FSA Middle School
Mathematics Assessments
Sarah Devereaux, Mathematics Specialist
Florida Council of Teachers of Mathematics Conference
Orlando, FL October 2016
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© 2014, Florida Department of Education. All Rights Reserved.
Session Overview
• Role of the Test Development Center
• FSA Summaries
• Calculator Updates
• Lessons Learned
• By Standard
• By Item Type
• FSA Assessments
• Development Process
• Online Resources
• Item Specifications
• Assessment Schedule
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The Test Development Center (TDC)
• TDC is funded through a grant by the Florida Department of Education
(FDOE). The grant is managed by Tallahassee Community College.
• TDC’s purpose is to assist FDOE in the implementation of various aspects
of the statewide assessment program.
• TDC works with contractors and Florida educators to develop test items
for English Language Arts, Mathematics, Science, and Social Studies
assessments.
• TDC also works with contractors and FDOE to produce and distribute
interpretive products related to statewide assessments.
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Florida Standards Assessments:
Summaries
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FSA Mathematics Item Development
Process
Item
Development
Bias and
Sensitivity
Reviews
Content
Review
Field Test
Rubric
Validation
Data
Review
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Grades 6-8 Mathematics
• The test for Grades 6-8 have 3 sections with 62 to 66
questions.
• All sections for Grade 6 are no calculator
• For Grades 7 & 8:
• Section 1 is no calculator
• Section 2 & 3 is calculator
• Hard copies of reference sheets may be provided for
students.
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Calculator Policy
• Online calculator may be accessed in the FSA Portal for use in the
classroom.
• http://fsassessments.org/resources/
• List of approved handheld scientific calculators, as well as a list of
prohibited functionalities for calculators on the FSA Portal.
• Calculators that allow these prohibited functionalities may not be
used.
• There has been no update to the calculator policy since last year
• Handheld calculators may be requested by students taking the CBT
in Grades 7 & 8 only and in sections 2 & 3 only.
• Handheld calculators must be given to students taking the PBT in
Grades 7 & 8 only and in sections 2 & 3 only.
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Approved Calculators for 2016-2017 SY
• Texas Instruments TI-30Xa
• Casio fx-260 solar
• Casio fx-82 solar
• Sharp EL-510R
• Sharp EL-510RN
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© 2014, Florida Department of Education. All Rights Reserved.
Updated Calculator Policy
Schools may use calculators not on this list if district
Mathematics specialists determine they meet the
specifications. FDOE will not review or approve
additional models not listed. Calculators are only
allowed for the calculator session(s) of FSA
assessments for Grades 7–8, Algebra 1, Geometry,
and Algebra 2. Students are not allowed to share
calculators. Not every test item in the calculator
section will require the use of a calculator.
See the calculator and reference sheet policy on the portal.
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© 2014, Florida Department of Education. All Rights Reserved.
Calculator Designations
• Yes – a calculator will be available for items
written to a standard.
• No – a calculator will not be available for
items written to a standard.
• Neutral – a calculator will not assist the
student in showing understanding of the
standard being assessed
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Lessons Learned 2015
By Standard
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Grade 6
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MAFS.6.RP and MAFS.6.NS
• Over all, students are performing well in these 2
domains.
• Continue providing opportunities for students to work
with problems in context.
• Students struggle with problems that are more abstract.
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MAFS.6.NS.1.1
• Interpret and compute quotients of fractions, and solve
word problems involving division of fractions by fractions.
• Students show understanding in computing quotients of
fractions.
• Students show a lack of understanding when presented in
context.
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MAFS.6.EE.1.1 and 6.EE.1.2
• Students are showing knowledge of writing and evaluating
numerical expressions.
• Students are showing knowledge of writing expressions from
words and evaluating them.
• Students are struggling with identifying parts of an expression
using mathematical terms.
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MAFS.6.EE.1.3 and 6.EE.1.4
• Students are struggling with:
• applying the properties of operations to generate equivalent
expressions
• identifying when two expressions are equivalent.
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2x + 4 + (x + 2)
(x + x + x) + (2 + 2 + 2)
3x + 6
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3(x + 2)
MAFS.6.SP.1.2 and 6.SP.1.3
• Students are struggling with:
• Describing a set of data using center, spread, and overall shape.
• Recognizing what a measure of center is vs a measure of
variation.
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Grade 7
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MAFS.7.RP.1.1, 7.RP.1.2a, and 7.RP.1.2b
• Students are showing an understanding of:
• computing unit rates associated with ratios of fractions
• Deciding whether two quantities are in a proportional relationship.
• Identifying the constant of proportionality
• Students are struggling when:
• using mixed fractions to find unit rates.
• the values are not presented in the order of the expected unit rate.
1. How many minutes does it take Angel
to run one kilometer? What about
Jayden?
