FCAT Reading

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FCAT Reading MathematicsPerformance Task
Responses

• Strategies for getting a top score

Division of Performance AccountabilityDepartment
of AssessmentNancy E. Brito, Instructional
Specialist561-357-7521, PX47521
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Why should students practice answering
Performance Tasks?
SR ER make up approximately 11 to 14 of the
FCAT Tests
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Reading
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READ AND PLAN
Reading Tip 1

• Students should
• read the entire question and understand what is
  being asked of them
• plan the answers to performance tasks (PTs).

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ANSWER THE ENTIRE QUESTION
Reading Tip 2

• Students should
• remember that multi-part PTs require multi-part
  answers.
• Example - Explain what causes Xand
  why this is important to Y.
• remember the PT rule that Spluralmore than one.
• Example - What are the causes of X?
• What are the effects of Y?

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JUST THE FACTS!NO OPINIONS, PLEASE!
Reading Tip 3

• Students should
• refer to the passage/article/story for evidence
  and/or support.
• not include outside knowledge.
• not include opinions in the answers to PTs.

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DETAILS, DETAILS, DETAILS!
Reading Tip 4

• Students should
• remember to use text-based details that are
  relevant to the answer.
• Examples How, why, when, where, who, etc.
• remember to paraphrase text support as much as
  possible.

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DEMONSTRATE READING COMPREHENSION
Reading Tip 5

• Students should
• avoid summarizing or retelling the plot, unless
  required to do so.
• avoid list-like or bullet style responses. These
  usually contain insufficient support.
• not use Venn Diagrams or other types of writing
  planning devices.

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LEAVE ROOMFOR THE ANSWER
Reading Tip 6

• Students should
• know that a short-response box has only 8 lines.
• know that an extended-response box has 14 lines.
• avoid using 3 to 4 lines to rewrite the question.
• avoid writing below, up the side of, or on top of
  the box.

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FCAT READING VS. FCAT WRITING
Reading Tip 7

• Students should be reminded that
• the answer to a reading PT does not need an
  introduction, a body with three main points, and
  a conclusion. Focus on the reading content rather
  than format.
• the answer space for reading is smaller, so all
  information in the answer should be pertinent to
  the question.

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STOP WRITING WHEN THE QUESTION HAS BEEN ANSWERED
Reading Tip 8

• Students should
• use only as many lines as it takes to give a
  complete and correct answer.
• remember that just filling up all the lines with
  writing can sometimes confuse or negate the
  answer.

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Remember

• The student has the responsibility to convey
  understanding. The scorers cannot read into
  responses.
• Students responses are not scored on conventions
  but conventions may indirectly affect a score if
  they impede understanding.

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Remember

• Items are not written for students to answer
  verbatim. They need to paraphrase.
• Complete copying does not demonstrate the highest
  level of comprehension.
• This is a reading test, not a writing test.

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Mathematics
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READ AND UNDERSTAND
Mathematics Tip 1

• Students should
• read the entire question carefully
• think about and analyze what they are being asked
  to do
• make sure they understand the question before
  they begin

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SOLVE THE PROBLEM
Mathematics Tip 2

• Students should
• solve the problem using the appropriate strategy
• determine what information is relevant to the
  problem and what is not
• use appropriate terms when solving problems,
• i.e. dimension, volume, surface area

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GIVE CLEAR AND CONCISE EXPLANATIONS
Mathematics Tip 3

• Students should
• solve the problem and write the solution or its
  explanation as directed
• be sure to answer each part of the question
• Use information from graphs, diagrams,
  illustrations to formulate and defend conclusions

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USE NECESSARY TIME
Mathematics Tip 4

• Students should
• take about 5 minutes to answer each SR question
• Take about 10-15 minutes for each ER question

Remember Students should use as much of the
recommended time as they need.
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REMEMBER THE ANSWER
Mathematics Tip 5

• Students should
• keep their writing inside the box
• show all their work
• answer as much of the question as they can
  because partially correct answers may receive
  credit.

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Remember

• Some questions may require students to apply
  previously acquired mathematical knowledge from
  lower grades.
• Diagrams, charts, and illustrations must be
  clearly labeled.

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General Tips

• Create rubrics to clarify expectations of target.
• Make sure the rubrics include everything that
  should be present to get top scores.
• Involve students in the creation of rubrics.
• Provide students with feedback that is
  constructive, timely, focused on achievement,
  specific to the learning outcome and is done
  often.

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TELL ME, ILL FORGET
SHOW ME, ILL REMEMBER
INVOLVE ME, ILL UNDERSTAND!
Ancient Chinese Proverb