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A. Released Tests

1. What tests were released in 2007?
In 2007, the reading and mathematics tests taken by students in Grades 5 and 6 and the science test taken by students in Grade 8 were released. Individual students’ tests and answer sheets were not released.

2. Were answers to the tests also released?
Yes. The answers for each question on the released tests are available; however, individual students’ tests and answer sheets will not be released. (See the question “Why were students’ tests and answer sheets not released?”)

3. Were earlier tests released?
Yes. In 2005, the reading and mathematics tests taken by students in Grades 4, 8, and 10 were released. This was the first “full-test” release. In 2006, the reading and mathematics tests taken by students in Grades 3, 7, 9, and 10 were released. In 2001, about half of the questions and answers for Grades 4, 5, 8, and 10 were released and are available on the Department of Education’s Web site at http://fcat.fldoe.org/fcatit01.asp.

4. How were the tests released?
The released tests are only available on the Department of Education Web site. Copies of these materials may be downloaded and printed using a computer with Internet access. Libraries have free Internet access to the public and have instructions to assist parents in obtaining the information.

5. Are the released tests the actual tests that were administered to students?
The released tests include all of the “scored” questions [i.e., the questions used to determine a student’s Florida Comprehensive Assessment Test® (FCAT) score]. The released tests do not look exactly the same as the tests students took. The tests actually taken by students were formatted differently and contained additional questions, called field-test questions (“trial” questions) and anchor questions (questions that will be reused). The field-test questions and anchor questions are not included in a released test because they will be used again in future FCAT tests.

6. Why were students’ tests and answer sheets not released?
Individual students’ tests and answer sheets were not released because they contain questions (field-test and anchor questions) that will be used on future FCAT tests. Releasing these test questions would make them invalid for future use.

7. What are field-test questions and anchor questions?
There are eight to ten field-test or anchor questions in each spring’s FCAT tests. These questions are included throughout the test, so a student cannot tell which questions are which when taking the test. These questions do not count for a student’s score and have been removed from the released tests.

Field-test questions

Anchor questions

8. Where do students record their answers?
For the actual test, most students recorded their answers in a separate answer book or in a separate answer folder; however, some students used a combined test/answer book format. The sample tests on the Department of Education Web site show the format of the test materials used by each grade. On the released tests, all answer spaces have been placed within the test itself and formatted to accommodate online viewing.

B. Taking the Test

1. How much time are students given to take the test?
Tests usually take between 120–160 minutes per subject area. The exact amount of time depends on the grade level, as well as the number and type of questions on the test. More time is provided for tests that require students to give written answers versus when students answer only multiple-choice questions. Tests for students in elementary grades are typically spread across two days. Students in middle and high school take the tests in one day, with breaks provided periodically. Students who must retake the Grade 10 test can be given up to an entire day to complete the test; however, very few students use this much time. Every year, the Department of Education collects feedback from teachers regarding the amount of time needed for test-taking to make sure enough time is provided. If needed, the time limits are adjusted. Additionally, students with special needs may be given special time accommodations. (See the question “What allowances are made for students with disabilities who take the FCAT?”)

2. What tools/resources can students use during the test?
All students taking the FCAT have access to mathematics and science formulas. These formulas are provided as separate reference sheets for middle and high school students. Formulas are provided with the related questions for elementary students. In addition, students in grades 7 through 12 are provided a basic calculator to use during testing. Because mathematics instruction in the elementary grades helps students develop their addition, subtraction, multiplication, and division skills, students in grades 3 through 6 must demonstrate these skills on the test without using a calculator. No student is permitted to bring or use a graphing calculator, watch, or phone during the test. Students also cannot use dictionaries, text readers, or rulers to complete the test; the only exception is students in grades 3 and 4 who are provided with perforated rulers to use on the mathematics test. However, special testing conditions are permitted for students with disabilities and English Language Learners (ELLs). (See the questions “What allowances are made for students with disabilities who take the FCAT?” and “What allowances are made for English Language Learners (ELLs)?”)

