welcome to the data warehouse home help success synthia lafontaine assessing
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Welcome to the Data WarehouseHOME
HELP
Assessments
Document Learning Progress
TEACHING TOOLS
ASSESSING SUCCESS
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PURPOSE
Create Assessments
Purpose/Format
Cognitive levels Learning Objectives
Questions/Responses
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PURPOSE
PLACEMENT Teachers See Where to StartStudents Clarify and Set GoalsTeachers Assign Cooperative Groups/Roles
FORMATIVE Students Focus Efforts
Students Gain Confidence Teachers See What Works BestTeachers See What/Who to Reteach
DIAGNOSTIC Identify Problems
Understand Difficulties
SUMMATIVE Teachers See What Works Best Students Celebrate Achievement
Students Set New Goals Confidently
GRADES
GRADES
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Assessing Success
FORMAT
Short Answer
Completion
True False
Matching
Multiple Choice
Essay
Short Response
Extended Response
Performance TaskFORMAT
LENGTH
Time
Purpose
Resources
Testing
Evaluation
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COGNITIVE LEVELS
COGNITIVE COMPLEXITY
FCAT items assess Sunshine State Standards, and are designed to comply with
Goal 3/Standard 4 of Florida’s System of School Improvement and Accountability:
Florida students
use creative thinking skills to generate new ideas
make the best decisions
recognize and solve problems through reasoning
interpret symbolic data
develop efficient techniques for lifelong learning
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COGNITIVE LEVELS
COGNITIVE COMPLEXITY
Cognitive effort needed
Not the same as item difficulty
Not related to distractors
Levels Cognitive Demand
Low Single Step to solve
Moderate Mutliple Steps needed
High Multiple Steps and/or
Analyze, Synthesize
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COGNITIVE LEVELS
FCAT SSS READING
Percentage of Points by Cognitive Complexity Level
GRADES LOW MOD HIGH
3 25-35 50-70 5-15
4 20-30 50-70 10-20
5-7 15-25 50-70 15-25
8 10-20 50-70 20-30
9 10-20 50-70 20-30
10 10-20 45-65 25-35
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COGNITIVE LEVELS
FCAT SSS Reading
Low Complexity Recall, observe, question, represent basic factsDemonstrate simple skills/abilitiesRequire basic understanding of textVerbatim recall from text or simple understanding of a single
word or phrase
Skills Identify meaning of grade-level wordsLocate details in text, graph, chart, or diagramRecognize order of eventsIdentify figurative language
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COGNITIVE LEVELS
FCAT SSS Reading
Moderate Complexity Two-steps: 1. text comprehension, 2. processingSimple inferences within textSummarize, infer, classify, gather, organize, compare, display, explain,
describe, interpretSkills: Use context clues to identify unfamiliar word meaningDetermine how details support main ideaInterpret information in graphs, charts, and diagramsIdentify cause-and-effect relationshipsDetermine author’s main purpose or point of viewIdentify similarities and differencesDemonstrate understanding of plot developmentRecognize elements of plotRecognize patterns of organizationSummarize the major points of a textCompare word meanings
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COGNITIVE LEVELS
FCAT SSS Reading
High Complexity Explain, generalize, make multiple connectionsSeveral steps with abstract reasoning & planningSupport conclusionsIdentify theme, implicit main idea, make complex inferences within or across textTake information from at least one portion of the text and apply to a new taskPerform complex analyses of connections among textsSkills Analyze the use of figurative languageShow how graphs, charts, and diagrams contribute to a textDetermine author’s purpose/point of view/describe how it affects textEvaluate strong vs. weak argumentsAnalyze similarities and differencesDescribe and analyze characteristics of various types of literatureDescribe and illustrate how common themes are found across textsAnalyze cause-and-effect relationships
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COGNITIVE LEVELS
FCAT SSS MATH
Percentage of Points by Cognitive Complexity Level
GRADES LOW MOD HIGH
3 25-35 50-70 5-15
4 10-20 50-70 20-30
5-7 10-20 60-80 10-20
8 10-20 50-70 20-30
9 10-20 60-80 10-20
10 10-20 50-70 20-30
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COGNITIVE LEVELS
FCAT MathematicsLow Complexity Recall, recognition: learned concepts & principles
Skills: • solve a one-step problem • compute a sum, difference, product, quotient • evaluate a variable expression, given specific values for the
variables • recognize or construct equivalent representation • recall or recognize a fact, term, or property • retrieve information from graph, table, figure • identify appropriate units/tools for common measurements • perform a single-unit conversion
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COGNITIVE LEVELS
FCAT Mathematics
Moderate Complexity Flexible thinking/choice among alternatives More than a single stepReasoning/problem-solving strategies to decide what to doCombine skill & knowledge from various domainsSkills • solve a problem requiring multiple operations • solve a problem involving spatial visualization and/or reasoning • select and/or use different representations, depending on situation and
