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Assessment & School Performance (ASP)

History of Statewide Assessment Program (HSAP)

A Chronology of Events: 1978-1989

| 1979-80 | 1980-81 | 1981-82 | 1982-83 | 1983-84 | 1984-85 | 1985-86 | 1987-89 |

1978 - 1979:

FLORIDA'S EIGHTH STATEWIDE ASSESSMENT

In October 1978 a census testing of all students in grades three, five, eight, and eleven again was conducted. Approximately 435,000 students were tested. As in previous years, many of the items from former tests were replaced with new items which had undergone rigorous field/testing/critiquing/revising procedures. Since the graduating class of 1979 was the first to be affected by the graduation requirement, all twelfth graders who failed one or both sections of the 1977 Functional Literacy Test [now called the State Student Assessment Test, Part II (SSAT-II)] had the opportunity to take the test again. Approximately 35,000 twelfth graders were retested during this administration.

In addition to regular students, those enrolled in adult education must fulfill the graduation requirement in order to receive a high school diploma. Consequently, approximately 4,400 adult students took the SSAT-II in October 1978. All eleventh and twelfth graders who failed the SSAT-II in October were retested in April 1979.

SPECIAL ASSESSMENT

Beginning with the 1978-79 school year, the Department of Education initiated January and July special test administrations for adult high school students, regular students with extended excused absences, migrant students, and students transferring to Florida Schools. These special test administrations are available in addition to the regular test administrations in October and April.

An eleventh-year-in-school EMH basic skills test was under development. The first statewide administration was scheduled to take place in the fall of 1980.

In April 1979, 169 17-year-old Hearing Impaired students took the special basic skills test for Hearing Impaired students.

In 1978 an assessment of writing production was developed and was administered for the first time in October to a sample of students in grades three, five, eight, and eleven. These tests were hand-scored and revealed detailed information about students' abilities to compose understandable sentences, paragraphs, and letters.

Special test procedures have been adopted for exceptional students taking the regular basic skills test. These special procedures include braille editions, auditory tapes, recording of answers, and special administration guidelines.

COMPENSATORY EDUCATION

The State of Florida enacted a compensatory education program funded at a level of $26.5 million to provide remedial help for students. These monies were allocated on the basis of the percent of students in the district who scored at or below the state twenty-fifth percentile cut-off score, and each district receives a share. The funds were to be used to supplement students' instruction and not supplant local or federal funds already utilized for the students. The monies went directly to students in the form of instructional services and were not to be diverted for administrative or other secondary purposes.

In 1977-78 many districts allocated their funds to high school students who had difficulties with the first literacy test. However, in 1978-79 more districts distributed funds evenly across the various grade levels.
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1979-1980

FLORIDA'S NINTH STATEWIDE ASSESSMENT

During October 8-19, 1979, students in grades three, five, eight, and eleven were assessed on their achievement of basic skills in reading, writing, and mathematics on the State Student Assessment Test, Part I (SSAT-I). Eleventh graders took a second test which included the practical application of basic reading and mathematics skills to everyday situations. This test was the State Student Assessment Test, Part II (SSAT-II), previously referred to as the Functional Literacy Test. During the October 1979 administration, those students who took and failed the SSAT-II the previous year were retested on the section(s) which they failed. Approximately 115,000 students were tested in grade three, 107,900 in grade five, and 113,500 in grade eight. In grade eleven 103,900 students were tested on both the SSAT-I and SSAT-II. The number of twelfth graders tested on the SSAT-II was about 14,600.

Students enrolled in the local district adult education programs also took the SSAT-II in October. Approximately 1,900 adult students participated: 1,658 in communications and 1,954 in mathematics. Adult students were also tested in January, April, and July of the 1979-80 school year.

EXCEPTIONAL STUDENT ASSESSMENT

For those exceptional students participating in the regular assessment, special procedures or modifications of the tests were available this year. The following special procedures were delineated in State Board Rule 6A-1.943:

1. Flexible scheduling--Test may be administered in short sessions over a longer period of time.
2. Flexible setting--Test may be administered in a small testing room with few students or individually, with a larger desk/table provided for large print or braille versions.
3. Recording of answers--Student may write in the booklet for subsequent transcription by proctor to answer sheet or student may say or point to answer for transcription.
4. Revised format--Large print or braille editions of tests may be used.
5. Audio presentation--Tape recorded version of tests or live presentation by test administrator (mathematics and writing items only) is permitted for certain students.

The rule also specified which of the above procedures would be permissible for the different exceptional groups. The district superintendents were authorized to determine the modifications that would be most appropriate for individual students.

Exceptional students eligible for exemption from the regular assessment included Educable Mentally Handicapped (EMH), Trainable Mentally Handicapped (TMH), Specific Learning Disabled (SLD), Emotionally Handicapped (EH), and Hearing Impaired (HI). However, with parental and school authorization, any exceptional student could be tested on the regular assessment tests.