3. What are FCAT Achievement Levels 1 through 5? What is an acceptable performance level?
All students in grades 3 through 10 are scored within five performance levels. The five levels are:

High	Level 5:	Successful with the most challenging grade-level content
	Level 4:	Mostly successful with challenging grade-level content
	Level 3:	Partly successful with grade-level content – performance is on grade level
	Level 2:	Limited success with grade-level content
Low	Level 1:	Minimal success with grade-level content

Students scoring in Levels 3, 4, or 5 are achieving at or above grade level.

Students scoring in Levels 1 or 2 are achieving below grade level and are in need of additional assistance.

In third grade, students who score Level 1 on the Grade 3 FCAT Reading assessment must meet a good cause exemption or demonstrate grade-level reading skills on an alternate test or through a portfolio of their school work in order to be promoted to Grade 4. Mid-year promotion alternatives are also stipulated for good cause promotion to Grade 4 in State Board of Education Rule 6A-1.094222, FAC.

4. What score is needed to pass the test?
Scores for all students in grades 3 through 10 are reported in terms of Achievement Levels. (See the question “What are FCAT Achievement Levels 1 through 5?”) There are not “passing” scores at each grade level. Only the Grade 10 test has designated “passing” scores of 1926 (scale score of 300) for FCAT Reading and 1889 (scale score of 300) for FCAT Mathematics. These passing scores are what students must achieve to receive a standard high school diploma. A passing score on the released test can be estimated using the number of points earned on the test. For example, on the FCAT Grade 10 Reading test released in 2006, students who earned between 30-36 points out of 51 earned passing scores. On the Grade 10 Mathematics test, students who earned between 16-21 points out of 58 earned passing scores. (See the question “How is the total score on the FCAT determined?”)

5. How can students who are visually-impaired take these tests?

The FCAT is produced in both Braille and large-print formats for students who are visually-impaired. Braille versions are accompanied by special administration guidelines (Braille notes), and some test questions may have slight modifications for the Braille presentation. For example, pictures that accompany reading passages are described for the student. For the FCAT Mathematics tests, visually-impaired students in Grades 7 through 10 are provided with “talking calculators.”

All released tests on the Department of Education Web site are accessible for screen readers and assistive technology.

6. What allowances are made for students with disabilities who take the FCAT?
Accommodations for test takers are based on a student’s individual educational plan (IEP) and State guidelines. Typical accommodations include the use of special test formats, alternative ways of providing answers, additional time, oral reading of mathematics, writing, and science test questions, use of assistive devices, and/or small group settings to limit distractions. Teachers are not permitted to read the reading passages or reading questions aloud to students. Requested accommodations are provided by the school. More information on accommodations for students with disabilities can be found on the Bureau of Exceptional Education and Student Services' Web site.

7. What allowances are made for English Language Learners (ELLs)?
Accommodations for English Language Learners (ELLs) taking the FCAT are based on a student’s individual needs and are similar to those provided to students with disabilities. State guidelines also allow teachers to provide ELLs help in understanding the directions in their heritage language. In addition, students are able to use dictionaries containing translations of words, without definitions, from the heritage language to English. The FCAT is available only in English. More information on accommodations for ELLs can be found on the Office of Academic Achievement through Language Acquisition's Web site.

C. Using the Released Tests

1. How should the released tests be used?
The released tests should be used to increase the comfort level of students and parents with the FCAT, enabling students to take tests with confidence. Students, parents, and teachers should use the released tests to better understand the FCAT and the types of reading passages and questions included on the test. The released tests can also be used to illustrate the length of an actual test and the difficulty of the questions on the test. Additionally, the released tests can be used to provide a realistic, “test-like” experience prior to actually taking a real test.

