FCAT SCIENCE LESSONS LEARNED by HC12090102429

VIEWS: 0 PAGES: 10

									YOUR STUDENTS CAN BE SUCCESSFUL!
PURPOSE
   The purpose of the FCAT Science
    Lessons Learned report on the Florida
    Comprehensive Assessment Test*
    (FCAT) is to provide a summary and
    analysis of the trends in student
    achievement of the Sunshine State
    Standards (SSS) in science.
    (Grades 5, 8, 11)
GOALS
 To inform education stakeholders of the
  academic progress made by Florida
  students in science.
 To provide guidance for educators that can
  be used to effect positive change and
  enhance program effectiveness.
 Give insight to parents, students,
  legislators, media representatives and
  business organizations of the
  comprehensive view of student
  achievement.
HISTORICAL BACKGROUND
   In 1996, the Florida educational community
    identified a core body of knowledge and
    skills that all Florida students should
    acquire. This body of knowledge, called
    the Sunshine State Standards spanned
    seven content areas (language arts,
    mathematics, science, social studies,
    health, physical education, foreign
    language and the arts). For accountability,
    the development of the Florida
    Comprehensive Assessment Test* (FCAT)
    was established.
HISTORICAL BACKGROUND
   The legislation called for the A+ Plan for
    education that required that testing for
    reading and mathematics be developed.
    Science test items began in 2000 for
    grades 5, 8, and 10. Beginning in spring
    2005, FCAT Science was administered
    in Grade 11 instead of 10 to allow for
    additional high-school-level science
    instruction.
THE GUIDING PRINCIPLE
 Place emphasis on the importance of
  “teaching to the standards” (SSS) rather than
  “teaching to the test” (the FCAT).
 In support, Lessons Learned is organized in
  reporting clusters assessed on the FCAT.
    Cluster 1:   Physical and Chemical Sciences
    Cluster 2:   Earth and Space Sciences
    Cluster 3:   Life and Environmental Sciences
    Cluster 4:   Scientific Thinking
RESULTS BY CLUSTERS
 Analysis of student performance data
  reveals students who are successful and
  identifies their strengths for each cluster.
 Data shows students who are
  unsuccessful and identify the areas of
  greatest difficulty in each cluster.
SCIENTIFIC THINKING
       Successful                    Unsuccessful
    Student is able to:       Student has difficulty with:

 Recognize that               Explaining the roles of
  repetition increases the      variables and controls in
  validity of an experiment     experiments.
  and that the                 Designing an experimental
  experimental                  procedure when given a
  procedures should be          hypothesis.
  provided to other
  researchers to allow for     Analyzing an experiment
  replication.                  design for validity.
 Recognize that
  technological advances
  can benefit society.
SAMPLE ITEM
  Michael studied the effects of temperature
  and pressure on the expansion rate of
  gases. When publishing the results of the
  experiment for others to study, which of the
  following would be most important for
  Michael to include?

 A.   Detail steps in the procedures used
 B.   Cost of the material used in the study
 C.   Acknowledgement of family members
 D.   Name of the building where the
      experiments were performed
Data Analysis
• 83% chose A
• 6% chose B
• 6% chose C
• 5% chose D

								
To top