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

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Description of Grade 4 Writing Scores 6.0: The writing focuses on the topic, is logically organized, and includes ample development of supporting ideas or examples. It demonstrates a mature command of language, including precision in word choice. Sentences vary in structure. Conventions are generally correct. 5.5: The writing was given a 5 by one reader and a 6 by the other reader. 5.0: The writing focuses on the topic with adequate development of supporting ideas or examples. It has an organizational pattern, but lapses may occur. Word choice is adequate. Sentences vary in structure. Punctuation, capitalization, and spelling are generally correct. 4.5: The writing was given a 4 by one reader and a 5 by the other reader. 4.0: The writing generally focuses on the topic, but it may contain extraneous information. An organizational pattern is evident, but lapses may occur. Some supporting ideas contain specifics and details, but others are not developed. Word choice is adequate. Sentences vary somewhat in structure, though many are simple. Knowledge of conventions is demonstrated, and commonly used words are usually spelled correctly. 3.5: The writing was given a 3 by one reader and a 4 by the other reader. 3.0: The writing generally focuses on the topic, but it may contain extraneous information. An organizational pattern has been attempted, but lapses may occur. Some of the supporting ideas or examples may not be developed. Word choice is adequate but limited. Sentences vary somewhat in structure, though many are simple. Knowledge of conventions is demonstrated, and commonly used words are usually spelled correctly. 2.5: The writing was given a 2 by one reader and a 3 by the other reader. 2.0: The writing may be slightly related to the topic or offer little relevant information and few supporting ideas or examples. There is little evidence of an organizational pattern. Word choice may be limited or immature. Sentences may be limited to simple constructions. Frequent errors may occur in punctuation, capitalization, and spelling. 1.5: The writing was given a 1 by one reader and a 2 by the other reader. 1.0: The writing may only minimally address the topic because there is little or no development of supporting ideas or examples. Unrelated information may be included. No organizational pattern is evident. Ideas are usually provided through lists, and word choice is limited or immature. Frequent errors in punctuation, capitalization, spelling, and sentence structure may impede communication. U: The writing is unrelated to the assigned topic or cannot be read. FCAT Writing+ Holistic Rubrics Description of Grade 8 Writing Scores Description of Grade 10 Writing Scores 6.0: The writing focuses on the topic, is logically organized, and includes substantial development of supporting ideas or examples. It demonstrates a mature command of language, including precision in word choice. Sentences vary in structure. Conventions are generally correct. 6.0: The writing focuses on the topic, is logically organized, and includes substantial development of supporting ideas or examples. It demonstrates a mature command of language with freshness of expression. Sentences vary in structure. Few, if any, errors occur in conventions. 5.5: The writing was given a 5 by one reader and a 6 by the other reader. 5.5: The writing was given a 5 by one reader and a 6 by the other reader. 5.0: The writing focuses on the topic with ample development of supporting ideas or examples. It has an organizational pattern, though lapses may occur. Word choice is mature and precise. Sentences vary in structure. Conventions are generally correct. 5.0: The writing focuses on the topic, is logically organized, and includes ample development of supporting ideas or examples. It demonstrates a mature command of language. Sentences vary in structure. Conventions are generally correct. 4.5: The writing was given a 4 by one reader and a 5 by the other reader. 4.5: The writing was given a 4 by one reader and a 5 by the other reader. 4.0: The writing generally focuses on the topic, but it may contain extraneous information. An organizational pattern is evident, but lapses may occur. Support is adequate, but development may be uneven. Sentences sometimes vary in structure, though many are simple. Conventions are generally followed. 4.0: The writing focuses on the topic, though it may contain loosely related information. An organizational pattern is apparent. Support is consistently developed, but it may lack specificity. Word choice is adequate. Sentences vary in structure. Conventions are generally correct. 3.5: The writing was given a 3 by one reader and a 4 by the other reader. 3.5: The writing was given a 3 by one reader and a 4 by the other reader. 3.0: The writing generally focuses on the topic, though it may contain extraneous information. An organizational pattern has been attempted, but lapses may occur. Some of the supporting ideas or examples may not be developed. Word choice is adequate. Sentence structure may vary, though many sentences have simple constructions. Knowledge of conventions is usually demonstrated. 2.5: The writing was given a 2 by one reader and a 3 by the other reader. 2.0: The writing is related to the topic but offers little relevant information and few supporting ideas or examples. There is little evidence of an organizational pattern. Word choice is limited or immature. Sentences may be limited to simple constructions. Frequent errors may occur in conventions. 1.5: The writing was given a 1 by one reader and a 2 by the other reader. 1.0: The writing may only minimally address the topic because there is little or no development of supporting ideas. Unrelated information may be included. An organizational pattern may not be evident. Ideas are provided through lists, and word choice is limited or immature. Frequent errors in sentence structure and conventions impede communication. 