Welcome to the Data Warehouse HOME HELP Success Synthia LaFontaine Assessing.

Welcome to the Data WarehouseHOME

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SuccessSuccessSynthia LaFontaine

AssessinAssessingg


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Assessments

Document Learning Progress

TEACHING TOOLS

ASSESSING SUCCESS


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PURPOSE

Create Assessments

Purpose/Format

Cognitive levels Learning Objectives

Questions/Responses


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PURPOSE

PLACEMENT Teachers See Where to StartStudents Clarify and Set GoalsTeachers Assign Cooperative Groups/Roles

FORMATIVE Students Focus Efforts

Students Gain Confidence Teachers See What Works BestTeachers See What/Who to Reteach

DIAGNOSTIC Identify Problems

Understand Difficulties

SUMMATIVE Teachers See What Works Best Students Celebrate Achievement

Students Set New Goals Confidently

GRADES

GRADES


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Assessments

FORMAT

FORMAT


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Assessing Success

FORMAT

Short Answer

Completion

True False

Matching

Multiple Choice

Essay

Short Response

Extended Response

Performance TaskFORMAT

LENGTH

Time

Purpose

Resources

Testing

Evaluation


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COGNITIVE LEVELS

Assessments

COGNITIVE LEVELS


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COGNITIVE LEVELS

COGNITIVE COMPLEXITY

FCAT items assess Sunshine State Standards, and are designed to comply with

Goal 3/Standard 4 of Florida’s System of School Improvement and Accountability:

Florida students

use creative thinking skills to generate new ideas

make the best decisions

recognize and solve problems through reasoning

interpret symbolic data

develop efficient techniques for lifelong learning


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COGNITIVE LEVELS

COGNITIVE COMPLEXITY

Cognitive effort needed

Not the same as item difficulty

Not related to distractors

Levels Cognitive Demand

Low Single Step to solve

Moderate Mutliple Steps needed

High Multiple Steps and/or

Analyze, Synthesize


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COGNITIVE LEVELS

FCAT SSS READING

Percentage of Points by Cognitive Complexity Level

GRADES LOW MOD HIGH

3 25-35 50-70 5-15

4 20-30 50-70 10-20

5-7 15-25 50-70 15-25

8 10-20 50-70 20-30

9 10-20 50-70 20-30

10 10-20 45-65 25-35


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COGNITIVE LEVELS

FCAT SSS Reading

Low Complexity Recall, observe, question, represent basic factsDemonstrate simple skills/abilitiesRequire basic understanding of textVerbatim recall from text or simple understanding of a single

word or phrase

Skills Identify meaning of grade-level wordsLocate details in text, graph, chart, or diagramRecognize order of eventsIdentify figurative language


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COGNITIVE LEVELS

FCAT SSS Reading

Moderate Complexity Two-steps: 1. text comprehension, 2. processingSimple inferences within textSummarize, infer, classify, gather, organize, compare, display, explain,

describe, interpretSkills: Use context clues to identify unfamiliar word meaningDetermine how details support main ideaInterpret information in graphs, charts, and diagramsIdentify cause-and-effect relationshipsDetermine author’s main purpose or point of viewIdentify similarities and differencesDemonstrate understanding of plot developmentRecognize elements of plotRecognize patterns of organizationSummarize the major points of a textCompare word meanings


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COGNITIVE LEVELS

FCAT SSS Reading

High Complexity Explain, generalize, make multiple connectionsSeveral steps with abstract reasoning & planningSupport conclusionsIdentify theme, implicit main idea, make complex inferences within or across textTake information from at least one portion of the text and apply to a new taskPerform complex analyses of connections among textsSkills Analyze the use of figurative languageShow how graphs, charts, and diagrams contribute to a textDetermine author’s purpose/point of view/describe how it affects textEvaluate strong vs. weak argumentsAnalyze similarities and differencesDescribe and analyze characteristics of various types of literatureDescribe and illustrate how common themes are found across textsAnalyze cause-and-effect relationships