In April 1980, eighty-two 17-year-old Hearing Impaired students participated in the special Hearing Impaired assessment.

RECEIPT OF REGULAR HIGH SCHOOL DIPLOMAS IN 1979

This year diplomas were awarded to regular high school students who (1) met local district requirements, (2) passed all of their school subjects, and (3) mastered the standards assessed on the State Student Assessment Test, Part I. No diploma was withheld on the basis of a student's failure to pass the SSAT-II.

Similarly, students enrolled in adult education programs were not held responsible for passing the SSAT-II in order to receive a regular diploma but had to (1) meet local adult requirements and (2) demonstrate mastery of all grade eleven Minimum Student Performance Standards through local district certification.

Exceptional students (i.e. EMH, SLD, or EH) who met the regular Minimum Student Performance Standards requirement through local certification were issued a standard diploma. However, if special standards were met, these students received a special diploma. For example, EMH, TMH, and hearing impaired students had the option of mastering special standards as minimum goals. Emotionally handicapped students had the choice of mastering regular or EMH standards. Specific Learning Disabled (SLD) students, however, were required to meet the regular Minimum Student Performance Standards for the SSAT-I only in order to receive a special diploma.

TEST DEVELOPMENT ACTIVITIES IN 1979

The available test item pool was expanded in 1979-80 at all grade levels. A contract was extended to the University of South Florida to develop basic skills items for field-testing in October 1979 and to develop SSAT-II items for field-testing in the spring of 1980.

The Assessment Section began developing new item specifications for some of the 1981 Minimum Student Performance Standards and Skills which were adopted by the State Board of Education in April 1979. The item specifications described those attributes which an item must possess in order to qualify as a precise measure of a specific skill. The specifications were used to direct the writing of the actual test items. After the specifications were drafted, local school districts were involved in their validation.

The item specifications for the SSAT-II were also revised during 1979-80. A select group of educators from across the State was involved in drafting the new specifications, and all Florida school districts participated in the review/validation steps.

Following the development and validation of item specifications, test items were constructed for the 1981 standards. These items were field-tested in the 1980 school year and were ready for the October 1981 assessment.
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1980-1981

FLORIDA'S TENTH STATEWIDE ASSESSMENT

During October 1980 students in grades three, five, eight, and eleven were assessed on their achievement of basic skills in reading, writing, and mathematics on the State Student Assessment Test, Part I (SSAT-I). Eleventh graders also took the SSAT-II. During the October 1980 administration, those students who had previously taken and failed the SSAT-II were retested on the sections they had not passed. A total of 111,915 students were tested on the SSAT-I in grade three, 1116,023 in grade five, and 110,045 in grade eight. In grade eleven 104,363 students were tested on the SSAT-I and 104,226 on the SSAT-II.The number of twelfth graders tested on the SSAT-II was about 13,925.

The 1980 tests were based on Florida's Minimum Student Performance Standards adopted by the State Board of Education in 1977. These standards and related skills define certain minimum competencies and cover broad content areas. All public school students are expected to achieve these standards.

Local districts have the responsibility of certifying when the student's skills, as measured by the SSAT-I, have been sufficiently developed. The Department of Education has the responsibility of certifying when a student has passed the SSAT-II. If a student does not pass the test after attempts in the junior and senior years, a Certificate of Completion will be awarded in lieu of a regular high school diploma. However, because of the Debra P. v. Turlington court ruling (See Summary of Debra P. V. Turlington), this year's diplomas were awarded to regular high school students who (1) met local district requirements, (2) passed all of their school subjects, and (3) mastered the standards assessed on the State Student Assessment Test, Part I. No diploma was withheld on the basis of a student's failure to pass the SSAT-II.

Like regular students, those enrolled in adult education must fulfill the graduation requirements in order to receive a high school diploma. Consequently, the SSAT-II is offered to adult students four times a year. (It is administered to regular school students twice each year, in October and April.)

More than 7,000 adult students took the SSAT-II from fall 1979 through January 1981. Again, because of the Debra P. v. Turlington court ruling, students enrolled in adult education programs were not held responsible for passing the SSAT-II in order to receive a regular diploma but had to (1) meet local adult requirements and (2) demonstrate mastery of all grade eleven Minimum Student Performance Standards through local district certification.

EXCEPTIONAL STUDENT ASSESSMENTS The Assessment Program was also involved in the assessment of exceptional students. Forms of the basic skills tests and SSAT-II were provided in large print and braille for Visually Impaired students. Before graduation, Hearing Impaired students had to master a special set of basic skills for seventeen-year-olds. The hearing impaired test occurred in the spring of 1981. A statewide eleventh-year-in-school basic skills test for Educable Mentally Handicapped (EMH) students was field-tested in May 1981 on all EMH students (approximately 1,600).

For those exceptional students participating in the regular assessment, special procedures or modifications of the tests were available. The following special procedures were delineated in a State Board rule: flexible scheduling, flexible setting, recording of answers, revised format, and audio presentation. The rule also specified which procedures would be permissible for the different exceptional groups. School district superintendents were authorized to determine the modifications that would be most appropriate for individual students.