purpose • retrieve information from a graph, table, or figure and using it to solve a problem • determine a reasonable estimate • extend an algebraic or geometric pattern • provide a justification for steps in a solution process • compare figures or statements • represent a situation mathematically in more than one way • formulate a routine problem, given data and conditions
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COGNITIVE LEVELS
FCAT Mathematics
High Complexity More abstract reasoning, planning, analysis, judgment, & creative thoughtThink in an abstract and sophisticated waySkills • perform procedures with multiple steps & decision points • solve a non-routine problem (as determined by grade-level) • solve a problem in more than one way • describe how different representations can be used for different purposes • generalize an algebraic or geometric pattern • explain and justify a solution to a problem • describe comparing and contrasting solution methods • provide a mathematical justification • analyze similarities & differences between procedures & concepts • formulate an original problem, given a situation • formulate a mathematical model for a complex situation • analyze or produce a deductive argument
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COGNITIVE LEVELS
FCAT SSS SCIENCE
Percentage of Points by Cognitive Complexity Level
GRADES LOW MOD HIGH
5 15-25 40-60 25-35
8 15-25 40-60 25-35
11 15-25 40-60 25-35
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COGNITIVE LEVELS
FCAT ScienceLow Complexity Recall and recognition of previously learned concepts and principlesItems typically specify what the student is to doCarry out a procedure that can be performed mechanically
SkillsIdentify a common example or recognize a conceptRetrieve information from a chart, table, diagram, or graphRecognize a standard scientific representation of a simple
phenomenonCalculate or complete a familiar single-step procedure or equation
using a reference sheet
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COGNITIVE LEVELS
FCAT ScienceModerate Complexity More flexible thinking More than a single step or thought processReasoning and problem-solving strategies to decide what to doKnowledge from various domainsSkillsApply or infer relationships among facts, terms, properties, or
variablesDescribe examples & non-examples of scientific processes or
conceptsPredict or determine logical next step/outcomeCompare or contrast structures or functions of different organisms
or systemsChoose appropriate formula or equation to solve a problem & then
solve itApply/use concepts from a standard scientific model or theory
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COGNITIVE LEVELS
FCAT ScienceHigh Complexity Heavy demands on student thinkingAbstract reasoning, planning, analysis, judgment, and creative
thoughtSkills Construct models for researchGeneralize or draw conclusionsDesign an experiment, given data and conditionsExplain or solve a problem in more than one wayProvide justification for steps in a solution or processAnalyze an experiment to identify a flaw and propose a method for
correcting itInterpret, explain, or solve a problem involving spatial relationshipsPredict a long-term effect, outcome, or result of a change within a
system
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COGNITIVE LEVELS
FCAT SSS SCIENCE
Percentage of Points by Cognitive Complexity Level
GRADES LOW MOD HIGH
4 10-30 40-60 15-30
8 10-30 40-60 15-30
10 10-30 40-60 15-30
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COGNITIVE LEVELS
FCAT SSS Writing+
Low Complexity Recall & recognize of learned concepts/principlesDoes not include complex synthesis or analysis but involves understanding
of simple factsRecognize traits that distinguish something as a member of a categoryDemonstrate simple skills or abilitiesPrewriting process of grouping ideas or words (as in a brainstorming activity)Simple spelling or vocabulary tasksCompose simple sentencesPerform familiar, mechanical tasks Basic understanding of the writing process
Skills • categorize information• insert end punctuation in a sentence • add an –s to change a word from singular to plural
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COGNITIVE LEVELS
FCAT SSS Writing+
Moderate Complexity More flexibility of thinking and choice among alternativesStudent decides what to doApply knowledge about the elements of writing Process and manipulate text
Skills • determine the relevance, placement, or quality of detail• apply the purpose for writing to the task• apply knowledge of conventions
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COGNITIVE LEVELS
FCAT SSS Writing+
High Complexity Explain, generalize, or make multiple connectionsAbstract reasoning & planningFocus, organization, support, & conventions to demonstrate
understanding of the writing situation—including the intended audience, occasion, or purpose—as a prerequisite to recognizing and producing effective writing
Demonstrate insightful and involved with the subject knowledge of writing