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COGNITIVE LEVELS

FCAT SSS MATH


GRADES LOW MOD HIGH

3 25-35 50-70 5-15

4 10-20 50-70 20-30

5-7 10-20 60-80 10-20

8 10-20 50-70 20-30

9 10-20 60-80 10-20

10 10-20 50-70 20-30


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COGNITIVE LEVELS

FCAT MathematicsLow Complexity Recall, recognition: learned concepts & principles

Skills: • solve a one-step problem • compute a sum, difference, product, quotient • evaluate a variable expression, given specific values for the

variables • recognize or construct equivalent representation • recall or recognize a fact, term, or property • retrieve information from graph, table, figure • identify appropriate units/tools for common measurements • perform a single-unit conversion


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COGNITIVE LEVELS

FCAT Mathematics

Moderate Complexity Flexible thinking/choice among alternatives More than a single stepReasoning/problem-solving strategies to decide what to doCombine skill & knowledge from various domainsSkills • solve a problem requiring multiple operations • solve a problem involving spatial visualization and/or reasoning • select and/or use different representations, depending on situation and

purpose • retrieve information from a graph, table, or figure and using it to solve a problem • determine a reasonable estimate • extend an algebraic or geometric pattern • provide a justification for steps in a solution process • compare figures or statements • represent a situation mathematically in more than one way • formulate a routine problem, given data and conditions


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COGNITIVE LEVELS

FCAT Mathematics

High Complexity More abstract reasoning, planning, analysis, judgment, & creative thoughtThink in an abstract and sophisticated waySkills • perform procedures with multiple steps & decision points • solve a non-routine problem (as determined by grade-level) • solve a problem in more than one way • describe how different representations can be used for different purposes • generalize an algebraic or geometric pattern • explain and justify a solution to a problem • describe comparing and contrasting solution methods • provide a mathematical justification • analyze similarities & differences between procedures & concepts • formulate an original problem, given a situation • formulate a mathematical model for a complex situation • analyze or produce a deductive argument


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COGNITIVE LEVELS

FCAT SSS SCIENCE


GRADES LOW MOD HIGH

5 15-25 40-60 25-35

8 15-25 40-60 25-35

11 15-25 40-60 25-35


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COGNITIVE LEVELS

FCAT ScienceLow Complexity Recall and recognition of previously learned concepts and principlesItems typically specify what the student is to doCarry out a procedure that can be performed mechanically

SkillsIdentify a common example or recognize a conceptRetrieve information from a chart, table, diagram, or graphRecognize a standard scientific representation of a simple

phenomenonCalculate or complete a familiar single-step procedure or equation

using a reference sheet


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COGNITIVE LEVELS

FCAT ScienceModerate Complexity More flexible thinking More than a single step or thought processReasoning and problem-solving strategies to decide what to doKnowledge from various domainsSkillsApply or infer relationships among facts, terms, properties, or

variablesDescribe examples & non-examples of scientific processes or

conceptsPredict or determine logical next step/outcomeCompare or contrast structures or functions of different organisms

or systemsChoose appropriate formula or equation to solve a problem & then

solve itApply/use concepts from a standard scientific model or theory


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COGNITIVE LEVELS

FCAT ScienceHigh Complexity Heavy demands on student thinkingAbstract reasoning, planning, analysis, judgment, and creative

thoughtSkills Construct models for researchGeneralize or draw conclusionsDesign an experiment, given data and conditionsExplain or solve a problem in more than one wayProvide justification for steps in a solution or processAnalyze an experiment to identify a flaw and propose a method for

correcting itInterpret, explain, or solve a problem involving spatial relationshipsPredict a long-term effect, outcome, or result of a change within a

system


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COGNITIVE LEVELS

FCAT SSS SCIENCE


GRADES LOW MOD HIGH

4 10-30 40-60 15-30

8 10-30 40-60 15-30

10 10-30 40-60 15-30


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COGNITIVE LEVELS

FCAT SSS Writing+

Low Complexity Recall & recognize of learned concepts/principlesDoes not include complex synthesis or analysis but involves understanding

of simple factsRecognize traits that distinguish something as a member of a categoryDemonstrate simple skills or abilitiesPrewriting process of grouping ideas or words (as in a brainstorming activity)Simple spelling or vocabulary tasksCompose simple sentencesPerform familiar, mechanical tasks Basic understanding of the writing process