Exceptional students eligible for exemption from the regular assessment include Educable Mentally Handicapped, Trainable Mentally Handicapped, Specific Learning Disabled, Emotionally Handicapped, Physically Impaired, and Hearing Impaired. However, with parental and school authorization, any exceptional student may be tested on the regular assessment tests.

Florida hosted a national conference on minimum competency testing for handicapped students in February 1981. Twenty-two states and more than a dozen large-city testing programs were represented.

In April 1981, the special basic skills assessment for 17-year-old Hearing Impaired students was administered to 96 students.

ITEM SPECIFICATIONS FOR THE 1985 STANDARDS AND SKILLS

The Assessment Section was involved in the process of developing new item specifications for the 1985 Minimum Student Performance Standards and Skills which were adopted by the State Board of Education in April 1979. (These standards were originally adopted for assessment beginning in 1980-81. However, because of the Debra P. v. Turlington court ruling, implementation of the new standards was postponed until 1985-86.) All Florida school districts participated in the review and validation of these specifications. The available test item pool has continued to be expanded at all grade levels in all subject areas. Contractors for new test items came from both public (universities) and private sectors.

FREE ENTERPRISE/CONSUMER/ECONOMIC EDUCATION ASSESSMENT

An assessment of Free Enterprise/Consumer/Economic Education (FE/C/EE) was administered during the week of April 27 - May 1, 1981, to a statewide sample of more than 2,000 students in grades five and eleven.
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1981-1982

FLORIDA STATEWIDE ASSESSMENTS

Over 400,000 public school students participated in the October 1981 assessment of basic skills in the areas of reading, writing, and mathematics. The State Student Assessment Test, Part I (SSAT-I), was administered to approximately 102,000 students in grade three, 111,700 in grade five, 106,000 in grade eight, and 97,500 in grade eleven. Over 35,000 eleventh and twelfth grade students were given the State Student Assessment Test, Part II (SSAT-II), the test of the application of basic skills to practical problems. Those students taking the SSAT-II during the 1981 fall administration were either new students or those who had previously failed the SSAT-II.

The traditional October testing of the SSAT-II was changed to the spring of tenth grade during the 1980-81 school year. The first tenth grade administration occurred in April 1981 with 108,000 students participating in the assessment. By spring of 1982, the Statewide Assessment Program had changed the fall testing schedule of both the SSAT-I and SSAT-II to spring of the tenth grade. The 1982 spring administration occurred between March 22 and April 7. Approximately 101,000 tenth graders took the SSAT-I and SSAT-II, and over 18,000 eleventh and twelfth graders took the SSAT-II. A practice test was provided to assist districts in preparing for the SSAT-II.

The earlier testing of the eleventh grade Minimum Student Performance Standards and skills provides students with a longer remediation period as well as an additional opportunity to take the SSAT-II.

1981-82 EXCEPTIONAL STUDENT ASSESSMENTS

The first statewide special assessment of tenth and eleventh grade Educable Mentally Handicapped (EMH) students was held during the spring of 1982 in the form of a field test. A small number of Physically Impaired (PI) and Emotionally Handicapped (EH) students, as well as all EMH students, were included in this administration. Nearly 3,000 students took this test. In the future, only tenth grade Educable Mentally Handicapped, Emotionally Handicapped, and Physically Impaired students will be tested.

The Trainable Mentally Handicapped students had not been formally assessed since 1977. However, the Trainable Observation Rating Scale (TORS) was reprinted and reissued for optional local use in December 1981. The reprinted edition includes a cross-referenced table which compares the 99 TORS objectives to the 1985 Minimum Student Performance Standards for Trainable Mentally Handicapped (TMH) students.

The seventeen-year-old Hearing Impaired (HI) test was given in the spring of 1982 to 405 students. Beginning with the 1982-83 school year, Hearing Impaired tests will be administered annually each fall to eleven-year-old Hearing Impaired students and in the spring to seventeen-year-old Hearing Impaired Students.

Developmental work for the Visually Impaired student assessments has included writing new braille items to replace certain skills which had not previously been transcribed into braille. The usual braille and large-print editions of the test were also provided for all regular tests.

Various modifications in the format of the regular assessment tests administered in April 1982 were incorporated in a Revised Format Edition of the SSAT-I for grade ten Specific Learning Disabled (SLD) students. Similar modifications were made in the regular third grade assessment test for third grade SLD students.

