FCAT 2.0 2012 Science Test Item Specifications Version 2 .
FCAT 2.0 SCIENCETest Item SpecificationsVersion 2Grade 5
Copyright Statement for This Office of Assessment PublicationAuthorization for reproduction of this document is hereby granted to persons acting in an official capacity withinthe Uniform System of Public K–12 Schools as defined in Section 1000.01(4), Florida Statutes. The copyrightnotice at the bottom of this page must be included in all copies.All trademarks and trade names found in this publication are the property of their respective owners and are notassociated with the publishers of this publication.Permission is NOT granted for distribution or reproduction outside of the Uniform System of Public K–12 FloridaSchools or for commercial distribution of the copyrighted materials without written authorization from the FloridaDepartment of Education. Questions regarding use of these copyrighted materials should be sent to the following:The AdministratorOffice of AssessmentFlorida Department of EducationTallahassee, Florida 32399-0400Copyright 2012State of FloridaDepartment of State
TABLEOFCONTENTS1IntroductionOrigin and Purpose of the SpecificationsScope of this DocumentOverall ConsiderationsItem Contexts (Scenarios)4Criteria for FCAT 2.0 Science Test ItemsUse of GraphicsItem Style and FormatScope of Test ItemsGuidelines for Item Writers11Cognitive Complexity of FCAT 2.0 Science Test ItemsItem DifficultyCognitive Complexity of FCAT 2.0 Science Test ItemsUniversal Design18Review Procedures for FCAT 2.0 Science Test ItemsReview for Potential Bias and Community SensitivityReview of Test Items19Guide to the Individual Benchmark SpecificationsBenchmark Classification SystemDefinitions of Benchmark SpecificationsGrades K–2 FCAT 2.0 Science Benchmarks29Individual Benchmark Specifications for FCAT 2.0 Science Grade 5A–1Appendix A: Directions for Item Review and FCAT 2.0 Science Item Rating FormB–1Appendix B: Science Content Assessed by FCAT 2.0 Science Grade 5C–1Appendix C: FCAT 2.0 Science Item Writer Glossary, Grades 5 and 8D–1Appendix D: Reporting Categories for FCAT 2.0 Science and Biology 1End-of-Course AssessmentE–1Appendix E: FCAT 2.0 Science and Biology 1 End-of-Course Assessment TestDesign SummaryF–1Appendix F: Periodic Table of the Elements, FCAT 2.0 Science Grade 8 and Biology 1End-of-Course AssessmentFCAT 2.0 Science Test Item Specifications Version 2, Grade 5Florida Department of Education i
ii FCAT 2.0 Science Test Item Specifications Version 2, Grade 5Florida Department of Education
INTRODUCTIONIn recent years, two realities focused attention on the need to reevaluate Florida’s Sunshine StateStandards. First, in 2005, outside consultants reviewed the 1996 Sunshine State Standards andsuggested that the benchmark language offer greater specificity to indicate clearly what teachersshould teach and what students should be able to do. Second, federal legislation through the NoChild Left Behind Act of 2001 (NCLB) holds schools and school districts accountable for howwell each child is learning, which further emphasizes the need to hone expectations for allstudents.In January 2006, the Florida Department of Education (DOE) committed to a six-year cycle ofreview and revision of the K–12 content standards. The science standards were rewritten, andthe Next Generation Sunshine State Standards (NGSSS) for science were adopted by theFlorida State Board of Education in February 2008 (available online dardSearch.aspx).For grades K–8, the NGSSS are divided into benchmarks that identify what a student shouldknow and be able to do at each grade level. This document, FCAT 2.0 Science Test ItemSpecifications Version 2, Grade 5 (Specifications), provides information about the benchmarks,the stimulus types, and the test items designed to assess the standards for grades 3–5.The Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) measures achievement of Floridastudents in writing, reading, mathematics, and science. End-of-course (EOC) assessmentsmeasure achievement of Florida students who have completed coursework in Algebra 1,Biology 1, Civics, Geometry, and U.S. History.Origin and Purpose of the SpecificationsThe Florida Department of Education and committees of experienced Florida educatorsdeveloped and approved the Specifications. The Specifications is a resource that defines thecontent and format of the test and test items for item writers and reviewers. The grade-levelSpecifications indicates the alignment of test items with the NGSSS. It also serves to provide allstakeholders with information about the scope and function of the FCAT 2.0.Scope of this DocumentThe Specifications for grade 5 provides general and grade-specific guidelines for thedevelopment of all test items used in the FCAT 2.0 Science test for grade 5. Two additionalSpecifications documents provide the same information for the FCAT 2.0 Science grade 8 andthe Biology 1 EOC assessments.The Overall Considerations section in this Introduction provides an explanation of the scienceconcepts assessed by the test. The Criteria for FCAT 2.0 Science Test Items section addressescognitive-complexity levels as well as the review processes used to ensure the quality of thestimuli and test items. The same section explains the general guidelines for selection anddevelopment of multiple-choice items. The Individual Benchmark Specifications sectioncontains specific information about each benchmark. This section provides benchmarkclarification statements, content limits, stimulus attributes, response attributes, priorknowledge, and a sample item for each benchmark grouping.FCAT 2.0 Science Test Item Specifications Version 2, Grade 5Florida Department of Education 1