Skills • categorize information• insert end punctuation in a sentence • add an –s to change a word from singular to plural


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COGNITIVE LEVELS

FCAT SSS Writing+

Moderate Complexity More flexibility of thinking and choice among alternativesStudent decides what to doApply knowledge about the elements of writing Process and manipulate text

Skills • determine the relevance, placement, or quality of detail• apply the purpose for writing to the task• apply knowledge of conventions


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COGNITIVE LEVELS

FCAT SSS Writing+

High Complexity Explain, generalize, or make multiple connectionsAbstract reasoning & planningFocus, organization, support, & conventions to demonstrate

understanding of the writing situation—including the intended audience, occasion, or purpose—as a prerequisite to recognizing and producing effective writing

Demonstrate insightful and involved with the subject knowledge of writing

Apply skills to accomplish a new task, such as a demand writing situation in which the prompt or stimulus for writing is unknown to the student beforehand and cannot be read to or interpreted for the student

Support conclusions


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COGNITIVE LEVELS

FCAT SSS Writing+

High Complexity (continued) Mature command of language and complex sentence structuresShow synthesis and analysisIntegration and evaluation of appropriate compositional elements Analyze the presentation and maintenance of a central theme, topic, or unifying point Make a complex inference within or across compositionsSkills• evaluate the effectiveness of a written response according to audience and purpose• develop a composition using the writing process• analyze and apply complex conventions


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LEARNING OBJECTIVES

Assessments

LEARNING OBJECTIVES


HELP1 Know information

1 Understand information’s meaning

1 Apply information to solve problems

2 Analyze information’s components,

relationships,

consequences

2 Evaluate ideas, theories, opinions;

make and justify

choices

2 Synthesize components to create new

products and ideas;

combine elements in

novel ways

Based on Bloom’s Taxonomy

LEVELS & OBJECTIVES


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KNOWInstructional Objective: Identify, Select, Write a definition of, Draw, Label, Name, List, Outline

Typical Questions: Who is the author of the story? What is the LAST thing Sara packs? When does hurricane season begin? Where is the capital of Florida? Why must some foods be refrigerated? How are surgical instruments sterilized? How many countries are in Asia? Who invented the light bulb? What is the definition of plagiarism? Which is the tallest mountain?

LEVELS, OBJECTIVES, EXAMPLE QUESTIONS


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UNDERSTAND

Explain, Describe, Distinguish, Interpret

Who is hurt by ozone depletion? What is the LAST operation to perform? When will the birds migrate again? Where would it be safest to start a fire? Why are there primary elections? How will the game be designed? How much money does Jake need? Who is considered the most reliable? What is the BEST summary of the story? Which is the least difficult route?



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APPLYSolve, Determine, Find, Ascertain

Who should stay for extra practice? What lesson did Sara learn in the story? When will the next lunar eclipse occur? Where is the least population growth? Why does Marc cry Tuesday morning? How is Tim’s skateboard recovered? How much gasoline tax is paid annually? Who trusts Beth the most? What is the MAIN IDEA of the passage? Calculate the total area of the 9 rooms without closets and common areas.



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ANALYZEExplain, Interpret, Analyze

Who caused the problem? What is the BEST estimate of damage? When should the president resign? Where is the weather mildest? Why do the children flee from the farm? How could the paper cost be reduced? How many players support Cari’s decision? Which events could not have happened? If. ..happened, what might the ending have been? How is...similar to...? What was the turning point? What was the problem with...?



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EVALUATEEvaluate, Explain, Judge

Which outcome would Alicia prefer? Why does Dania need to talk with April? When is the best time to skateboard? What changes would improve the outcome for…? How effective are...? What are the consequences of...? What influence will....have on our lives? What are the pros and cons of....? Why is ....of value? What are feasible alternatives to…? Who will benefit most from…? How will…help…?



