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Assignment #4: Assessment Comparison PowerPoint

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Zaily Gual

on 25 April 2014

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Transcript of Assignment #4: Assessment Comparison PowerPoint

Publisher: Harcourt School
Florida Assessment in Instruction in Reading
Zaily Gual
Sahily Gonzalez
America Soto
Regina Williams
Florida Comprehensive Assessment Test
The FCAT began in 1998 as part of Florida's overall plan to increase student achievement by implementing higher standards. When in full implementation, the FCAT was administered to students in grades 3-11 and consisted of criterion-referenced assessments in mathematics, reading, science, and writing, which measured student progress toward meeting the Sunshine State Standards (SSS) benchmarks. During the 2010-11 school year, Florida began the transition from the FCAT to the FCAT 2.0 and Florida End-of-Course (EOC) Assessments. Selected grades and subjects participated in FCAT assessments until the final transition was complete. The FCAT Mathematics Retake will be administered in the spring and fall of 2014 and for the last time in spring of 2015
Publishing Year:1998
Publisher: Florida Center for Reading Research
Publishing Year: 2009
The primary purpose of FAIR is to provide formative assessment that can be used to guide instruction that ultimately improves reading education for all students. Scores representing
reading success probabilities are derived from
performance on the FAIR, and are used to gauge
the likelihood that students will perform
successfully on the end-of-year reading
assessment associated with their grade level.

Levels assessed:
School Districts
Skills/competencies assessed:
Internal consistency estimates for Grades 3-12 are expressed as generic reliability coefficients, because of the adaptive nature of the FAIR Grades 3-12. The coefficients across grades are very high, all hovering closely around .90. The test developers applied this (conservative) standard and found that only 8% of students had precision estimates lower than .80, while 40% of students had precision estimates between .80 and .89. The remaining 52% demonstrated ability scores that met or exceeded the .90 threshold.
The test developers established a target goal of 85% negative predictive power, meaning that 85% of students classified according to their PRS or FSP scores as not-at-risk would end up not-at-risk on the outcome measure (SESAT, SAT-10, or FCAT). The test met the established criterion outright in Assessment Period 1. Negative predictive power for Assessment Periods 2 and 3 were .81 and .79, respectively. In Grade 1, negative predictive power approached or surpassed .90 at each assessment period. In Grade 2, negative predictive power met the criterion in Assessment Period 3 (.86), and nearly met the criterion in Assessment Period 2 (.84) and Assessment Period 1 (.81)
Scholastic Aptitude Test
In the late 1800s, a group of leading American universities was concerned about not having a universal way to determine if students were prepared for college-level course work. They formed the College Entrance Examination Board, and working together they administered the first standardized exam in 1901. In 1926 Students take the first multiple-choice SAT.
Publisher: College Board
Publishing Year: 1901

Purpose: College admission
Levels assessed: academic readiness for college
Skills/competencies assessed: critical reading, writing, and mathematics (1)
Administration: At test centers on Saturday, The SAT is administered in October, November, December, January, March, May, and June. The SAT is administered nationally on the same dates for every state in the U.S.
Reliability: 0.90
Validity: Not Provided

Title: Partnership for Assessment of Readiness for College and Careers End of Course Exams - PARCC
Publisher: Pearson and Educational Testing Services (ETS)
Publishing Year: August 2012
Purpose: will allow parents and educators to see how children are progressing in school and whether they are on track for postsecondary success.
Levels assessed: what students should know and be able to do at each grade level in math and English Language Arts
Skills/competencies assessed: Mathematics and English Language Arts/Literacy
Administration: Will be administered on a computer on-line at the students’ school.
Reliability: Not available since the test has yet to be administered.
Validity: Not available since the test has yet to be administered.

Title: Advanced Placement Examinations (AP)
Publisher: College Board
Publishing Year: 1955
Purpose: To be placed in AP courses and to receive college course credits
Levels assessed: College level achievement
Skills/competencies assessed: Test students' ability to perform at a college level.
Administration: Administered in May at test centers
Reliability: Not Provided
Validity: Not Provided


SAT. The College Board, 2014. Web. 19 March 2014.
Partnership for Assessment of Readiness for College and Careers, PARCC, 2014. Webb. 21 March 2014.
AP Central. The College Board, 2014. Web. 24 March 2014.
Statistics Solutions (2014). Stanford Achievement Test (SAT-10). Retrieved from http://www.statisticssolutions.com/academic-solutions/resources/directory-of-survey-instruments/standford-achievement-test-10-sat-10/
United States Florida Department of Education (2014). Assessment and school performance. Retrieved from https://www.fldoe.org/faq/default.asp?Dept=179&Cat=125
United States Florida Department of Education (2014). FCAT: 1.0 Introduction. Retrieved from http://fcat.fldoe.org/handbk/intro.pdf
United States Department of Education (2014). Florida Comprehensive English Language Learning (CELLA). Retrieved from http://www.fldoe.org/aala/cella.asp
United States Department of Education (2014). Tennessee Department of Education. Scope of review. Retrieved from http://www2.ed.gov/programs/sfgp/statemonitor/tennessee.pdf
United States Florida Department of Education (2014). The new FCAT NRT Stanford Achievement Test series, tenth edition. Retrieved from http://fcat.fldoe.org/pdf/fcat-nrt-sat10.pdf

Assignment #4: Assessment Comparison PowerPoint
Comprehensive English Language Learning
Publisher: Educational Testing Service (ETS)
Publishing: Year March 3, 2005. It replaced the IPT
Purpose: To measure the progress of English Language Learners (ELLs) proficiency in English; thus, ensuring the skills needed in school to achieve at high levels, academically.