2. Are there improper uses of the released tests?
Yes. The released tests should not be used to drill students for future tests. Students should be provided sound instruction rather than repetitive exercises on specific questions. Because the released passages and questions will never again be used on the FCAT, the use of these questions for test preparation would be misleading. The released tests should be used only as examples. Further, a released test should not be used to identify all of the possible content that will be on a future test. On a test of 40–60 questions, it is not possible to test the full content of the Sunshine State Standards, so each year different benchmarks of the Sunshine State Standards are tested. It is important that students are taught all of the content required in the Sunshine State Standards. More information about the content tested on the FCAT can be found on the Department of Education Web site under FCAT Test Item Specifications.

D. Test Questions

1. How are test questions selected for the FCAT?

The process of preparing questions for use on the FCAT takes approximately two years. During the first year, test questions are written according to specific guidelines developed by Florida educators. A national assessment company, under contract with the Department of Education, employs professional writers to create the questions proposed for the FCAT. All of these test questions are then reviewed and revised by Florida teachers, curriculum specialists, and school/district administrators to ensure their grade-level appropriateness for Florida students. During the second year, each question accepted by Florida educators is tried out with Florida students as a field-test question before it is put on a test. (See the question “Are the released tests the actual tests that were administered to students?”)

In addition to a review by educators, test questions are also reviewed for bias, for community sensitivity, and for statistical quality. Final selection of questions for use on the FCAT requires balancing many criteria. Before a test question is placed on the FCAT, it is reviewed by many people. Each year 500–600 people review the FCAT questions and advise the Department of Education about the content of the test. Other published resources provide more details about the review criteria and the various reviews. (See the “More Information About FCAT” section.)

2. What kinds of answers must students provide on the FCAT?
All grade-level FCAT assessments have multiple-choice questions, but at some grade levels, students also must provide written answers and complete number grids. Students at Grades 4, 5, 8, and 10 must provide written answers that show how well they understand the skill tested and are much like the type of work they typically do in school. Student answers to these questions also provide the school and district information about their instructional programs. Questions that require written answers are more costly and take longer to score. That’s why only one test in each grade range (elementary, middle, and high school) includes these types of test questions for the subject areas of reading, mathematics, and writing. (Note: Beginning in 2010, there are no questions requiring written answers on FCAT Science tests.) For some questions in mathematics and science, students in grades 5 through 11 are asked to find numerical answers and then bubble the answer into a number grid. More information and examples of all types of FCAT questions, the amount of time allocated to each type, and the guidelines for scoring are found on the Department of Education Web site. (See the publications listed in the “More Information About the FCAT” section.)

3. Are all of the questions on the test on grade level?
Yes. All test questions are written to grade-level expectations and reviewed by grade-level teachers and curriculum specialists. These educators determine if the passages and questions are, in fact, appropriate for the grade level. They accept, revise, or reject each passage and question. These educators also evaluate whether the questions measure the intended skills (benchmarks), represent various levels of difficulty, are clearly worded, and have only one correct answer. Typically these groups of educators meet in the fall each year. Every year 500–600 educators participate in the review of FCAT questions and tests. (See the question “How are test questions selected for the FCAT?”)

4. Are all FCAT questions the same level of difficulty?
No. FCAT questions vary in their level of difficulty: some are easy, some are moderate, and some are hard. The difficulty of FCAT questions is rated according to three levels of complexity: low, moderate, or high. The teachers who review the questions determine the appropriate rating. More information about the design of FCAT can be found in the FCAT Test Design Summary.

5. Why might FCAT questions seem hard to adults?

The Sunshine State Standards were implemented in the late 1990s during a period when educational reforms were occurring nationally. These educational reforms were driven by businesses and professional organizations concerned that students were not skilled enough to be successful in today’s world. The primary goal of the reform effort was to improve the teaching and learning in public schools so that students were better prepared for the workplace or college by the end of high school. In 1996, the new Sunshine State Standards, with increased expectations for all students, were adopted. FCAT was developed to measure these more rigorous standards.

In addition, students who take the FCAT are tested on information recently covered and practiced in courses at school. Adults, unless they use the tested skills regularly, are likely to be a little out of practice on tasks that are relatively simple for students (for example, the use of exponents). Adults may have learned these skills many years ago; however, without continued use or practice, their ability to answer some questions may be limited.