2. How far does Angel run in one minute?
What about Jayden?
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© 2014, Florida Department of Education. All Rights Reserved.
MAFS.7.RP.1.2c and 7.RP.1.3
• Students are struggling with:
• Representing Proportional relationships by equations
• Using proportional relationships to solve multistep ratio and
percent problems.
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MAFS.7.NS.1.2c and 7.NS.1.3
• Students are struggling with:
• Applying properties of operations to multiply and divide
rational numbers.
• Especially with decimals
• Using negatives
• Solving real-world problems involving the four operations
with rational numbers
• Order of operations that has division in fraction form
• Increasing and decreasing (change in temp., bank account,
gaining and losing points in a game)
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MAFS.7.EE.1.1 and 7.EE.1.2
• Students are struggling with:
• Applying properties of operations to add, subtract, factor, and expand
linear expressions
• Especially if there is a fractional coefficient
• Or with ( ) and distribution is needed
• Understanding that rewriting an expression in different forms in a
problem context can shed light on the problem
14 – 2x represents the number of tickets
Malia has left after she has gone on x rides.
What does the 14, -2, and 2x represent?
2(7 – x) also represents the number of
tickets Malia has left after she has gone
on x rides. How can 2, 7, and x be
interpreted?
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MAFS.7.G.1.2 and 7.G.1.3
• Students are struggling with:
• Drawing geometric shapes with given conditions
• Describing the two-dimensional figures that result from slicing threedimensional figures
MAFS.7.G.2.4 and 7.G.2.5
• Students are struggling with:
• Using area and circumference of a circle to solve problems
• Especially with composite figures or figures within another figure
• Using facts about angles to write and solve equations
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MAFS.7.SP.2.3 and 7.SP.2.4
• Students are struggling with:
• Informally assessing the degree of visual overlap
• Using measures of center and measures of variability
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MAFS.7.SP.3.8
• Students are struggling with:
• Finding probabilities of compound events using organized
lists, tables, tree diagrams, and simulation
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MAFS.7.SP.3.8
• Students are struggling with:
• Finding probabilities of compound events using organized
lists, tables, tree diagrams, and simulation
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Grade 8
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MAFS.8.NS.1.1 and 8.NS.1.2
• Students are struggling with:
• Identifying rational numbers
• Converting repeating decimals into a rational number
• Estimating values of expressions with irrational approximations
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MAFS.8.NS.1.1 and 8.NS.1.2
• Students are struggling with:
• Identifying rational numbers
• Converting repeating decimals into a rational number
• Estimating values of expressions with irrational approximations
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MAFS.8.EE.1.2, 8.EE.1.3, and 8.EE.1.4
• Students are struggling with:
• Knowing there are two answers to x^2 = p
• Evaluating square roots and cube roots of small perfect squares
and cubes
• Expressing how many times larger or smaller quantities are
when given in scientific notation
• Performing operations with numbers expressed in scientific
notation
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MAFS.8.EE.3.7 and 8.EE.3.8
• Students are struggling with:
• Giving examples of linear equations with one solution, no
solution, or infinitely many solutions.
• Solving systems of two linear equations algebraically
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MAFS.8.F.1.1, 1.2, and 1.3
• Students are struggling with:
•
•
•
•
Identifying a function vs a non-function when given tables
Using graphs to make a function or not a function
Comparing and contrasting two functions represented in different ways
Identifying or creating a linear function given a table
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MAFS.8.F.1.1, 1.2, and 1.3
• Students are showing weakness with:
•
•
•
•
Identifying a function vs a non-function when given tables
Using two graphs make one a function and one not a function
Comparing and contrasting two functions represented in different ways
Identifying or creating a linear function given a table
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MAFS.8.F.2.4 and 8.F.2.5
• Students are showing some improvements in:
• constructing a function to model a linear relationship
• Do better with proportional relationships
• Struggle with interpreting rate of change and initial values in context
• Describing qualitatively the functional relationship between
two quantities
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MAFS.8.F.2.4 and 8.F.2.5
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MAFS.8.G.1.5
• Students are struggling with:
• Using angle relationships to create expressions
MAFS.8.G.2.7 and 8.G.2.8
• Students are struggling with:
• Applying the Pythagorean Theorem to find unknown side
lengths
• Applying the Pythagorean Theorem to find distances between
two points
MAFS.8.G.3.9
• Students are struggling with:
• Finding volume of figures by knowing the volume formulas
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MAFS.8.SP.1.3 and 8.SP.1.4
• Students are struggling with:
• Using information from a scatter plot and line of best fit to
answer questions
• Identifying associations in a two-way table
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FSA Item Types
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Item Types for FSA Mathematics and EOC
Assessments
• Multiple Choice
• Multiselect
• Equation
• Matching
• Table Response
• Open Response
• Hot Text
• Editing Task Choice
• GRID with Action
Buttons
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© 2014, Florida Department of Education. All Rights Reserved.
