FCAT WRITES MYTH BUSTERS

Objective: debunk myths that hinder student progress on FCAT Writes  Essential Question: How can identifying FCAT Writes myths from FCAT Writes realities move students to 4+ scores?

Vocabulary:

 Bare  Extended  Layered  Elaborated  Transitional Devices  Mature Command

WHAT’S MY GOAL ANYWAY?

 Teacher’s Goal:  Diagnose students’ needs     Group students for instruction Evaluate instruction Give meaningful feedback Empower students to think critically and personally  FCAT Scorer’s Goal:  Accept and understand Florida’s scoring standards    Apply tenets of holistic scoring Refuse bias Establish correct scores based on anchors

MYTH 1 Students continue struggling to meet mastery. Yet, there is no evidence that writing has improved.

Performance has improved from 42% 4+ scores in 2001 to 80% 4+ scores in 2010.

MYTH 2 The process itself is not valid.

Pilot Test Field Test Field Test Range Finder Training Materials Assembles Field Test Hand Scoring Prompt Selection Range Finder Committee Training Materials Assembled FCAT Writes Hand Scoring Student Reports Did I mention that the process passed an audit by a non-Florida agency?

MYTH 3 Just about anyone can be hired to score FCAT Writes papers.

        Must have BA in a subject area related to English; must write an essay Are trained in scoring process Must successfully complete a qualifying set Are calibrated and recalibrated 20% of each scorer’s work is read by second scorer In addition, back-reading is done by team leaders/supervisors Validity reports (score pre-scored papers) Reliability reports (papers with 2 scorers)

MYTH 4 Gasp! The prompt asked the student to discuss one person, and he discussed two. It must be unscorable.

 A range of allowable interpretations.

 Takes into account the narrow world view of a teen  Once deemed sufficient to be scored, paper eligible for any score from 1-6

     

An Aside: Allowances

Wording in prompt is broadly defined May include fact, fantasy, the unconventional May “lie” May take position that decision is left to others, influenced by others (sound practice – teach students to take a definite stand) May provide an alternative to the options offered by the prompt (but may weaken paper) Response can be in various formats, including letters “There is a difference between it will be scored and it will be scored a 6.” -Renn Edenfield FDOE Writing Coordinator

FACT

Senate Bill 4:   FCAT Writes – used in calculating school grade Use whole score as calculating point (% at 4+)    Will study feasibility of transitioning to EOC tests for Eng II; report by July 2011 Comprehensive testing (other than writing) not given earlier than Apr 15 FCAT results must be reported no later than week of June 6

FACT FCAT Writes Mastery = 4+

       Writing focused on topic with few, if any, loosely related idea Apparent organizational pattern Strengthened by the use of transitional devices Support consistently developed, but may lack specificity Adequate word choice Some sentence variation Conventions generally followed

Where am I headed with this?

 To meet mastery, even our lowest writers need to:  Be taught to stay on topic  Include an identifiable beginning, middle, end   Have a grasp of rudimentary transitions And… (the biggie)

Know how to LAYER support

 Score 4 papers are consistently layered   Use a series of informational statements that collectively help to clarify meaning Each body paragraph presents an idea (what and because/why); answers the so/then/ when; gives an example/clarifying thought

Layered

 Example: I like to go to school because it is fun when the teacher allows us to do experiments with frogs. We learned what kinds of foods frogs like to eat by offering them flies, worms, and seeds. We observed the frogs during the morning and afternoon to determine when they were more active. We also compared frogs to other amphibians to see what characteristics they share.

   Simple idea –

like to go to school because it is fun (what and why)

Fun when? –

when we do experiments with frogs (So? Then? When?)

What kind of experiments –

ones that help us learn what frogs eat, when they are active, compare them to other amphibians (example/clarifying thought)

Basic Guide to Follow

  Levels of Support Bare    Extended Layered Elaborated       Score 1 – generally bare Score 2 – bare/extended Score 3 – generally extended Score 4 – consistently layered Scores 5 – layered/elaborated Score 6 – consistently elaborated

Ready to practice?

Internet access should be provided in school libraries because some students can’t afford internet access at home. 8 out of 15 students can’t afford internet. They can’t afford to pay their electricity bill much less possess a computer in their household. Not providing internet access in school libraries is like putting a bass in a tank full of sharks. They were doomed from the start. If internet access is not provided in school libraries, no one will ever be successful. How can the poor ever amount to anything if they are not provided with the same materials as the rich? From the first day of school, you may as well hand them their “F”.

(2010 anchor A16)

Final Word

 Studying the rubric shows:  Score 4’s claim to fame is its layered support  Higher scores, 5-6, also have mature command of language (effective transitional devices, freshness of expression, creative writing strategies); ample, relevant, concrete details and examples; logical progression of ideas; commitment/involvement with the subject; insightfulness

Essential Question: How can identifying FCAT Writes myths from FCAT Writes realities move students to 4+ scores?

VOCABULARY  Bare  Extended  Layered (min. needed for score 4)  Elaborated  Transitional Devices (adequate for score 4)  Mature Command (scores 5-6)

Keep the faith. Failure is not an option.