E. Scoring the Released Tests

1. Are the correct answers for the test questions provided?
Yes. Two documents are provided for each released test: a test book and a test book with answers. Each test book with answers provides the correct answer for each test question, the percent of students who chose each answer, and the content focus of each question. Questions requiring written answers include an example of a top-score response along with the percent of students earning each possible score point. Gridded-response questions require students to fill in a bubble grid with the answer they work out. For questions with gridded answers, the correct answer is provided along with the percent of students who provided one of the correct answers.

2. Are there different kinds of questions on the test?
Yes. On the FCAT there are multiple-choice questions, questions requiring written answers (performance tasks), and gridded-response questions. Gridded-response questions require students to fill in a bubble grid with the answer they work out. For performance task and gridded-response questions, students may provide the correct answer in multiple ways, both in solving the problem and in providing the answer. For example, the answer to performance task question 34 on the Grade 5 Mathematics test can be any figure that is symmetrical with a correct line of symmetry drawn through the figure (two examples are provided in the answer key). The answer to gridded-response question 20 on the Grade 9 Mathematics test, released in 2006, can be either 1.5 or 3/2.

3. What other information is provided about the test questions?
Each test book with answers provides information about the content tested in each question. This information includes the following:

the specific Sunshine State Standards benchmark code for each question, such as MA.B.2.2.2,
the content subcategory for reporting this question on the student report, such as “geometry” or “algebra”,
the specific question content that is the focus of the question, such as prefixes,
the approximate difficulty of the content being assessed, such as low, moderate, or high, and
the percentage of students who chose each possible response.

4. How are the FCAT written response questions scored?
These questions, also called performance tasks, are handscored by qualified, trained scorers using criteria developed by Florida educators. All responses to reading and mathematics performance tasks at grades 4, 5, 8, and 10, and writing essays at grades 4, 8, and 10 are scored by one reader. The quality statistics for performance task scoring (e.g., interrater agreements) were consistently high when every response was scored by two readers; therefore, we don’t anticipate any negative effects on student or school average scores with one reader. We will continue to use two readers to score 20 percent of all responses as an additional quality control, but these scores will not be used in calculation of student scores or school grades. A detailed description of performance task scoring and all associated quality control measures is available in the FCAT Handbook—A Resource for Educators. Copies of the guidelines (or rubrics) for scoring written responses are also available on the Department of Education Web site.

5. How is the total score on the FCAT determined?

The FCAT is scored using an advanced statistical process. The Department of Education has chosen this method because research has shown that this method produces the most accurate scores possible and captures the student’s “true” skill level. (For more information about this process, see the question “Why is the FCAT scored using item response methods and pattern scoring?”) The statistical accuracy of item response methods and pattern scoring is advanced and involves more than simply counting the number of questions answered correctly.

When students, parents, or teachers “score” their own tests, they should use the points earned to approximate their Achievement Level. Achievement Level classifications are a good indication of a student’s performance. An FCAT Achievement Level of 3 is considered on grade-level. The table below can be used to identify the approximate number of points associated with each FCAT Achievement Level for the 2005, 2006, and 2007 released tests.

Approximate Number of Correct Answers/Points Needed for Each FCAT Achievement Level

Achievement Levels

1
low

2

3

4

5
high

Grade 3
Reading
(March 2006)

0–17

18–23

24–34

35–43

44+

Grade 3 Mathematics
(March 2006)

0–14

15–20

21–29

30–36

37+

Grade 4 Reading
(March 2005)

0–23

24-29

30-38

39-45

46+

Grade 4 Mathematics
(March 2005)

0–14

15-20

21-30

31-36

37+

Grade 5 Reading
(March 2007)

0–15

16-21

22-31

32-39

40+

Grade 5 Mathematics
(March 2007)

0–15

16-25

26-35

36-47

48+

Grade 6 Reading
(March 2007)

0–16

17-23

24-33

34-40

41+

Grade 6 Mathematics
(March 2007)