Overall ConsiderationsThis section of the Specifications describes the guidelines that apply to all test items developedfor the FCAT 2.0 Science grades 5 and 8.Overall considerations are broad item-development issues that should be addressed during thedevelopment of test items. Sections of Criteria for FCAT 2.0 Science Test Items relate morespecifically to one aspect of the development (e.g., content limits, stimulus attributes).1. Each test item should be written to measure primarily one benchmark; however,other benchmarks may also be reflected in the item context (scenario).2. Some benchmarks are combined for assessment. The individual specification andAppendix B indicate which benchmarks are combined. Test items may be written to“also assesses” benchmarks; however, the overall theme of the benchmark groupingshould be evident in the items.3. Test items should be appropriate for students in terms of grade-level instruction,experience and difficulty, cognitive development, and reading level. The readinglevel of the test items should be on grade level, except for specifically assessedscience terms or concepts. The Individual Benchmark Specifications and thegrade 5 Item Writer Glossary found in Appendix C provide information to thewriter on which science terms are appropriate for use in test items at grade 5. Forgrade 8, words found in the benchmarks and the glossary are appropriate for use intest items unless otherwise noted in the Specifications. The grade 8 glossary isprovided as a reference of the terms and concepts that are appropriate for grade 8.These words should not be used in grade 5 test items.4. Test items should assess the application of the concept rather than thememorization of science fact, law, or theory unless otherwise noted in theIndividual Benchmark Specifications.5. Test items will not require the student to define terms.6. Test items that include a collection of data should require the student to analyze orinterpret that data (e.g., use data from a scenario to identify a trend) rather thanretrieve information directly from a passage, chart, graph, or table.7. Test items or illustrations for grades 5 and 8 may use the following commonelementary laboratory tools: balance, battery, beaker, compass, eyedropper,flashlight, globe, graduated cylinder, light bulb, magnet, magnifying glass or handlens, metric measuring tape, metric ruler, microscope, microscope slide, mirror,model, safety goggles, spring scales, stopwatch, streak plate, telescope, test tube,thermometer, topographic map, and tuning fork.8. Test items or illustrations for grade 8 may use the following common middleschool laboratory tools in addition to the elementary laboratory tools: dissectionequipment, electronic balance, flask, hot plate, meter stick, petri dish, pH sensors,pipette, prism, probe, pulley, test strips, and triple-beam balance.2 FCAT 2.0 Science Test Item Specifications Version 2, Grade 5Florida Department of Education
9. Test items referring to technologies familiar to elementary and middle-schoolstudents may include computers and computer models (simulations).10. Test items will not require the creation of a chart, graph, or table.11. At grade 5, all test items should be written in a conceptual nature. Grade 5 testitems should not require the use of a calculator. At grade 8, students are allowed touse a four-function calculator, although test items should not require its use.12. Test items may require the student to apply knowledge of the science conceptsdescribed in the prior knowledge benchmarks from lower grades; however, thatknowledge should NOT be assessed in isolation.13. Each test item should be written clearly and unambiguously to elicit the desiredresponse.14. Test items will not require the memorization of equations or formulas unlessotherwise noted in the Individual Benchmark Specifications. A reference sheet isnot provided to students. If equations or formulas are needed, they must beincluded in the test item.15. Test items will not require memorization of the periodic table. For grade 8, aperiodic table is provided to the students and is also found in Appendix F.16. Test items should not disadvantage or exhibit disrespect to anyone in regard to age,gender, race, ethnicity, language, religion, socioeconomic status, disability,occupation, or geographic region.Item Contexts (Scenarios)The context in which a test item is presented is called the item context or scenario. Test itemsshould be placed in a context.1. The test item context should be designed to interest students at the assessed gradelevel. Scenarios should be appropriate for students in terms of grade-levelexperience and difficulty, cognitive development, and reading level.2. The context should be directly related to the question asked. The context shouldlead the student cognitively to the question. Every effort should be made to keeptest items as concise as possible without losing cognitive flow