3.0: The writing generally focuses on the topic, though it may contain loosely related information. An organizational pattern is demonstrated. Development of the supporting ideas may be uneven. Word choice is adequate. There is some variation in sentence structure. Usage, punctuation, and spelling are generally correct. 2.5: The writing was given a 2 by one reader and a 3 by the other reader. 2.0: The writing addresses the topic, but it may lose focus by including extraneous information. An organizational pattern is demonstrated. Development of the supporting ideas may be nonspecific. Word choice may be limited. Errors may occur in the basic conventions. 1.5: The writing was given a 1 by one reader and a 2 by the other reader. 1.0: The writing addresses the topic, but it may lose focus by including extraneous and loosely related ideas. The organizational pattern is weak. Ideas are presented through lists and limited or inappropriate word choice. Frequent errors may occur in sentence construction, usage, punctuation, and spelling. U: The writing is unrelated to the assigned topic or cannot be read. U: The writing is unrelated to the assigned topic or cannot be read. ISD1406 22 Understanding FCAT Reports 2005 © 2005 Florida Department of Education
Sunshine State Standards Reports of Results Reading, Mathematics, and Science Florida Comprehensive Assessment Test Number of Points Possible SUNSHINE HIGH SCHOOL GREENFIELD HIGH D Number of Students Mean Developmental Scale Score (0 - 3000) Mean Scale Score (100 - 500) Total Test Scores Percent Passing Spring 2005 Florida Comprehensive Assessment Test (FCAT) B SUNSHINE STATE STANDARDS District Report of Schools Grade 10 Percent in Each Achievement Level 1 2 3 4 5 READING Percent in Achievement Levels 3 - 5 Mean Points Earned by Content Area Words / Phrases Main Idea / Purpose Comparisons Reference / Research 9 20 8 14 119 1905 293 55 44 21 19 7 10 68 4 9 7 11 71 219 1959 305 64 33 31 20 8 9 72 5 9 6 10 68 Results for Students Matched to Previous Year Percent Matched To 2004 C A District Number and Name 99 - SUNSHINE Mean Developmental Scale Score (2005) Mean Developmental Scale Score (2004) Mean DSS Change for Matched Students (2005 - 2004) 1920 1786 131 1961 1807 154 SUMMARY E District 338 1940 301 57 38 26 20 8 10 64 5 9 6 10 69 State 145268 1938 297 56 29 35 24 7 6 61 4 8 6 10 74 1936 1786 150 1925 1790 135 SM10R The report format shown above is used for several different FCAT Sunshine State Standards Reading, Mathematics, and Science reports. The sample report is the Grade 10 Reading SSS District Report of Schools. Similar formats are used for each subject area and grade level. The reports listed below are formatted similarly. • School Report of Students • District Report of Scores • District Report of Schools (shown) • State Report of Scores • State Report of Districts A B C D E The title of the report is printed here. It identifies the content of the report and the grade level of the data included in the report. The name and number of the school or district are also printed in this area. Section B contains column headings that describe the scores included on the report. The number of students appears in the first column of all reports except the School Report of Students. Reading and Mathematics Reports of Results have columns describing Developmental Scale Scores (DSS) and scale scores. Science Reports of Results do not contain any DSS data. The “Passing” or “Percent Passing” columns only appear on the Reading and Mathematics Reports of Results for Grades 10–Adult. The School Report of Students indicates with a “Y” (yes) or an “N” (no) whether or not the student earned a passing score, and the remaining reports indicate the percent of students who earned a passing score in that subject. Achievement level data are also reported in Section B. The School Report of Students indicates with a check mark the student’s achievement level, and the remaining reports indicate the percentage of students who scored within each achievement level. Because achievement levels have not been set for the FCAT Science SSS test, this data will not be reported on the Science Reports of Results. The remaining columns in Section B report the points earned (as on the School Report of Students) or mean points earned by content subcategory. Section C provides information on the “Results for Students Matched to Previous Year.” This section does not appear on the Science Reports of Results because there is no prior year’s data match for FCAT Science. The School Report of Students indicates with a check mark whether or not the student was matched to previous year’s results for that subject. For the School Report of Students, the final columns indicate the previous year’s achievement level and DSS and the DSS change. The remaining reports display the percent matched and the mean DSS for both the current and previous years and the “Mean DSS Change.” The first row of information shown in Section D is the “Number of Points Possible,” which varies by subject and grade level. The other information found in Section D varies depending on the report. The School Report of Students lists scores by student, the District Report of Schools displays scores by school, and the State Report of Districts provides scores by district. The State Report of Scores and District Report of Scores display state-level scores and district-level scores, respectively, separated by student grade level. Section E contains school, district, and state summary data. Summary data are printed at the bottom of the last page of the report. Understanding FCAT Reports 2005 © 2005 Florida Department of Education 23
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 and 14: Performance Task Student Report Flo
Page 15 and 16: FCAT Reading Holistic Rubrics Short
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: FCAT Science Holistic Rubrics Short
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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