0–13

14-20

21-28

29-36

37+

Grade 7
Reading
(March 2006)

0–19

20–28

29–37

38–42

43+

Grade 7 Mathematics
(March 2006)

0–14

15–20

21–31

32–39

40+

Grade 8
Reading
(March 2005)

0–24

25-33

34-40

41-46

47+

Grade 8 Mathematics
(March 2005)

0–15

16-24

25-37

38-46

47+

Grade 8 Science
(March 2007)

0–18

19-29

30-38

39-44

45+

Grade 9
Reading
(March 2006)

0–20

21–30

31–37

38–41

42+

Grade 9 Mathematics
(March 2006)

0–11

12–18

19–28

29–37

38+

Grade 10
Reading
(March 2004)
Released in 2006

0–29

30–37

38–40

41–44

45+

Grade 10
Reading
(March 2004)
Released in 2005

0–30

31–37

38–41

42–43

44+

Grade 10 Mathematics
(Summer 2006)
Released in 2006

0–14

15–22

23–32

33–47

48+

Grade 10 Mathematics
(March 2004)
Released in 2005

0–15

16-24

25-34

35-49

50+

6. What score is needed to pass the Grade 10 FCAT?
Students must earn a Developmental Scale Score of 1889 (scale score of 300) on the mathematics test and a Developmental Scale Score of 1926 (scale score of 300) on the reading test in order to receive a regular high school diploma. These scores fall in Achievement Level 2 on the Grade 10 FCAT. On the FCAT Grade 10 Reading test released in 2006, students who earned between 30-36 points out of 51 earned passing scores, and on the Grade 10 Reading test released in 2005, students who earned between 30-36 points out of 56 earned passing scores. On the Grade 10 Mathematics test released in 2006, students who earned between 16-21 points out of 58 earned passing scores, and on the FCAT Grade 10 Mathematics test released in 2005, students who earned between 16-24 points out of 60 earned passing scores.

7. Why is the FCAT scored using item response methods and pattern scoring?

The FCAT is scored using item response methods and pattern scoring because research has shown that this method produces the most accurate scores, making it possible to determine and report the score that is as close as possible to the student’s “true” skill level. In fact, numerous other public tests use these same methods, including the National Assessment of Education Progress (NAEP) and the Scholastic Aptitude Test (SAT®), used for college entrance.

Students with low scores will generally succeed on the easy questions, students with moderate scores will typically succeed on questions with low to moderate difficulty, and students with high scores will succeed on questions at all levels of difficulty.

A student’s total score is determined based on the number of and difficulty levels of questions the student answers correctly. Harder questions are worth more than easier questions. The more difficult questions a student answers correctly, the fewer correct answers are potentially needed to “pass.” The more easy questions a student answers correctly, the greater number of correct answers are needed to “pass.”

Sometimes students with the same number of questions answered correctly may have similar scores, but they will not necessarily be identical unless the pattern of answers is identical. For instance, two students may have both answered a total of 35 questions correctly. However, if Student A answered more difficult questions correctly than Student B, then Student A’s score could potentially be higher than Student B’s score. On a 50-question test, there are several million possible patterns of answers. Since fewer than 200,000 students are tested at each grade level, it is extremely rare for two students to have an identical answer pattern.

8. What information do parents receive about student scores?
Parents receive FCAT reports that include four important measures:

Total test scores

Achievement Level scores

Content subcategory scores

Annual student learning gains

F. Release of Tests

1. Why did the Department of Education release tests again in 2007?

The Department of Education has always wanted to release tests. However, in order to release a test, the supply of test questions must be large enough to replace those that are released. Question development is a time-consuming and expensive process. It takes at least two years and $1,800–$2,000 to develop and try out each question. In order to have enough questions that meet the criteria for use on a test, the Department of Education must initially develop twice the number of questions needed. This is necessary because questions may be eliminated by reviewers (educators and statisticians) at any stage during the test-building process.

