student has an understanding of the reading concept embodied in the task. The student has provided a response that is accurate and fulfills all the requirements of the task, but the required support and/or details are not complete or clearly text-based. 2 Points: The response indicates that the student has a partial understanding of the reading concept embodied in the task. The student has provided a response that includes information that is essentially correct and text-based, but the information is too general or too simplistic. Some of the support and/or examples and requirements of the task may be incomplete or omitted. 1 Point: The response indicates that the student has very limited understanding of the reading concept embodied in the task. The response is incomplete, may exhibit many flaws, and may not address all requirements of the task. 0 Points: The response indicates that the student does not demonstrate an understanding of the reading concept embodied in the task. The student has provided a response that is inaccurate; the response has an insufficient amount of information to determine the student’s understanding of the task; or the student has failed to respond to the task. Understanding FCAT Reports 2005 © 2005 Florida Department of Education 13
Page 1 and 2: 2005 Understanding FCAT Reports 200
Page 3 and 4: Table of Contents INTRODUCTION Purp
Page 5 and 6: FCAT Reports Chart State Reports Di
Page 7 and 8: Graduation Requirement Students who
Page 9 and 10: Sunshine State Standards Reading an
Page 11 and 12: Writing Student Report Florida Comp
Page 13: Performance Task Student Report Flo
Page 17 and 18: Grade 8 Mathematics Short-Response
Page 19 and 20: FCAT Mathematics Holistic Rubrics S
Page 21 and 22: Grade 8 Science Short-Response Task
Page 23 and 24: FCAT Science Holistic Rubrics Short
Page 25 and 26: Sunshine State Standards Reports of
Page 27 and 28: Reports of Results-Writing Florida
Page 29 and 30: Sunshine State Standards Demographi
Page 31 and 32: Norm-Referenced Test Demographic Re
Page 33 and 34: Reference and Research • locates,
Page 35 and 36: Content Assessed on the FCAT Sunshi
Page 37 and 38: Content Assessed on the FCAT Sunshi
Page 39 and 40: Glossary Note: Terms defined in thi
Page 41 and 42: Persuasive Writing - Writing that a
Page 43 and 44: Copyright Statement for This Assess

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