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SYNTHESIZESynthesize, Conclude, Determine

How did the forest change over the 20 years discussed? What would have happened if Judge Lee had been the first judge? Which design would have been better for….? Which is the best possible solution ...? Which resources would be needed to…? How could the parts be combined to…? What would happen if ...? Which combination would NOT offer a possible solution?



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ASSESS

COGNITIVE LEVELS

QUESTIONS AND RESPONSES

Assessments

QUESTIONSRESPONSES


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STEMS/QUESTIONS Assess Learning Objective – Precisely, Objectively

Define the Problem – Meaningfully, Independently

Describe the Problem – Concisely, Understandably

Avoid Suggesting Response – Format, Language

Observe Logical Rules – Content, Construct

Maintain Academic Language – Formal, Relative



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MEANINGFUL, INDEPENDENT

Meaningfully Define Problem

South Americaa. is a flat, arid countryb. imports coffeec. has a large populationd. was settled by Spanish colonists

South America was settled by colonists froma. France.b. Spain.c. England.d. Holland.


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CONCISE, UNDERSTANDABLE

How would you account for the large number of Spanish colonists settling in South America?

Spanish colonists settled most of South America in search of a.adventure.b.wealth.c.lower taxes.d.religious freedom.

Concisely State Problem


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AVOID CLUES

A porpoise is ana. plant.b. reptile.c. animal.d. bird.

Shelly used the device to stop some a. ant.b. insects.c. dolphin. d. baboon.

AVOID CLUES


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QUESTIONSCONTENT ISSUES

AgeRaceCrimeStatusPoliticsGenderCrueltyCultureReligionViolenceMessageWeaponsRomancePrivate Issues

CONSTRUCT ISSUES

ToneTopicLengthPositive GrammarLanguageConsistencyPunctuation



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RESPONSES

Answer CLEAR if objective is met

Consider

__Length

__Location

__Language

__Phrasing

__Grammar

__Consistency

__All are PLAUSIBLE


DeterminersOnlyAlways

NeverUsually

SometimesOften


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To be ecstatic means a. Joyful. b. Electricity.c. To shave. d. To be happy.

Florida is a ____ state. a. southern. b. northern. c. peninsular. d. eastern.

What is the opposite of together?

a. A part.b. Whole. c. Partial.d. Separate.

CapitalizationPhrasing

Consistency

PunctuationPhrasing

Consistency

Capitalization Punctuation

Two answers?

PROBLEMS


HELP

School is a. difficult. b. important. c. only for scholars.d. it helps people.

A dictionary is used a. daily in schoolb. to define wordsc. it lists synonymsd. as a booster seat

Where is the Statue of Liberty? a. Nevadab. Francec. New Yorkd. in the The Grand Canyon

Negative MessagePhrasing

Phrasing PunctuationConsistency

Multiple answers

Consistency

PROBLEMS


HELP

One way to make better use of your time is to a. play it by ear. b. set daily goals.c. take no breaks. d. wear a watch.

A goal is workable if it a. is challenging. b. is inexpensive. c. is realistic. d. is valuable.

Which statement about when people should stretch is MOST accurate?

a. It is good to stretch before eating. b. Never stretch early in the morning. c. It is good to stretch before exercise.d. Always stretch before going to bed.

Ambiguous

Negative Message

Ambiguous

Determiners

Consistency

PROBLEMS


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Assessments

CREATETESTS

CREATE TESTS


HELP

1, Review Reference ResourcesText or subject/content referenceTest SpecificationsSimilar tests, pretests, etc.Similar test results

2. Determine ContentCognitive levelsLearning Objectives

3. Determine Format/LengthPurposeTime

4. ProcessQuestions/ResponsesWrite, Revise, Edit, Proof

FCAT Specifications: http://test.ccps/Resources/ResIndex.aspx

CREATE TESTS


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Log in to Data Warehouse http://test.ccps