Apply skills to accomplish a new task, such as a demand writing situation in which the prompt or stimulus for writing is unknown to the student beforehand and cannot be read to or interpreted for the student
Support conclusions
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COGNITIVE LEVELS
FCAT SSS Writing+
High Complexity (continued) Mature command of language and complex sentence structuresShow synthesis and analysisIntegration and evaluation of appropriate compositional elements Analyze the presentation and maintenance of a central theme, topic, or unifying point Make a complex inference within or across compositionsSkills• evaluate the effectiveness of a written response according to audience and purpose• develop a composition using the writing process• analyze and apply complex conventions
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HELP1 Know information
1 Understand information’s meaning
1 Apply information to solve problems
2 Analyze information’s components,
relationships,
consequences
2 Evaluate ideas, theories, opinions;
make and justify
choices
2 Synthesize components to create new
products and ideas;
combine elements in
novel ways
Based on Bloom’s Taxonomy
LEVELS & OBJECTIVES
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KNOWInstructional Objective: Identify, Select, Write a definition of, Draw, Label, Name, List, Outline
Typical Questions: Who is the author of the story? What is the LAST thing Sara packs? When does hurricane season begin? Where is the capital of Florida? Why must some foods be refrigerated? How are surgical instruments sterilized? How many countries are in Asia? Who invented the light bulb? What is the definition of plagiarism? Which is the tallest mountain?
LEVELS, OBJECTIVES, EXAMPLE QUESTIONS
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UNDERSTAND
Explain, Describe, Distinguish, Interpret
Who is hurt by ozone depletion? What is the LAST operation to perform? When will the birds migrate again? Where would it be safest to start a fire? Why are there primary elections? How will the game be designed? How much money does Jake need? Who is considered the most reliable? What is the BEST summary of the story? Which is the least difficult route?
LEVELS, OBJECTIVES, EXAMPLE QUESTIONS
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APPLYSolve, Determine, Find, Ascertain
Who should stay for extra practice? What lesson did Sara learn in the story? When will the next lunar eclipse occur? Where is the least population growth? Why does Marc cry Tuesday morning? How is Tim’s skateboard recovered? How much gasoline tax is paid annually? Who trusts Beth the most? What is the MAIN IDEA of the passage? Calculate the total area of the 9 rooms without closets and common areas.
LEVELS, OBJECTIVES, EXAMPLE QUESTIONS
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ANALYZEExplain, Interpret, Analyze
Who caused the problem? What is the BEST estimate of damage? When should the president resign? Where is the weather mildest? Why do the children flee from the farm? How could the paper cost be reduced? How many players support Cari’s decision? Which events could not have happened? If. ..happened, what might the ending have been? How is...similar to...? What was the turning point? What was the problem with...?
LEVELS, OBJECTIVES, EXAMPLE QUESTIONS
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EVALUATEEvaluate, Explain, Judge
Which outcome would Alicia prefer? Why does Dania need to talk with April? When is the best time to skateboard? What changes would improve the outcome for…? How effective are...? What are the consequences of...? What influence will....have on our lives? What are the pros and cons of....? Why is ....of value? What are feasible alternatives to…? Who will benefit most from…? How will…help…?
LEVELS, OBJECTIVES, EXAMPLE QUESTIONS
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SYNTHESIZESynthesize, Conclude, Determine
How did the forest change over the 20 years discussed? What would have happened if Judge Lee had been the first judge? Which design would have been better for….? Which is the best possible solution ...? Which resources would be needed to…? How could the parts be combined to…? What would happen if ...? Which combination would NOT offer a possible solution?
LEVELS, OBJECTIVES, EXAMPLE QUESTIONS
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ASSESS
COGNITIVE LEVELS
QUESTIONS AND RESPONSES
Assessments
QUESTIONSRESPONSES
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STEMS/QUESTIONS Assess Learning Objective – Precisely, Objectively
Define the Problem – Meaningfully, Independently
Describe the Problem – Concisely, Understandably
Avoid Suggesting Response – Format, Language
Observe Logical Rules – Content, Construct
Maintain Academic Language – Formal, Relative
QUESTIONS AND RESPONSES
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MEANINGFUL, INDEPENDENT
Meaningfully Define Problem
South Americaa. is a flat, arid countryb. imports coffeec. has a large populationd. was settled by Spanish colonists
South America was settled by colonists froma. France.b. Spain.c. England.d. Holland.
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CONCISE, UNDERSTANDABLE
How would you account for the large number of Spanish colonists settling in South America?
