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FCAT Today (…and Tomorrow?)
FCAT History
The Florida Comprehensive Assessment Test (FCAT) is Florida's response to the contemporary focus on increasing student achievement by establishing processes and platforms that promote the accomplishment of higher academic performance by students in public school systems. The Florida Comprehensive Assessment Test measures students' learning in the basic academic areas of math, reading, science, and writing. Importantly, the test helps to hone in on areas where students are not making satisfactory progress ("FDE," 2012). The capability of the exam to help educators pinpoint areas of instructional focus is particularly important since the standards are designed to grow more rigorous over time, and to "catch up" to international students. For example, in places like Hong Kong and Singapore, students of mathematics are multiplying and dividing fractions in the fifth-grade. The U.S. History EOC Assessment -- Course Number 2100310, United States History, a high-school level course, is part of the state of Florida's comprehensive academic assessment plan ("FDE," 2012). This proposed test, along with the established statewide assessment are at the center of considerable controversy that threatens to undermine the integrity of the testing system.
All Roads Point to Accountability
A good portion of the controversy around the Florida Comprehensive Assessment Test is due to the fact that the evaluations of teachers and principals are tied to students' performance on the exams ("FASP," n.d.). Another healthy portion of controversy stems from the high stakes associated student performance on the exam: passing the exam in the tenth-grade is essential for graduation,...
But the fact of the matter is that the not enough students are achieving on the FCAT at acceptable levels; as a result, the scores required for passing the exams have been lowered.
The high stakes issue can be mediated by incorporating other sources of information about students and teachers into the mix ("FASP," n.d.). Specifically, considering students' grades and the outcome of teacher evaluations in tandem with the statewide assessment results can provide fair and useful insights into students' fundamental abilities and holistic learning achievement (Simon, 2010). And, too, a well-implemented testing program can ensure that teachers, administrators, and parents receive meaningful feedback about the quality of the job in which they are collectively engaged -- teaching the children under their aegis (Simon, 2010). The functioning of the educational system, the quality of the curriculum, and the effectiveness of teaching methods can all be better understood, tracked, and modified in response to effectively executed state-wide testing (Simon, 2010). Schools and districts that are struggling will be made more salient to policymakers, communities, and educators (Simon, 2010).
Test Validation Cannot Be Transferred
Academic performance tests like the Florida Comprehensive Assessment Test (FCAT) are normed for students, not for schools ("FASP," n.d.). The Florida Association of School Psychologists takes issue with practices that use tests inappropriately and unethically -- for purposes they are not intended ("FASP," n.d.). If, for instance, a "test's scores were only validated as an accurate…
References
American Psychological Association (2001). Appropriate use of high-stakes testing in our nation's school. Washington, D.C.: Author. Retrieved http://www.apa.org/pubinfo/testing
____. (n.d.). Position paper on the use of the? Florida Comprehensive Assessment Test (FCAT) in high stakes decision-making. Florida Association of School Psychologists. Retrieved http://www.fasp.org/PDF_Files/
Public Policy/FASP_FCAT_Paper.pdf
____. (2012). Frequently asked questions. Florida Department of Education. Retrieved http://www. fldoe.org and http://www.fldoe.org/news/2012/2012_06_15.asp
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