WRITING PRODUCTION ASSESSMENT

A writing production assessment was conducted on a statewide sample of tenth grade students in April 1982 and on third, fifth, and eighth grade samples in October 1982. Approximately 800 tenth graders participated in the spring assessment, and over 2,000 students participated in the fall. The writing production test forms were revisions of the earlier 1978 and 1980 forms.
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1982-1983

FLORIDA STATEWIDE ASSESSMENTS

In its twelfth year, the Florida Statewide Assessment Program continued to test in excess of 400,000 students. During October 1982, the State Student Assessment Test, Part I (SSAT-I), was administered to approximately 102,000 students in grade three, 107,000 in grade five, and 109,000 in grade eight. Eleventh grade students were not included in the administration, as the traditional October eleventh grade assessment of the SSAT-I and -II was moved to March of tenth grade. (full implementation of the fall assessment of grade ten on the SSAT-I and -II occurred during the 1982-83 school year.) Approximately 101,000 tenth graders took the SSAT-I and -II during the March 1983 assessment. The SSAT-II was available during both assessments for eleventh and twelfth grade students who previously failed the test or who were new to the state.

IMPLEMENTATION OF A SCALE SCORE FOR THE SSAT-II

Most of 1982-83 was spent in various activities involving the Debra P. v. Turlington court case discussed in the WWW Home page entitled "Debra P. v. Turlington". However, another important activity included a change in the SSAT-II scoring system to an equated scale score. State Board of Education Rule 6A-1.942 (State Student Assessment Test Requirements for Graduation from High School) was changed to reflect the new passing scale score of 700. This score was to be equivalent to the passing score of the October 1978 test. This new scale score was used for the first time in the March 1983 SSAT-II test administration.

EXCEPTIONAL STUDENT ASSESSMENTS

Educable Mentally Handicapped (EMH):

The second statewide field test administration for Educable Mentally Handicapped (EMH) students was conducted in April 1983. All tenth grade EMH students along with some Emotionally Handicapped (EH) and Physically Impaired (PI) students participated in the assessment. Approximately 2,000 students were administered the field test. The test measured the new Minimum Student Performance Standards (MSPS) for EMH students. These standards are part of the graduation requirements for receiving a special diploma beginning in the 1985-86 school year.

Hearing Impaired (HI):

The 11-year-old Hearing Impaired assessment was field-tested in the fall of 1982 with all 125 11-year-old Hearing Impaired students in the state. The special assessment for 17-year-old Hearing Impaired students occurred during April 25-29, 1983, with 253 students participating. The 1983 test administration included the field-testing of experimental items designed by Evaluation Systems Design, Inc., Tallahassee, Florida, to measure the 1985 Minimum Student Performance Standards.

Specifis Learning Disabled (SLD):

Research studies of high school and third grade SLD students were completed at the University of South Florida. These studies were designed to examine test administration and format factors which would improve the validity of SLD students' test scores.

Various modifications suggested by the research were incorporated in the revised format edition of the SSAT-I for March 1983 and in grade 3 for October 1982. An analysis of results of these revised format editions yielded no consistent patterns of improved SLD student scores. The Department provided each district with a supply of sample tests for use with SLD and other exceptional students in grades 3, 5, and 8. During the winter, a sample test for SSAT-I for grade 10 was produced.

Visually Impaired (VI): Large print and braille editions were available to Visually Impaired students who needed them.

TEST DEVELOPMENT ACTIVITIES

Tenth Grade District Item Bank: In April 1983, the districts received a District Item Bank. This bank contains 400 tenth grade items measuring the 1985 MSPS. It is intended that these items be used by districts as assessment and evaluation tools and be kept secure. Districts may use the items for two purposes: (1) to document mastery of specific standards following remedial instruction, and (2) to develop a complete test parallel to the SSAT-I for use in assessing transfer students or screening students for skill mastery deficiencies.

A similar item bank for grade 3 was planned for dissemination in 1984. More than 600 items for this item bank were field-tested in October 1982 and October 1983.

Test Item Specifications:

Final Department of Education and district review of the 1985 low priority test item specifications was completed in April 1983. In January 1984, districts received complete sets of 1985 specifications covering all skills (both high and low priority) for all grade levels.

Writing Production Assessment: In July 1983, Planning, Development and Evaluation, Inc., of Tampa, using district personnel as scoring leaders and scorers, completed the scoring of March 1982 and October 1982 writing production forms.

National Comparison Project:

This special assessment project was conducted in October 1982 to obtain data comparing Florida's fifth and eighth grade performance on math and reading comprehension skills to that of students nationwide. Approximately one thousand fifth graders and approximately 2,500 eighth graders were involved in the study.
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1983-1984

FLORIDA STATEWIDE ASSESSMENTS

During the October 1983 and March 1984 assessments, approximately 400,000 students in grades three, five, eight, and ten were assessed on achievement of basic skills in reading, writing, and mathematics on the State Student Assessment Test, Parts I and II. A total of 99,381 students were tested on the SSAT-I at grade three, 103,432 at grade five, and 117,349 at grade eight. During the March 1984 Assessment approximately 99,000 tenth graders were assessed on the SSAT-I and -II.

STANDARDS OF EXCELLENCE

On September 20, 1983, the State Board of Education adopted Student Performance Standards of Excellence in Writing, Mathematics, Science, and Social Studies for Grades 3, 5, 8, and 12. Contracts were awarded for the development of skill clarification statements, general assessment strategies, and item specifications for certain high-priority skills in the four curriculum areas. These Standards of Excellence indicate the level of student performance expected of high performing students.