or missing theoverall idea or concept.3. Item contexts should not refer to students using textbooks or the Internet asresources. Item contexts should focus on the students engaging in science learningrather than reading about science. Item contexts should avoid using a simpleclassroom scenario.4. Item contexts and illustrations depicting individuals conducting laboratoryinvestigations should include proper safety equipment and model safe laboratoryprocedures.5. Scenarios describing scientific investigations should model current sciencemethodology and adhere to the Intel International Science and Engineering FairRules and Guidelines unless otherwise noted in the benchmark clarificationstatements. These rules and guidelines can be found using the Document Librarylink at http://www.societyforscience.org/ISEF.6. The test item content should be timely and not likely to become dated.FCAT 2.0 Science Test Item Specifications Version 2, Grade 5Florida Department of Education 3
CRITERIAFORFCAT 2.0 SCIENCE TEST ITEMSAll FCAT 2.0 Science test items are in multiple-choice (MC) format. The general specificationson pages 4 through 17 cover the following criteria for the FCAT 2.0: Use of GraphicsItem Style and FormatScope of Test ItemsGuidelines for Item WritersItem DifficultyCognitive Complexity of FCAT 2.0 Science Test ItemsUniversal DesignUse of GraphicsGraphics are used to provide both necessary and supplemental information––that is, somegraphics contain information that is necessary for answering the question, while other graphicsillustrate or support the context of the question. Scenarios may include diagrams, illustrations,charts, or tables, unless otherwise noted in the Individual Benchmark Specifications.1. Test items should not begin with art. Art in test items is always preceded by text.2. All tables, charts, and graphs should be titled. Titles should be in all caps,boldfaced, and centered.3. Illustrations and pictures are either titled or introduced. If a title is used, the titleshall be set in boldface with initial caps and may be placed above or below theillustration or picture.4. Whenever possible, the components of graphics should be labeled.Item Style and FormatThis section presents stylistic guidelines and formatting directions that should be followed whiledeveloping test items.General Guidelines1. Test items should be clear and concise and should use vocabulary and sentencestructure appropriate for the assessed grade level. Writers should refer to theresources provided during item writer training and to the Glossary in the back ofthe Specifications to determine if the language used in the test item is grade-levelappropriate.2. Whenever possible, test items should be written in active voice rather than inpassive voice.3. Scientific concepts should be grade appropriate. Writers should refer to the PriorKnowledge information in the Individual Benchmark Specifications section, theinstructional foundation for each benchmark grouping. The grades K–2 benchmarksare found on pages 22–28.4. Test items should have only one correct answer. The words most likely or bestshould only be used when appropriate to the question.5. The final sentence of all test item stems must be expressed as a question.4 FCAT 2.0 Science Test Item Specifications Version 2, Grade 5Florida Department of Education
6. At grade 5, test items addressing temperature should use degrees Celsius with theapproximate whole number equivalent in degrees Fahrenheit, e.g., 37 C (99 F). Atgrade 8, temperatures should be given in degrees Celsius unless otherwise noted inthe Individual Benchmark Specifications.7. Metric units of measure should be used in scenarios addressing mass, length,weight, and/or volume. International System of Units (SI) should be used unlessotherwise noted in the Individual Benchmark Specifications.8. Test items requiring art should be to scale whenever possible. If needed for clarity,a not-to-scale text box should be included at the bottom left of the art. In itemswith graphics as answer options, the stem may contain the statement “Options arenot to scale.” This will avoid repetitive placement of the not-to-scale box with eachoption.9. Graphics in test items should be clearly labeled and contain all necessaryinformation.10. Test items referring to new developments or discoveries should include phrasessimilar to according to current knowledge or based on current knowledge.11. Test item questions using the word not should emphasize the word not using alluppercase letters (e.g., Which of the following is NOT an example of . . . ).12. As appropriate, boldface type should be used to emphasize key words in the testitem question (e.g., least, most, greatest, percent, best).13. Masculine pronouns should NOT be used to refer to both sexes. Name(s) should beused whenever possible to avoid gender-specific pronouns (e.g., instead of Thestudent will make changes so that he . . . , use John and Maria will make changesso that they . . . ).14. An equal balance of male and female names should be used, including namesrepresenting current student names and different ethnic groups appropriate forFlorida.15. Grade 8 test items may express values using scientific notation; however, test itemsshould not require calculations involving scientific notation. Use of scientificnotation is not appropriate at grade 5.16. Decimal numbers between -1 and 1 should have a leading zero.17. SI units should be expressed in a single type of unit when possible(e.g., 1.4 kilograms instead of 1 kilogram 400 grams).18. Decimal notation should be used for numbers with SI units (e.g., 1.5 grams insteadof 112 grams).19. Commas should be used in numbers greater than or equal to 1,000 except fornumbers having an SI unit. In this case, numbers with four digits should bepresented without a comma or a space (e.g., 9960 meters). Numbers with more thanfour digits should be presented with a thin space inserted in place of a comma(e.g., 10123 kilograms).FCAT 2.0 Science Test Item Specifications Version 2, Grade 5Florida Department of Education 5