Login help: Synthia LaFontaine: [email protected] 377-0028

6/2 last (or first) 4 digits of SS# Mary Jones =

Jonesma

CREATE TESTS


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CREATE TESTS

LEFT VERTICAL MENUOnline Test

ONLINE TEST MENU Creation/Modification


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CREATE TESTS

TEST BANK

Create Tests

Access Tests YOU

Created

QUESTION BANK

Create Questions

Access Thousands of Questions


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CREATE QUESTIONS

ACCESS/USE/EDIT Existing

Questions

QUESTION BANKCreate NEW Questions


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CREATE QUESTIONS

CLICK RUN

LAUNCHER Runs


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CREATE QUESTIONS

IMPORT Multiple

Questions

CREATE Questions One at a Time

EDIT Questionsby Question

Number


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CREATE QUESTIONS

Select Classification/

Status

Use “Passages” for Instructions,

Stories, Examples, and

Graphics

CLICK to PASTE content of CLIPBOARD


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CREATE QUESTIONS

Click to PASTE or

TYPE

Add Text and

Images


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CREATE QUESTIONS

Scroll to complete question

CLICK ADD


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CREATE QUESTIONS

Question ID Number

Click Add


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CREATE QUESTIONS

Question ID Numbers

ReviewQuestions

Edit Questions


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UPLOAD MULTIPLE QUESTIONS

IMPORT Multiple

Questions


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Access Instructions



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Document Formattting Instructions


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Format Before Uploading:

Select Tools, Options,

Formatting Marks, All

Don’t Forget to DESELECT ALLDESELECT ALL Before

Uploading

Format Before Uploading:

Select Tools, Options,

Formatting Marks, All

Format document before

Uploading: Select Tools,

Options, Formatting Marks, All


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First, Click to Upload

Questions & Keys


Second, Click to

Import to Question

Bank

Finally,Copy

Question ID Numbers


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CREATE QUESTIONS

Click to Review

Questions

Click to Review

Questions


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CREATE TESTS

Use Question ID Numbers to Create

Tests


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CREATE TESTS

Click Create New TestClick Online Tests,

then clickCreation/

Modification


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CREATE TESTS

Name Test,Select Subject,Select Grade

Level,Choose to

Randomize (or not)


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CREATE TESTS

Make test Live?

Internet Access?

Questions/page?

Active Status?

Private Test?

Exam Type?