DISTRICT ITEM BANK FOR GRADE 3

In the spring of 1984, districts received a District Item Bank for grade 3. The 600 items measured the 1985 Minimum Student Performance Standards and were to be used in the same way as the tenth grade item bank distributed in 1983.

REVIEW OF SSAT-II PASSING SCORE

Beginning in March 1984, tenth graders took a new version of the State Student Assessment Test, Part II (SSAT-II), measuring the revised (1985) Minimum Student Performance Standards (MSPS).

On November 18, 1983, a committee met with staff members of the Student Assessment Section in Tallahassee to explore this matter and to recommend a new passing score. The committee included classroom teachers, administrators, curriculum/instructional leaders, a testing and evaluation specialist, and lay citizens. The committee's recommendations were made to the Commissioner of Education who, in turn, made recommendations to the State Board of Education.

EXCEPTIONAL STUDENT ASSESSMENT ACTIVITIES

Educable Mentally Handicapped (EMH):

The third statewide administration for EMH students was conducted during April 3-13, 1984. All tenth grade EMH students, as well as some Emotionally Handicapped (EH) and Physically Impaired (PI) students, were administered the test. The test measured the 1985-86 Minimum Student Performance Standards (MSPS) for EMH students. These are the standards that EMH, EH, and PI students must master as part of the requirements for receiving a special diploma beginning in the 1985-86 school year. Tenth grade students who failed to master standard(s) tested on the 1984 assessment were required, following remedial instruction, to demonstrate mastery of the standards they failed before being awarded a diploma in 1986.

Hearing Impaired (HI):

In February 1984, the State Board of Education changed the Hearing Impaired Minimum Student Performance Standards from age levels to grade levels. The MSPS were then set at pre-kindergarten and grades 3, 5, 8, and 11.

The fifth grade Hearing Impaired field test took place October 24-November 1, 1983. One hundred thirty-six students participated in the assessment. Measurement Inc., Durham, North Carolina, produced materials for this test.

The special assessment for eleventh grade HI students was administered April 2-12, 1984, to 259 students. A review committee met in December 1983, prior to the spring administration. The 1984 test administration included the field-tested experimental items designed by Measurement Incorporated to test the 1985 Minimum Student Performance Standards. This was the final administration for the 1977 Minimum Student Performance Standards (MSPS) test. The spring 1985 test for all tenth and eleventh grade HI students was to be based upon the 1985 adopted MSPS.

Trainable Mentally Handicapped (TMH): The Assessment, Testing, and Evaluation Section developed procedures to aid the districts with the assessment of student performance on the 1985 eleventh grade TMH Minimum Student Performance Standards. Personnel from selected districts met during the summer of 1983 to discuss development of an assessment instrument. Florida State University (FSU) was contracted to produce item specifications and sample items. These materials were pilot-tested late 1984.

The Section contracted with FSU to develop guidelines (specifications) and sample items for assessing the TMH Minimum Student Performance Standards. This development required active district involvement in the review of the material developed. FSU sent each district coordinator a form to complete and return to FSU which indicated whether or not the district personnel would review the TMH materials.

Specific Learning Disabled (SLD):

Research studies on test modifications for high school and third grade SLD students were completed by the University of Florida and the University of South Florida. The studies were designed to examine test administration and format factors which improve the validity of SLD students' test results.

Various modifications suggested by the research were incorporated in the revised format edition of the SSAT-I for March 1983 and in grade 3 for October 1982. An analysis of results of these revised format editions yielded no consistent patterns of improved SLD student scores. To date, the only reliable tool for improving SLD student performance appears to be practice. To that end, the Department has provided each district with a supply of sample tests for use with SLD and other exceptional students in grades 3, 5, 8, and 10 for SSAT-I.

Visually Impaired (VI):

Large-print and braille editions of each test, including the Hearing Impaired and EMH tests, were made available for Visually Impaired students who needed them. These special materials have been used for the last several assessments.

During the summer and fall, there was a continuation of research into the skills eliminated from the braille edition of the SSAT-II. Results indicated that it was possible to provide an alternative measure for nearly all of the skills that, due to their visual nature, were taken off the braille test. For example, math skill #130, which deals with money, can be tested using real coins and facsimile bills; and communications skill #46, the completion of forms and applications, can be addressed by a series of items that deal with the terminology used on the forms.

State Board Rule Amendment

In February 1984, the State Board of Education made a few changes to SBE Rule 6A-1.943. These changes had a significant effect upon exceptional students. No longer does the child's handicap classification determine which test modifications the student may be permitted to use. A list of test administration and format modifications has been provided, with district personnel now responsible for determining which modifications are most appropriate for each exceptional student who participates in the testing program. The modifications have been expanded to include sign language and oral interpretation for Hearing Impaired students. The "oral interpretation" modification is a technical term that refers to a type of oral expression used for lip readers. It does not mean rephrasing or otherwise assisting students with understanding the test questions.