FSA Format
• Paper-based accommodated exams may
consist of multiple choice, multiselect,
matching items, and gridded-response
questions.
• Computer based exams will consist of
multiple choice, multiselect, and technology
enhanced questions (using online tools and
manipulatives).
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© 2014, Florida Department of Education. All Rights Reserved.
Multiple-Choice Items
• Multiple-choice items require the student to
select a single answer option. Multiple choice
items consist of:
• a context (mathematical or real-world);
• a question;
• a single correct answer; and
• three plausible distractors.
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Multiselect Items
• Multiselect items allow the student to select more than
one answer option.
• Some items may ask the student to select a specific
number of responses, while other items may ask the
student to select all correct responses.
• Are worth one-point only, no partial credit is given.
• The student must select all correct answers to receive
credit.
• There are multi-selects with 5 options or with 6 options
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Multiselect Item
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GRID Item with Action Buttons
• GRID items
• require the student to select numbers, words, phrases,
or images and use the drag-and-drop feature to place
them into a graphic. Items may also require the student
to use the point, line, and/or arrow buttons to create a
response.
• GRID items consist of:
• a context (mathematical or real-world);
• a question; and
• a response area.
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GRID Item with Action Buttons
Click the arrow button if you do not want to add an
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extra point or line by accident.
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Equation Items
• Equivalent fractions and decimals will be accepted
except in items that are assessing a standard
where a certain form is the expectation of the
standard.
• A zero in the ones place for answers that fall
between -1 and 1 (excluding 0 itself) is not
required.
• Students can type in an answer using a mixed
number or a fraction greater than one.
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© 2014, Florida Department of Education. All Rights Reserved.
Equation Items
• Equivalent algebraic expressions may be accepted
unless the standard is assessing a certain form.
• If a student is asked to write an equation,
equivalent equations may be accepted unless the
standard is assessing a certain form.
• There are equation items with a limited numerical
keypad, which is looking for a numerical answer.
• There are equation items with an extend keypad.
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Equation Items
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Equation Items
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Open-Response Items
• Open-response items require the student to
use the keyboard to enter a response into a
text field.
• Different types of open-response items may
appear on the test.
• Open-response items consist of:
• a context (mathematical or real-world);
• a question; and
• a response area.
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Open Response
• Simple is better
• Answers can only be in words, no mathematical
symbols
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Matching Items
• Matching items require the student to check a box
to indicate if information from a column header
matches information from a row.
• Matching items consist of:
• a context (mathematical or real-world);
• a question; and
• a response area.
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Table Items
• Table items require the student to type numeric
values into a given table. The student may
complete the entire table or portions of the table
depending on the question that is being asked.
• Table items consist of:
• a context (mathematical or real-world);
• a question; and
• a response area.
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Hot Text Items
• Hot text items require the student to either click
on a response option or drag a response option to
another location.
• Hot text items consist of:
• a context (mathematical or real-world);
• a question; and
• a response area.
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Hot Text Items
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Editing Task Choice Items
• Editing task choice items require the student
to click on a highlighted word or phrase and
select the replacement word or phrase from
a menu.
• Editing task choice items consist of:
• a context (mathematical or real-world);
• a question; and
• a response area.
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Editing Task Choice Items
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Algebra 1 Item
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Florida Standards Assessments
Portal Resources
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FSA Resources Tab:
- online scientific calculator
- Equation Editor Tutorial
- Reference Sheets
Training and Practice Tests
- link for the online practice tests
- Students can do any grade level for
the practice tests to be able to
explore various item types.
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Test Item Specifications
• Draft Item Specifications for grades 3-8, Algebra 1,
Algebra 2, and Geometry are posted on the FSA
portal at http://fsassessments.org under the About
the FSAs section.
• All specifications were last revised in May 2016
based on public comments and feedback from
educators.
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Contact Information
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Mathematics Contact Information
• TBD, Mathematics Coordinator
• Travis Barton, Content Specialist, Grades 3-5
• [email protected]
• (850) 922–2584 Ext. 2242
• Sarah Devereaux, Content Specialist, Grades 6-8
• [email protected]
• (850) 922-2584 Ext. 2249
• Terri Sebring, Content Specialist, Alg. 1, Alg. 2, & Geometry
• [email protected]
• (850) 922-2584 Ext. 2226
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Other TDC Contact Information
• Sally Rhodes, English Language Arts Coordinator
• [email protected]
• (850) 922–2584 Ext. 2230
• Stacy Skinner, Social Studies Coordinator
• [email protected]
• (850) 922–2584 Ext. 2238
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Steve Ash
Executive Director
Test Development Center
[email protected]
(850) 922–2584
Ext. 2225
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Questions?
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