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2. Why was the 40th percentile on the SAT 10 established as the cut score for determining students’ probability of reading success?
3. What does the third and final assessment of the year predict to?
4. How is the new 3-12 Assessment predictive of FCAT?
5. Is the reliability coefficient available for the FCAT success probability?
6. How will over-exposure of items to students be controlled? Will the students see the same passages over and over?
7. Why is there such a wide range within the yellow probability of success zone?
8. Is it possible for students taking the 3-12 Assessment to score in the green probability of success zone if they do well on a reading comprehension passage that is below grade-level?
9. Why was the decision made to report data using unequal interval scores (percentiles) vs. equal interval scores (NCEs)?
10. Are you releasing the technical specifications for the assessments?
Just Read, Florida! Office
All · 2009 Florida Assessments for Instruction in Reading - 3-12 Assessments · 2009 Florida Assessments for Instruction in Reading - General · 2009 Florida Assessments for Instruction in Reading - Implementation Study · 2009 Florida Assessments for Instruction in Reading - K-2 Assessments · 2009 Florida Assessments for Instruction in Reading - Professional Development (PD) · 2009 Florida Assessments for Instruction in Reading - Progress Monitoring and Reporting Network (PMRN) · 2009 Florida Assessments for Instruction in Reading - Psychometric Properties · 2009 Florida Assessments for Instruction in Reading - Technology · 2009 Florida Assessments for Instruction in Reading – 10/09 update – NEW Questions · Elementary Reading Block · Reading Endorsement · Reading Endorsement Part 1 · Reading Endorsement Part 2 · Reading Endorsement Part 32009 Florida Assessments for Instruction in Reading - Psychometric Properties
1. Is the K-2 system set up to predict grade 3 FCAT performance?2. Why was the 40th percentile on the SAT 10 established as the cut score for determining students’ probability of reading success?
3. What does the third and final assessment of the year predict to?
4. How is the new 3-12 Assessment predictive of FCAT?
5. Is the reliability coefficient available for the FCAT success probability?
6. How will over-exposure of items to students be controlled? Will the students see the same passages over and over?
7. Why is there such a wide range within the yellow probability of success zone?
8. Is it possible for students taking the 3-12 Assessment to score in the green probability of success zone if they do well on a reading comprehension passage that is below grade-level?
9. Why was the decision made to report data using unequal interval scores (percentiles) vs. equal interval scores (NCEs)?
10. Are you releasing the technical specifications for the assessments?