Click Update

Click Add Questions


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CREATE TESTS

Enter Question ID Numbers,

Click Submit


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CREATE TESTS

Proof, Edit and Add Questions


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CREATE TESTS

Search for Newly

Created Test to Proof It


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CREATE TESTS

Access Question

Bank

Alternatively,Create Tests

from thousands of

existing questions

in Data Warehouse


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CREATE TESTS

QuestionSearch Options


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CREATE TESTS

Search for Questions

Set Criteria, Click Submit


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CREATE TESTS

Thousands of QuestionsAvailable

Record Question ID

to Use Question in a Test You

Create


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CREATE TEST

Modify Your Tests

Create New Tests


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CREATE TESTS

Edit Your Tests

Select Subject

Select Grade Level


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Assessments

ADMINISTER TESTS

ADMINISTER TESTS


HELPTesting Process

Select, Assign, Activate Administer, Monitor

Access Scores, Reports


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Point to APPLY

Click Manage Online

Assessment

ADMINISTER TESTS


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ADMINISTER TESTS

Teacher Testing Interface


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ADMINISTER TESTS

SELECT TESTS


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ADMINISTER TESTS

SELECT TESTS

CLICK ADD


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ADMINISTER TESTS

ASSIGN TESTS

CLICK TEST


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ADMINISTER TESTS

ASSIGN TESTS

Set Expiration, Select Classes


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ADMINISTER TESTS

ACTIVATE TESTS

CLICK ARROW

ACTIVATED


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ADMINISTER TESTS

STUDENTS TAKE TEST

NAL Data Warehouse ICON


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ADMINISTER TESTS

STUDENTS TAKE TEST

Student Access from Data Warehouse


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ADMINISTER TESTS

STUDENTS TAKE TEST

ID: Student ID Password: Birth mm/dd


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ADMINISTER TESTS

STUDENTS TAKE TEST

Previous Test Scores

Tests to be taken


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STUDENTS TAKE TESTS

View Status

Navigate through Test

Scroll Passage

Select Answer

STUDENTS TAKE TESTS

Tests can be

Saved in Process

STUDENTS TAKE TESTS

FINISH TEST

STUDENTS TAKE TESTS

SCORES APPEAR

ACCESS REPORTS

ACCESS REPORTS

Select Test and Class

Select Test Dates

ACCESS REPORTS

ACCESS REPORTS

Select Type of Report

ACCESS REPORTS

ACCESS REPORTS

Select ITEM

ANALYSIS


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AssessmentsAssessments

TEACHING TEACHING TOOLSTOOLS

ASSESSING SUCCESS


HELPCriticalCritical

Thinking Assessment Thinking Assessment

SUCCESS StrategiesSUCCESS Strategies

ASSESSING SUCCESS

Cover & MatchCover & Match

STOPSTOP


HELPSTOP!STOP! DistractersDistracters

S = SillyS = Silly

T = TrickyT = Tricky

O = OppositeO = Opposite

P = ProvenP = Proven


HELPSTOP!STOP!

1 LOOKS 1 LOOKS

2 TRUE2 TRUE

3 NBA3 NBA

TricksTricksDistractersDistracters

ACCESS REPORTS

ACCESS REPORTS

Select Test and Class

Select Test Dates

ACCESS REPORTS

ACCESS REPORTS

Select Type of Report

ACCESS REPORTS

ACCESS REPORTS

Select ITEM

ANALYSIS


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HELP

Why is that such a GOOD WRONG ANSWER?



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HELP

Click for Passage


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THE MALACHITE KINGFISHERLeisa Pichard

For his feathers are the COLORS of the Earth.GLITTERING blue for the sky,FLASHING red for the African soil,TWINKLING green for the sparkling sea.

For he is as SHY as the smallest twitching mouse.HIDING, though his BRIGHT COLORS ARESHOUTING LOUDLY in a world ofdulling browns and greens.

How many phrases relate to “shy but flashy”?

How many phrases relate to “fierce but friendly”?


HELPFor he is a FIERCE hunter, diving from the sky.Catching dragonflies in mid air,snatching tadpoles, and minnows,nabbing crabs in a DEADLY splash.

For he does belly flops when he bathes.Rising back to his perch,fluffing after each dip,cleaning each feather in turn.

For he flies faster than the eye can follow.Bobbing his head and body beforedropping sharply from his branch,beating flashy wings to lift and lift.

How many phrases relate to “fierce but friendly”?

How many phrases relate to “shy but flashy”?


HELP

Cover Cover & & MatchMatch COVER

Choices

WRITE

Proven Answer

UNCOVER

MATCH

STOP Distracters


HELP

HELP

A. 425

B. 545

C. 625

D. 665

Correct Answer is D

1. 2725 + 600 = 3325

2. 3325/5 = 665

Common Mistakes

Lead to

Each Distracter

STOP

http://fcat.fldoe.org/interact/index.html


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HELP

STOP Practice Resources:

Data Warehouse http://test.ccpsHelp/Insrtuctions/Resources

http://test.ccps/Resources/ResIndex.aspx

FCAT – Benchmark Assessmentshttp://test.ccps/OnlineTests/Teachers/SelectTests.aspx

FCAT Explorer – FOCUS- Florida Achieveshttp://www.florida-achieves.com/(S(gzyhxajti52ktl45grw2zr55))/Default.aspx

FCAT State released INTERACTIVE demo tests online:http://fcat.fldoe.org/fcatrelease.asphttp://fcat.fldoe.org/interact/index.html


HELP

FCAT SuccessFCAT Success

KNOWKNOW

SHOWSHOW

SETSET

GETGET

Student Needs Benchmarks Tested Question/Answer Patterns

Persistent Enthusiasm Posters, Visuals

Instructional Cycle Assessment Schedule Feedback Schedule

Improved Performance Greater Grains


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Assessing Success

Synthia LaFontaine

Welcome to the Data Warehouse HOME HELP Success Synthia LaFontaine Assessing.

Documents

single word

best students

simple understanding

low complexity recall

efforts students

confidence teachers

moderate complexity

high complexity expl