What is the FCAT?

The Florida Comprehensive Assessment Test (FCAT) measures the achievement of Florida students in grades 3 through 10 by assessing student progress on benchmarks identified in the Sunshine State Standards. Reading and mathematics are tested in grades 3 through 10, while writing is tested in only grades 4, 8, and 10. Beginning this school year, progress on science benchmarks will be tested in grades 5, 8, and 10.

The FCAT contains both criteria-referenced and norm-referenced test items. As a result, a snapshot of where students stand in relations to their ability to reach the educational standards as outline in the Sunshine State Standards (criteria-referenced) as well how well students are performing as compared to other students (norm-referenced) are provided.

What are FCAT questions like?

FCAT questions use topics from subject areas such as social studies, science, the arts, health/physical education, and the workplace, as well as from reading, mathematics and science.

Graphic displays and illustrations are used frequently in FCAT. Graphics give necessary information and also provide pictures related to the questions. The use of graphics helps create interesting pages and also helps students grasp information better by giving them visual clues.

Many of the test questions on FCAT are like those you may have answered on other classroom or standardized tests following a "multiple choice" answer format. Some math questions require a "gridded response" where students place single number and/or symbols in a network of evenly spaced, parallel, horizontal, and vertical lines. However, students in grades 4, 5, 8, and 10 must also complete questions called "performance tasks."

What are performance tasks?

Performance tasks require thinking about a question and writing the answer. Some of these tasks ask for short responses like an equation for a problem or a description of how a character in a story changes. Other tasks require longer, more detailed responses such as constructing a graph or writing a comparison of two passages. On the reading portions of the FCAT, performance tasks are called "Read, Think, and Explain." In mathematics, performance tasks are called "Think, Solve, and Explain."

How can teachers support efforts to improve student achievement on the FCAT by utilizing the arts?

The FCAT requires students to think at a variety of cognitive levels based on Bloom's Taxonomy. Some questions are identification or rely on recall, while others ask the students to analyze information or create solutions to a problem. When preparing for instruction or designing instructional materials, frame questions so that students will be required to respond using a variety of thinking skills. Also, remember to ask students to explain their answers using details and supporting facts whenever possible.

Knowledge
(Identify & Recall):

Who.? What.? When.? Where.? How.?

Describe. List. Label.

List the forms of art you saw at the museum today.

Label the picture of the solo instrument that was featured in the musical performance.

Describe the main character of the play.

What animals did the dancers represent in the ballet?

Comprehend:

Retell. in your own words.
What was the main idea of.
Describe how or why.

Describe how geometric shapes were used in exhibit pieces.

Retell the story of the program music you heard at the concert.

Explain the conflict or problem between the characters in the play.

Describe how the dance program was organized. Were there solo dances, small groups, or did the whole group perform together?

Apply information:

How is.an example of.?
How is.related to.?
Why is.significant?

How is the painting style of Monet related to the style of Renoir ?

Why is the use of the timpani significant in Peter and the Wolf?

Demonstrate how the actors used facial expressions to show emotions.

How is the performance an example of different styles of dance?

Analyze:

How does.compare (or contrast) with.?
What are the parts (or features) of.?
Outline/Diagram/Web.
Classify.according to .
What evidence supports.?

Organize the art prints into groups according to impressionist or cubist features.

Compare and contrast the clarinet and the oboe in both appearance and timbre.

The main character in the play was not always honest. What evidence in the play supports this idea?

Create a web of the characters in the Nutcracker Ballet.

Synthesis
(Form a whole):

How would you design (or create) a new.?
What might happen if.?
What solutions would you suggest for.?
What ideas can you add to.?

What might happen if the person in the painting could talk? What would they say?

How would you design a one-man-band?

Create a new conclusion for the play.

What solutions would you suggest for a dancer with a blister?

Evaluate:

What do you think about.?
What is the most important.?
Do you agree.?
How would you decide about.?
What criteria would you use to assess/judge/choose.?

What was your favorite sculpture in the museum? Explain why it was your favorite.

How would you decide which instrument would be the best one for you to learn to play?

Do you agree with the costume designers? Explain why you would or would not change one character's costume.

What do you think about the performance? Would you recommend it to a friend? Explain your reasons.