20. The first occurrence of units of measure should be written out in the test item stem,e.g., kilograms (kg). In graphics, an abbreviation may be used (e.g., g or cm). Toavoid confusion between the preposition in and the abbreviation for inches, onlyunits of measure in graphics should be presented, e.g., height (cm) NOT height(in cm).21. In titles of tables and charts and in labels for axes, the unit of measure should beincluded, preferably in lowercase and in parentheses, e.g., height (m).22. In most cases, scenarios involving elements, chemical formulas, or chemicalsymbols and/or equations should be written out followed by the abbreviation,e.g., carbon dioxide (CO2).23. Test items assessing concepts that require equations should include the equationwith the test item unless otherwise noted in the Individual BenchmarkSpecifications. Test items will not require the memorization of formulas.24. In the item stem, values needed to compute answers should be presented asnumerals.Multiple-Choice (MC) Items1. MC items should take approximately one minute per item to answer.2. MC items are worth one point each.3. MC items should have four answer options (A, B, C, D or F, G, H, I for alternatingitems).4. The correct response should be indicated.5. The rationale for distractors (incorrect answer choices) should be indicated. Therationale should include information explaining why a student would select thatdistractor.6. Distractor rationales should represent computational or conceptual errorscommonly made by students who have not mastered the assessed concepts.7. Each distractor should be a believable answer for someone who does not reallyknow the correct answer.8. Whenever possible, distractors should include common science misconceptions.9. All distractors should be written in a style appropriate to the question asked. Forexample, a “how” question should have distractors that explain how.10. Paired comparison structure of options should be avoided.11. Options should have parallel structure whenever possible. Test item options shouldnot have an outlier (e.g., an answer option that is significantly longer than ordifferent from the other options).12. Test items should not be clued or answered by information in the stem or otheroptions.13. Options such as none of the above, all of the above, not here, not enoughinformation, or cannot be determined should not be used. These responses shouldnot be used as distractor rationales.6 FCAT 2.0 Science Test Item Specifications Version 2, Grade 5Florida Department of Education
14. If an option is a single word or a phrase, the option should start with a lowercaseletter. If an option is a sentence, the sentence should be conventionally capitalizedand punctuated. Options that are imperatives should be treated as sentences.15. In most cases, answer options should be arranged vertically beneath the item stem.16. If four graphics are labeled horizontally or vertically and horizontally, the optionlabeling should be as follows:A. B. C. D.orA.B.C.D.17. If the answer options for a test item are strictly numerical, they should be arrangedin ascending or descending order, with the place values of digits al
grade 5 Item Writer Glossary found in Appendix C provide information to the writer on which science terms are appropriate for use in test items at grade 5. For grade 8, words found in the benchmarks and the glossary are appropriate for use in test items unless otherwise noted in the . Specifications. The grade 8 glossary is
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February 10-17 Delivery of Spring 2015 FCAT/FCAT 2.0 Retake and/or NGSSS EOC Assessments Test Administration Manuals, via Comet Delivery Services. - February 18, 20 or 23 Attend mandatory Spring 2015 FSA, FCAT/FCAT 2.0, and EOC Assessments School Assessment Coordinator live training. Attend mandatory District ITS training.
The FCAT Science sample test materials for Grade 5 are composed of the . FCAT Sample Test Book Gr - 5 6/18/03 8:58 AM Page 7 FCAT Science Sample Test Book SAMPLE 5 1 Henry is measuring the mass of four different blocks with letters on them. Look at the pictures below. grams 25
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FCAT Reading and Mathematics assessments, or their equivalents. Students who entered grade 9 in the 2009–10 school year were required to earn an alternate passing score (comparable to the passing score for Grade 10 FCAT Reading) on Grade 10 FCAT 2.0 Readingand a passing score on Grade 10 FCAT Mathematics, or their equivalents.
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