Levels Assessed: These sections are included in each of the four test levels: Level A (Grades K-2), Level B (Grades 3-5), Level C (Grades 6-8) and Level D (Grades 9-12).

K-12:Kindergarten students are administered all four sections of the test, one-on-one with a teacher. Students in grades 1-12 take the Speaking section of the test one-on-one with a teacher; the Listening, Reading, and Writing sections are administered in a group setting.

Skills/competencies Assessed::
• Evidence of program accountability in accordance with Title III of No Child Left Behind (NCLB), which calls for schools and districts to meet state accountability objectives for increasing the English-language proficiency of English Language Learners.
• Data useful for charting student progress over time and, for the newly arrived students; charting progress over the first year.
• Information about the language proficiency levels of individual students that can be used in making decisions regarding placement into, or exit from English for Speakers of Other Languages (ESOL) programs.
• Diagnostically useful information about students’ strengths and weaknesses in English (with as much specificity as possible within the limitations of a large-scale standardized test.)

Administration: Department of Education

Reliability: A single administration of this test makes it hard to measure test-retest reliability (i.e., consistency of the test after a second administration) and also internal consistency (are the items appropriate or item analysis).

Validity: The administration of a single test does not accurately reflect student’s true language abilities (content validity). The test does not assess other language abilities such as reading and writing (divergent validity). The test does not accurately predict future classroom abilities (predictive validity) and may not have been adequately correlated with other measures (home language survey or the FCAT) resulting in a lack of convergent validity or concurrent validity.

The CELLA tests four areas:
• Listening
• Speaking
• Reading
• Writing

Stanford Achievement Test (SAT) Stanford 10
Publisher :Harcourt Assessment, Inc
Publishing Year :March 2005 (SAT-9 was the prior test used for the NRT from 2000-2004).
Purpose: To permit educators to gauge students’ progress in education. This instrument focuses on making sure students meet requirements by national or state standards

Administration: Schools and school districts

Reliability :Internal consistency reliability coefficients of at least 0.8
The Reading section of the SAT-10 received a alpha reliability rating of .87, the Math section .80-.87, and the language section .78-.84

Validity: High validity evidenced by the alignment of the test with nationally recognized content standards, as well as specific evidence of content, concurrent, or criterion validity.

Skills/competencies Assessed:

-Reading Comprehension/ Initial understanding; Interpretation; critical analysis; and strategies.

-Mathematics / Communication and representation; estimation; mathematical connections; and reasoning and problem solving.

End Of Course Exam (EOC)
Publisher: Florida Department of Education

Publishing Year: The first assessment to begin the transition to end-of-course testing in Florida was the 2011 Algebra 1 EOC Assessment. Biology 1 and Geometry EOC Assessments were administered for the first time in spring 2012, and the U.S. History EOC Assessment was administered for the first time in spring 2013. The Civics EOC Assessment will be administered for the first time in spring 2014. The transition schedule (PDF) for end-of-course testing is provided on the Florida EOC Assessments website.

Purpose: The Florida EOC Assessments are designed to measure student achievement of the Next Generation Sunshine State Standards for specific courses, as outlined in the course descriptions. These assessments are part of Florida's Next Generation Strategic Plan for the purpose of increasing student achievement and improving college and career readiness.

Levels Assessed: K-12

Assessed In the 2013-14 school year, students enrolled in Algebra 1, Geometry, Biology 1, and U.S. History will take EOC assessments aligned to the following high-school-level courses:
• Algebra 1 EOC Assessment – Course Number 1200310, Algebra 1
• Geometry EOC Assessment – Course Number 1206310, Geometry
• Biology 1 EOC Assessment – Course Number 2000310, Biology 1
• U.S. History EOC Assessment – Course Number 2100310, United States History
In the 2013-14 school year, middle grades students enrolled in Civics will take the Civics EOC Assessment aligned to Course Number 2106015, M/J Civics.

Administration: Florida Department of Education

Reliability: Not provided

Validity: Not provided

Purpose: The Florida Department of Education (FDOE) is transitioning from the FCAT to the FCAT 2.0 to align with new
student academic content standards. The FCAT 2.0 measures student achievement of the NGSSS in reading,
mathematics, and science, in place of the Sunshine State Standards. As FCAT 2.0 assessments are phased in, they
will replace existing FCAT assessments. The transition to FCAT 2.0 begins this year with the Reading and
Mathematics assessments and will be complete when the FCAT 2.0 Science assessments are administered in 2012
(grades 5 and 8).

Levels Assessed: Students in grades 3-10

Skills/competencies assessed:

Students enrolled in grades 3-10 will participate in FCAT 2.0 Reading
Students enrolled in grades 3-8 will participate in FCAT 2.0 Mathematics
Students enrolled in grades 5 and 8 will participate in FCAT 2.0 Science
Students enrolled in grades 4, 8 and 10 will participate in FCAT 2.0 Writing
Students who have not passed their required reading assessment in grade 10 for graduation purposes will participate in the FCAT 2.0 Reading Retake

Administration: Schools Districts, administrator are the teachers elected each year to go and monitor the test.

Reliability: Not Provided
Validity: Not Provided

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