In addition to the expansion of the test modifications, one new component was added to the rule to cover unforeseen circumstances. A school district superintendent can petition the Commissioner of Education for special modifications or exemptions to aid an exceptional student who has extraordinary circumstances that are not covered by existing guidelines.

PUBLIC HEARINGS ON STATEWIDE ASSESSMENT

In response to a 1983 Florida Legislature request, the Department of Education surveyed all school districts and many educational organizations and associations. The Department then conducted public hearings to best determine steps to take in improving and expanding the Minimum Competency Program to provide a more significant challenge for Florida public education. The recommendations which were made include merging the SSAT-I and -II, changing administration to earlier in March, and providing an essay exam for eighth grade.
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1984-1985

The October 29, 1984, administration of the SSAT-I included approximately 99,076 third graders, 103,667 fifth graders, and 121,254 eighth graders. There were two versions of the SSAT-II: one based on the 1977 Minimum Student Performance Standards (1977 SSAT-II) and the other based on the 1985 standards (the SSAT-II). The SSAT-II was available to retained tenth graders and eleventh or twelfth graders who had not yet taken the test.

In response to suggestions from the districts, the DOE divided both the fifth and eighth grade tests into four sections. Section 1 and 2 contained mathematics items and sections 3 and 4 contained communications items. The October test assessment also included field-testing of nine experimental forms at grade three.

The March 1985 assessment included approximately 100,000 tenth graders taking the SSAT-I and -II.

TEST DEVELOPMENT PROJECTS

Test Development Activities:

The Department had two contracts with the University of South Florida (USF) for the development of new test items and the revision of some old items. The first USF contract produced a total of 235 new and revised items for grade 10. This item total included 130 SSAT-I communication items, 70 SSAT-II communications items, and 35 SSAT-II mathematics items. These items were field-tested during the March 1985 assessment. The second contract was for the development of 250 new test items for grades 5 and 8. The items will include 95 communications items and 25 mathematics items for grade 5 and 120 communications items and 10 mathematics items for grade 8. These items were to be field-tested in October 1985.

Writing Production: In May of 1984, the Department of Education contracted with Florida State University for the purpose of investigating the writing production methodology of the Statewide Assessment Program, i.e., what changes might be made in writing materials, scoring guides, and techniques. A task force met on May 30-31, 1985, to review the findings of the study and make recommendations for future direction.

Practice Tests:

In the fall of 1984, an updated version of the SSAT-II practice test and manual based on the revised (1985) Minimum Student Performance Standards was sent to districts. A practice test and administration manual for grade 3 were distributed during February 1985. The purposes of the practice tests were:

1. To help reduce test anxiety;
2. To familiarize students with the style and format of the 1985 version of the SSAT; and
3. To give third grade students practice in marking their answers properly for accurate scoring.

STANDARDS OF EXCELLENCE

Item specifications for Standards of Excellence were developed in the areas of writing, science, and mathematics by Dade County. These specifications were for certain high-priority skills in each of the areas. On September 21, 1984, copies of the specifications were sent to each district for final review. All comments and suggestions were due back on November 8, 1984. These comments were reviewed by DOE staff and curriculum specialists in an effort to make modifications where needed. Specifications were expected to be printed and distributed to all districts during 1986.

Item specifications for social studies were developed by Florida State University. These specifications underwent extensive review and revision during 1984-85.

Phase 2 of this project involved the development of test items. Dade County was given the contract for this item development project.

FREE ENTERPRISE/CONSUMER/ECONOMIC EDUCATION ASSESSMENT

By November 5, 1984, district coordinators were notified as to which schools would be participating in the April 1985 Free Enterprise/Consumer/Economic Education Assessment. Only a sample of students at grades 5, 8, and 11 were tested.

Districts could have elected to test all students in grades 5, 8, and/or 11. The cost of this service was $2.50 per student.

During the week of April 9-12, 1985, test materials were delivered to selected districts from the Department's test support contractor, Instructional Design, Development, and Evaluation Associates (IDDEA). The assessment was conducted April 16-22, 1985.

EXCEPTIONAL STUDENT ASSESSMENT ACTIVITIES

Educable Mentally Handicapped (EMH):

The fourth statewide test administration (based on the 1985-86 MSPS) for EMH students was conducted during the period March 20 - April 9, 1985. The results were sent to the districts in early June. All tenth grade EMH students, as well as some Emotionally Handicapped (EH) and Physically Impaired (PI) students, were administered the test. Also, those eleventh graders who were new to the State or who were absent during previous administrations were administered the test.

Hearing Impaired (HI):

In February 1984, the State Board of Education changed the HI Minimum Student Performance Standards so that they would be based on (or keyed to) grades rather than age levels. Statewide Assessment Tests exist only for the fifth and eleventh grade MSPS. The fifth grade test is administered in the fall of the year. Beginning in April 1985, tenth graders were tested on the eleventh grade MSPS in the spring.