Spanish colonists settled most of South America in search of a.adventure.b.wealth.c.lower taxes.d.religious freedom.
Concisely State Problem
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AVOID CLUES
A porpoise is ana. plant.b. reptile.c. animal.d. bird.
Shelly used the device to stop some a. ant.b. insects.c. dolphin. d. baboon.
AVOID CLUES
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QUESTIONSCONTENT ISSUES
AgeRaceCrimeStatusPoliticsGenderCrueltyCultureReligionViolenceMessageWeaponsRomancePrivate Issues
CONSTRUCT ISSUES
ToneTopicLengthPositive GrammarLanguageConsistencyPunctuation
QUESTIONS AND RESPONSES
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RESPONSES
Answer CLEAR if objective is met
Consider
__Length
__Location
__Language
__Phrasing
__Grammar
__Consistency
__All are PLAUSIBLE
QUESTIONS AND RESPONSES
DeterminersOnlyAlways
NeverUsually
SometimesOften
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To be ecstatic means a. Joyful. b. Electricity.c. To shave. d. To be happy.
Florida is a ____ state. a. southern. b. northern. c. peninsular. d. eastern.
What is the opposite of together?
a. A part.b. Whole. c. Partial.d. Separate.
CapitalizationPhrasing
Consistency
PunctuationPhrasing
Consistency
Capitalization Punctuation
Two answers?
PROBLEMS
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School is a. difficult. b. important. c. only for scholars.d. it helps people.
A dictionary is used a. daily in schoolb. to define wordsc. it lists synonymsd. as a booster seat
Where is the Statue of Liberty? a. Nevadab. Francec. New Yorkd. in the The Grand Canyon
Negative MessagePhrasing
Phrasing PunctuationConsistency
Multiple answers
Consistency
PROBLEMS
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One way to make better use of your time is to a. play it by ear. b. set daily goals.c. take no breaks. d. wear a watch.
A goal is workable if it a. is challenging. b. is inexpensive. c. is realistic. d. is valuable.
Which statement about when people should stretch is MOST accurate?
a. It is good to stretch before eating. b. Never stretch early in the morning. c. It is good to stretch before exercise.d. Always stretch before going to bed.
Ambiguous
Negative Message
Ambiguous
Determiners
Consistency
PROBLEMS
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1, Review Reference ResourcesText or subject/content referenceTest SpecificationsSimilar tests, pretests, etc.Similar test results
2. Determine ContentCognitive levelsLearning Objectives
3. Determine Format/LengthPurposeTime
4. ProcessQuestions/ResponsesWrite, Revise, Edit, Proof
FCAT Specifications: http://test.ccps/Resources/ResIndex.aspx
CREATE TESTS
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Log in to Data Warehouse http://test.ccps
Login help: Synthia LaFontaine: [email protected] 377-0028
6/2 last (or first) 4 digits of SS# Mary Jones =
Jonesma
CREATE TESTS
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CREATE TESTS
LEFT VERTICAL MENUOnline Test
ONLINE TEST MENU Creation/Modification
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CREATE TESTS
TEST BANK
Create Tests
Access Tests YOU
Created
QUESTION BANK
Create Questions
Access Thousands of Questions
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CREATE QUESTIONS
ACCESS/USE/EDIT Existing
Questions
QUESTION BANKCreate NEW Questions
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CREATE QUESTIONS
IMPORT Multiple
Questions
CREATE Questions One at a Time
EDIT Questionsby Question
Number
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CREATE QUESTIONS
Select Classification/
Status
Use “Passages” for Instructions,
Stories, Examples, and
Graphics
CLICK to PASTE content of CLIPBOARD
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CREATE QUESTIONS
Question ID Numbers
ReviewQuestions
Edit Questions
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UPLOAD MULTIPLE QUESTIONS
Format Before Uploading:
Select Tools, Options,
Formatting Marks, All
Don’t Forget to DESELECT ALLDESELECT ALL Before
Uploading
Format Before Uploading:
Select Tools, Options,
Formatting Marks, All
Format document before
Uploading: Select Tools,
Options, Formatting Marks, All
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First, Click to Upload
Questions & Keys
UPLOAD MULTIPLE QUESTIONS
Second, Click to
Import to Question
Bank
Finally,Copy
Question ID Numbers
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CREATE QUESTIONS
Click to Review
Questions
Click to Review
Questions
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CREATE TESTS
Click Create New TestClick Online Tests,
then clickCreation/
Modification
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CREATE TESTS
Name Test,Select Subject,Select Grade
Level,Choose to
Randomize (or not)
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CREATE TESTS
Make test Live?
