The Florida Comprehensive Assessment Test® (FCAT) AND FCAT 2.0 is part of Florida’s overall plan to increase student achievement by implementing higher standards. The FCAT, administered to students in Grades 3-11, consists of criterion-referenced tests (CRT) in mathematics, reading, science, and writing, which measure student progress toward meeting the Sunshine State Standards (SSS) benchmarks. For further information view the Department of Education's FAQ page for FCAT or look at the FCAT Booklet for Parents (fairly large file.)
While the state is moving to the CBT and EOC's for the majority of it's assessments, it is recommended that you visit this link to see which assessments will be administered under the CBT platform.
The FAIR Assessment (Florida Assessment for Instruction in Reading) is a screening assessment developed by the Florida Center for Reading Research and is given three times a year to all students grades K-10. The Kindergarten through second grade assessment is administered individually by a trained assessor while the third through tenth grade assessment is administered individually utilizing a computer.
The FAIR assessment was designed to give teachers valuable information regarding a student’s abilities in the areas of reading comprehension, fluency, vocabulary and word analysis. The data gained from the FAIR assessment gives teachers important information to help them develop and direct their instruction to meet the needs of individual students.
Florida uses the Comprehensive English Language Learning Assessment (CELLA) to measure the growth of students classified as English Language Learners (ELLs) in mastering the skills in English they will need to succeed in school.
CELLA is a four-skill language proficiency assessment developed under contract by Educational Testing Service (ETS) that is designed to provide:
- Evidence of program accountability in accordance with Title III of No Child Left Behind (NCLB), which calls for schools and districts to meet state accountability objectives for increasing the English-language proficiency of English Language Learners.
- Data useful for charting student progress over time and, for the newly arrived students; charting progress over the first year.
- Information about the language proficiency levels of individual students that can be used in making decisions regarding placement into, or exit from English for Speakers of Other Languages (ESOL) programs.
- Diagnostically useful information about students’ strengths and weaknesses in English (with as much specificity as possible within the limitations of a large-scale standardized test.)