A special field test for fifth grade HI students was administered September 19-28, 1984. One hundred fifty-four students participated in the assessment. This was the last in a series of three field tests of this age/grade level; a regular assessment was scheduled for fall 1985.

The special assessment for tenth and eleventh grade HI students occurred during April 1-12, 1985. This was the first assessment measuring the 1985 MSPS for HI students. The 1985 assessment also included experimental items designed by Measurement Incorporated (MI), Durham, North Carolina. All HI students in grades 10 and 11 were included in the April 1985 assessment because the eleventh graders, who were required to master the 1985 MSPS, did not have a test covering these standards available to them in 1984. Spring assessments after 1985 will involve only tenth graders and any eleventh and twelfth graders who are new to the State.

Visually Impaired (VI);

Again, large-print and braille editions of each test, including the HI and EMH tests, were available for VI students who needed them.

During summer and fall of 1985, there was a continuation of research on alternative ways to measure skills that had been eliminated from the braille edition of the SSAT-II. A special braille field test was planned to coincide with the regular October 1985 assessment. The test was to contain items which were designed as alternative measures of the skills which have traditionally been eliminated from the braille editions of the SSAT-II. All eleventh and twelfth grade braille readers were to participate in the special field test.

Trainable Mentally Handicapped (TMH):

The Assessment Section continued the process of developing procedures to aid the districts with the assessment of student performance on the 1985 eleventh grade TMH Minimum Student Performance Standards. Personnel from selected districts, including representatives from each region, examined the results of the pilot-tested sample items. Specifications, sample items and a record-keeping system were progressing on schedule.

Exceptional Student Item Pool: As of 1984, the Department only had tests for fifth and eleventh HI students and tenth grade EMH students, with the eleventh grade TMH test under development. No additional tests were planned, even though there were MSPS for several other grade levels for HI, EMH, and TMH. Instead, the Department surveyed districts to determine what locally-developed test materials existed measuring the MSPS for HI at pre-K, grades 3 and 8; EMH and TMH at grades 3, 5, and 8. The materials produced by districts were sent to the Assessment Section and were reviewed for appropriateness. These materials were to be used to develop district item pool to be used for local certification of mastery procedures or as models for the development of still more test by local personnel.

DISTRICT ITEM BANKS FOR GRADES FIVE AND EIGHT

The Department planned to develop district item banks for grades 5 and 8. This project was a continuation of similar test development efforts which were conducted in the past at grades 3 and 10.

NATIONAL ACHIEVEMENT COMPARISON PROJECT The National Achievement Comparison Project was a special project which took place in Florida, Tennessee, and Virginia to link these states to the nation through a special subset of NAEP test items. A sample of eleventh grade students from selected schools was tested on reading in April 1985. This project was in keeping with the Board of Education's "upper quartile" goal and the provisions of the 1984 Omnibus Educational Act. This project provided an efficient means of obtaining reliable national comparison data for Florida. Similar techniques could also be used at the local district level to obtain the same type of information.
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1985-1986

The October 1985 administration of the SSAT-I included approximately 103,113 third graders, 101,987 fifth graders, and 117,145 eighth graders. There was one version of the SSAT-II based on the 1985 standards. The SSAT-II was available to retained tenth graders, eleventh or twelfth graders who had not yet taken the test, and any student who had failed one or both parts in past assessments.

The October assessment also included ten experimental forms at grade 5 and fourteen experimental forms at grade 8.

The March 1986 assessment included approximately 106,815 tenth graders taking the SSAT-I and -II. For the first time, there were three forms of the SSAT-II, each with embedded experimental items.

TEST DEVELOPMENT PROJECTS

Test Development Activities:

In October 1985, 289 new test items were field-tested: 153 for grade 5 and 146 for grade 8. These items had been developed by the University of South Florida during the previous year. No new items were field-tested in March 1986.

No new test development projects were undertaken during 1985-86. However, the Assessment, Testing, and Evaluation Section began a survey of the existing item pool for items which should be revised and refield-tested. These items include some which have not been used for a number of years and others which have never been used on an actual test because the original field-test data indicated possible problems with the items.

Practice Tests:

Practice tests and manuals for grades 5 and 8 were developed during 1985-86, to be available to districts for the October 1986 assessment. A practice test for the grade 10 SSAT-I was also planned for distribution during 1986-87. With the publication of these three tests, districts will have practice tests available for all of the State Student Assessment Tests.

STANDARDS OF EXCELLENCE

Following final district validation of the high-priority item specifications for Standards of Excellence in writing, science, and mathematics, a contract was awarded to Dade county for the incorporation into the specifications of the required modifications.

Item specifications for social studies underwent extensive review and revision during 1984-85. Incorporation of these revisions was also a part of the Dade county contract. The social studies specifications will be sent to districts for final validation during 1986-87. Final versions of all high-priority Standards of Excellence specifications will be sent to districts in 1987.