The 2007 test release continues the Department of Education’s effort to increase public awareness about what is tested on the FCAT. It has been the Department’s desire for some time to provide more transparency to the FCAT and provide more examples of actual questions that are on the test.

In 2002, the Department of Education began preparing to implement a planned release of tests, and since that time, we have annually requested funds from the Florida Legislature to support this effort. The Department of Education accumulated enough questions to release six tests in 2005, eight tests in 2006, and five tests in 2007.

2. Why aren’t all tests at all grade levels released every year?

It is the Department of Education’s goal to release more FCAT tests each year; however, producing enough new test questions to produce new tests annually is very expensive. More than two times the number of questions on a test must be developed for each test released. This is time consuming and would cost more than the Department of Education receives from the Legislature. Because of these funding constraints, the Department of Education has released some tests each year rather than releasing all tests every year.

An abundance of information regarding all of the tests is available. Every year, the Department of Education provides sample tests for students that contain examples of about 15 test questions for each grade and subject. Many documents are provided to educators that describe the test and the development of the FCAT, including the guidelines for writing test questions and the specifications for each test. (See the “More Information about the FCAT” section.)

3. How much does it cost to release tests?
The cost of releasing one test is approximately $350,000. This amount includes increased development of test questions, long-term copyright permission for reading passages, resources to conduct reviews of additional test questions, costs to produce additional test forms and score additional test questions, and costs to prepare the test document for Web release. The cost of releasing six tests annually (three grade levels for two subject areas) would be approximately $2.1 million. If a Grade 10 test is also released annually, the cost would be $2.8 million. There would also be additional costs for the increased staff and other support resources necessary to monitor and implement the increased development, production, and release activities.

4. What are the Department of Education’s plans for releasing tests?

The schedule for releasing tests is shown below and is dependent on appropriate levels of funding.

Schedule	Tests to Be Released
Fall 2005	Grade 4 – Reading and Mathematics tests Grade 8 – Reading and Mathematics tests Grade 10 – Reading test for retake students Grade 10 – Mathematics test for all 10 th graders
Fall 2006	Grade 3 – Reading and Mathematics tests Grade 7 – Reading and Mathematics tests Grade 9 – Reading and Mathematics tests Grade 10 – Reading test for all 10th graders Grade 10 – Mathematics test for retake students
Fall 2007	Grade 5 – Reading and Mathematics tests Grade 6 – Reading and Mathematics tests Grade 8 – Science test

G. Information About the FCAT

1. What other information is available about the FCAT?

So much information is available about the FCAT that it is difficult to list it all on one page. A selection of the information available is provided below. Other information (not listed below) can be accessed via the FCAT Web site.

Sample tests distributed annually since 1997—on the Web since 2001

FCAT Handbook

FCAT Test Design Summary

Lessons Learned

FCAT Test Item Specifications

FCAT Explorer

2. What information is provided to parents about the FCAT each year?

Publications about the FCAT and many types of reports are provided for distribution to parents. The following list describes the primary ones.

Distributed	Publication/Report
January	FCAT Sample Tests (provided in print to students and available to parents on the Department’s Web site)
As needed	FCAT Fact Sheets (available on the Department’s Web site): General FCAT Fact Sheet (PDF) FCAT Fact Sheet: High School Juniors and Seniors (PDF)
As needed	FCAT Frequently Asked Questions (available on the Department’s Web site)
May	FCAT Student Reports (provided in print) Reading and Math Score Report Writing Score Report Science Score Reportp>

H. FCAT Released Tests Links

1. How to Use the Released Tests
http://fcat.fldoe.org/fcatretestsu.asp

2. Return to FCAT Released Tests Home Page
http://fcat.fldoe.org/fcatrelease.asp

Florida Department of Education

Frequently Asked Questions

Frequently Asked Questions

A. Released Tests

B. Taking the Test

C. Using the Released Tests

D. Test Questions

E. Scoring the Released Tests

F. Release of Tests

G. Information About the FCAT

H. FCAT Released Tests Links