Internet Access?
Questions/page?
Active Status?
Private Test?
Exam Type?
Click Update
Click Add Questions
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CREATE TESTS
Access Question
Bank
Alternatively,Create Tests
from thousands of
existing questions
in Data Warehouse
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CREATE TESTS
Thousands of QuestionsAvailable
Record Question ID
to Use Question in a Test You
Create
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CREATE TESTS
Edit Your Tests
Select Subject
Select Grade Level
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HELPTesting Process
Select, Assign, Activate Administer, Monitor
Access Scores, Reports
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Point to APPLY
Click Manage Online
Assessment
ADMINISTER TESTS
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ADMINISTER TESTS
STUDENTS TAKE TEST
Student Access from Data Warehouse
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ADMINISTER TESTS
STUDENTS TAKE TEST
ID: Student ID Password: Birth mm/dd
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ADMINISTER TESTS
STUDENTS TAKE TEST
Previous Test Scores
Tests to be taken
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STUDENTS TAKE TESTS
View Status
Navigate through Test
Scroll Passage
Select Answer
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AssessmentsAssessments
TEACHING TEACHING TOOLSTOOLS
ASSESSING SUCCESS
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HELPCriticalCritical
Thinking Assessment Thinking Assessment
SUCCESS StrategiesSUCCESS Strategies
ASSESSING SUCCESS
Cover & MatchCover & Match
STOPSTOP
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HELPSTOP!STOP! DistractersDistracters
S = SillyS = Silly
T = TrickyT = Tricky
O = OppositeO = Opposite
P = ProvenP = Proven
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HELPSTOP!STOP!
1 LOOKS 1 LOOKS
2 TRUE2 TRUE
3 NBA3 NBA
TricksTricksDistractersDistracters
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Why is that such a GOOD WRONG ANSWER?
Why is that such a GOOD WRONG ANSWER?
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Why is that such a GOOD WRONG ANSWER?
Why is that such a GOOD WRONG ANSWER?
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THE MALACHITE KINGFISHERLeisa Pichard
For his feathers are the COLORS of the Earth.GLITTERING blue for the sky,FLASHING red for the African soil,TWINKLING green for the sparkling sea.
For he is as SHY as the smallest twitching mouse.HIDING, though his BRIGHT COLORS ARESHOUTING LOUDLY in a world ofdulling browns and greens.
How many phrases relate to “shy but flashy”?
How many phrases relate to “fierce but friendly”?
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HELPFor he is a FIERCE hunter, diving from the sky.Catching dragonflies in mid air,snatching tadpoles, and minnows,nabbing crabs in a DEADLY splash.
For he does belly flops when he bathes.Rising back to his perch,fluffing after each dip,cleaning each feather in turn.
For he flies faster than the eye can follow.Bobbing his head and body beforedropping sharply from his branch,beating flashy wings to lift and lift.
How many phrases relate to “fierce but friendly”?
How many phrases relate to “shy but flashy”?
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Cover Cover & & MatchMatch COVER
Choices
WRITE
Proven Answer
UNCOVER
MATCH
STOP Distracters
HELP
A. 425
B. 545
C. 625
D. 665
Correct Answer is D
1. 2725 + 600 = 3325
2. 3325/5 = 665
Common Mistakes
Lead to
Each Distracter
STOP
http://fcat.fldoe.org/interact/index.html
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Why is that such a GOOD WRONG ANSWER?
Why is that such a GOOD WRONG ANSWER?
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STOP Practice Resources:
Data Warehouse http://test.ccpsHelp/Insrtuctions/Resources
http://test.ccps/Resources/ResIndex.aspx
FCAT – Benchmark Assessmentshttp://test.ccps/OnlineTests/Teachers/SelectTests.aspx
FCAT Explorer – FOCUS- Florida Achieveshttp://www.florida-achieves.com/(S(gzyhxajti52ktl45grw2zr55))/Default.aspx
FCAT State released INTERACTIVE demo tests online:http://fcat.fldoe.org/fcatrelease.asphttp://fcat.fldoe.org/interact/index.html
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FCAT SuccessFCAT Success
KNOWKNOW
SHOWSHOW
SETSET
GETGET
Student Needs Benchmarks Tested Question/Answer Patterns
Persistent Enthusiasm Posters, Visuals
Instructional Cycle Assessment Schedule Feedback Schedule
Improved Performance Greater Grains