FREE ENTERPRISE/CONSUMER/ECONOMIC EDUCATION ASSESSMENT

Im March 1986, the Department of Education distributed a Request for Proposals for activities related to the April 1987 Free Enterprise/Consumer/Economic Education Assessment. Scholastic Testing Service, Inc., of Bensenville, Illinois, contracted to develop 300 new test items at grades 5, 8, and 11, to format, print, and distribute test materials, and to do the scoring and reporting.

The items were written and a small pilot test was conducted on them in Illinois in November. A committee of Florida teachers, professors, and curriculum supervisors met in December in Tallahassee to review the new items. Using data from the small pilot test, revisions were made to the items and a larger pilot test was planned for January 1987.

EXCEPTIONAL STUDENT ASSESSMENT ACTIVITIES

Educable Mentally Handicapped (EMH):

The fifth statewide test administration (based on the 1985-86 MSPS) for EMH students was conducted during the period March 18 - April 9, 1986. The results were sent to the districts in early June. All tenth grade EMH students, as well as some Emotionally Handicapped (EH) and Physically Impaired (PI) students, were administered the test. Also, those eleventh graders who were new to the State or who were absent during previous administrations were administered the test.

Hearing Impaired (HI): In February 1984, the State Board of Education changed the HI MSPS so that they would be based on (or keyed to) grades rather than age levels. Statewide Assessment Tests exist only for the fifth and eleventh grade MSPS. The fifth grade test is administered in the fall of the year. Beginning in April 1985, tenth graders were tested on the eleventh grade MSPS.

The special assessment for fifth grade HI students was administered October 14-25, 1985. One hundred twenty-eight students participated in the assessment.

The special assessment for tenth grade HI students occurred during April 7-15, 1986. All HI students in grade 10 were included in the April 1986 assessment. Also tested were any eleventh or twelfth graders who were new to Florida or for other reasons had not been previously tested. One hundred ninety-five students participated in the assessment. The Special Assessment for HI students for grades 5 and 10 were developed by MGT of America, Inc., Tallahassee, Florida.

Visually Impaired (VI):

Again, large-print and braille editions of each test, including the HI and EMH tests, were available for VI students who need them.

Trainable Mentally Handicapped (TMH):

The Assessment Section continued the process of developing procedures to aid the districts with the assessment of student performance on the 1985 eleventh grade Trainable Mentally Handicapped (TMH) Minimum Student Performance Standards. Personnel from selected districts, including representatives from each region, examined the results of the pilot-tested sample items. Specifications, sample items and a record-keeping system were progressing on schedule.

District Item Banks for Hearing Impaired (HI) Students:

On February 17, 1986, a set of the District Item Banks for HI students was sent to each district coordinator of accountability. The test included items for pre-Kindergarten, grades 3, 8, and 11.

In creating these item banks, the Department reviewed items contributed by districts over the past several years and made revisions where necessary. However, no new items were written. Therefore, not all skills are represented in these item banks. In addition, no fifth grade items were submitted by districts so there is no item bank for grade 5 at this time.

The District Item Banks for HI students were secure documents. The items were not to be used as practice exercises but were to be used to certify student mastery of the Special MSPS for HI students. The Department recommended that each district Coordinator of Accountability work with the HI Program Coordinator to determine the most efficient methods for storing and maintaining the item banks in a secure manner and for controlling access to the materials.

DISTRICT ITEM BANKS FOR GRADES FIVE AND EIGHT

In April 1986, the Department distributed district item banks for grades 5 and 8. This project was a continuation of similar test development efforts which were conducted in the past at grades 3 and 10.

SCIENCE AND COMPUTER LITERACY

In the fall of 1985, the State Board of Education adopted Minimum Student Performance Standards in the areas of science and computer literacy. In December 1985, the Department released Requests for Proposals (RFPs) for the development of test item specifications for all computer literacy skills and for 106 science skills which had been identified by district and Department personnel as "high priority". Contracts were awarded to the University of South Florida for the completion of the work. Final specifications will be disseminated to districts in the spring of 1987. Development of test items is also scheduled for the 1986-87 school year.

SOUTHERN REGIONAL EDUCATION BOARD (SREB)/NATIONAL ASSESSMENT FOR EDUCATIONAL PROGRESS (NAEP)

Florida participated for the second year in a multi-state project coordinated by the Southern Regional Education Board (SREB) in Atlanta, Georgia. The special project took place in Florida, Tennessee, Virginia, West Virginia, North Carolina, South Carolina, Arkansas, and Louisiana to link these states to the nation through a subset of National Assessment for Educational Progress (NAEP) items. Samples of eleventh grade students from selected schools were tested in reading and writing in April 1986. This project was in keeping with the Board of Education's "upper quartile" goal and the provisions of the 1984 Omnibus Education Act. This project provided an efficient means of obtaining reliable national comparison data for Florida. Similar techniques could also be used at the local district level to obtain the same type of information.
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1987-1989 Will be available soon.
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