Kati Pearson, Director Tammy Demps, Program Specialist

Rehana Insanally, Program Specialist Zhakima Spratley, Program Specialist

Utilizing Test Item Specification Documents

Teaching and Learning Department

Date: August 2011

Bell work: Looks Like

Benchmark: FL.CIM.2011

Objective: Today we will unpack a benchmark by utilizing the test item specification documents.

Essential Question: How can aligned daily instruction incorporating the rigor of the NGSSS increase student success?

Vocabulary: FCIM, Instructional Focus Calendar, Item Specifications, Rigor, Unpacking

Agenda: Gradual Release Model I do: Identify and define “Test Item Specification Document” We do: Utilize Test Item Specification Documents to unpack a benchmark and align instruction to rigor of NGSSS. You do: Unpack a benchmark from your content area utilizing the appropriate Test Item Specification Document to align instruction to rigor of NGSSS.

Homework: Determine and implement next steps in increasing rigor using FCIM and Item Specification Documents.

Common Board Configuration

Summarizing Activity: Revisit Essential Question •Exit Card: One way my instructional practice will change to include utilizing Item Specifications to increase rigor is _______ .

Bellwork: Looks Like

Complete the following sentence.

Rigor in the classroom looks like ____________.

Turn and share your sentence with the person sitting next to you.

Essential Question How can aligned daily instruction

incorporating the rigor of the NGSSS increase student success?

Objective Today we will unpack a benchmark by

utilizing the test item specification documents.

Agenda (Gradual Release Model)

I do: Identify and define “Test Item Specification Document”.

We do: Utilize Test Item Specification Documents

to unpack a benchmark and align instruction to rigor of NGSSS.

You do: Unpack a benchmark from your content

area utilizing the appropriate Test Item Specification Document to align instruction to rigor of NGSSS.

I DO Identify and define “Test Item Specification

Document”.

FCAT 2.0 and EOC Test Item Specification Documents

The Florida Comprehensive Assessment Test® 2.0 (FCAT 2.0) measures achievement of Florida students in writing, reading, mathematics, and science. End-of-course (EOC) assessments measure achievement of Florida students who have completed coursework in Algebra 1, Geometry, Biology, and U.S. History.

Origin and Purpose of the Specifications The Florida Department of Education and committees of experienced Florida educators

developed and approved the specifications documents. The Specifications is a resource document that defines the content and format of the test

and test items for item writers and reviewers. Each Specifications document indicates the alignment of items with the NGSSS. It also

serves to provide all stakeholders with information about the scope and function of the FCAT 2.0 and end-of-course assessments.

Mission Statement Although not all benchmarks lend themselves to large-scale testing, successful schools

recognize the need for students to master all of Florida’s standards. The increased rigor exemplified in the NGSSS will enhance student performance in a rapidly advancing, global environment.

Vocabulary Development: Test Item Specifications

The Specifications are

resource documents They define the content and

format of the test and test items.

The document indicates the alignment of items with the NGSSS.

It also serves to provide all stakeholders with information about the scope and function of the FCAT 2.0 and end-of-course assessments (EOC).

Importance of Using Test Specs to Ensure Rigor

When educators understand the benchmark indicators, they can “unwrap” or “unpack” them and know exactly the knowledge and skills students will need to learn.

Everyone shares a common understanding and language of the benchmark and benchmark proficiency.

WE DO

Utilize Test Item Specification Documents to unpack a benchmark and align instruction to rigor of NGSSS.

Unpacking a Benchmark Using Item Specifications

What does this benchmark really mean? How deep? How broad? How specific?

What level of Webb is required for proficiency? What important concepts are included? What type of performance is required?

Unpacking a Benchmark What is the Benchmark asking the students to do? What prior knowledge and skills will students need to

be successful? How will students show mastery of the benchmark? What are the characteristics of the items students will

see? What will students not be asked to do? What might an assessment item on this Benchmark

look like (at what level will the student need to perform)?

Unpacking a Benchmark

LA.910.1.6.7 The student will identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words.

Also assesses LA.910.1.6.11 The student will identify the meaning of words and phrases from other languages commonly used by writers of English (e.g., ad hoc, post facto, RSVP).

To unpack this benchmark accurately, you will need more than just the benchmark itself.

The Item Specifications for this benchmark provide

essential information for assessing the level of complexity at which the students will have to perform to be successful.

Def

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Benchmark Specification LA.910.1.6.7

Use a highlighter and determine:

What is the Benchmark

asking the students to do?

What prior knowledge and skills will students need to

be successful?

How will students show mastery of the benchmark?

What are the

characteristics of the items students will see?

What will students not be

asked to do?

Benchmark Specification LA.910.1.6.7

Let’s share our

thoughts!

What is the Benchmark asking the students to do?

What prior knowledge and skills will students need to

be successful?

How will students show mastery of the benchmark?

What are the

characteristics of the items students will see?

What will students not be

asked to do?

Benchmark Specification LA.910.1.6.7 What might an assessment item on this Benchmark look like (at what level will the student need to perform)?

Unpacking LA.910.1.6.7

You Do

Unpack a benchmark from your content area utilizing the appropriate Test Item Specification Document to align instruction to rigor of NGSSS.

You Do: Unpacking the Benchmark Unpack a benchmark from your content area item

specifications document.

Use the Utilizing Benchmarks to Increase Rigor Sheet provided.

Revisiting Essential Question How can aligned daily instruction

incorporating the rigor of the NGSSS increase student success?

What is the correlation between unpacking the benchmarks and

FCAT 2.0/EOC success? Why is unpacking the benchmarks an essential component of

instructional planning? How can you ensure you effectively unpack content benchmarks?

2011-2012 District Goal: 551=A

2011-2012 District Goal: 551=A

Summarizing Activity

Objective: Today we will unpack a benchmark by utilizing the test item specification documents. On your exit slip, complete the following sentence:

• One way my instructional practice will change to include utilizing Item Specifications to increase rigor is _______ .

RIGOR IS WITHIN THE TEST

SPECIFICATIONS

Teaching and Learning

Director Kati Pearson

Program Specialists

Tammy Demps Rehana Insanally Zhakima Spratley

352-253-6528