FCAT scorers look for each essay to have a clear focus in the form of a main idea or theme and purpose. To get the highest score, the paper must stay on topic, with most or all of the information in support of the main idea. Information unrelated to the main topic will lower the writer's score. This is a requirement for all grade levels taking the FCAT writing test--grades 4, 8 and 10.
The essay must follow a logical, organized structure with a beginning, middle and end. All levels are also expected to include transitions between sentences and paragraphs. Higher grades are expected to be more sophisticated in their organization. Ideas should progress throughout the writing in a logical manner with transitions that connect these ideas smoothly.
The student must support the main idea clearly, specifically, correctly and completely. The writer should present all ideas in the paper should be presented that is understandable to the reader and directly related to the main topic. Facts should be as accurate as possible. Information supporting the main idea should be understandable, correct, and specific to that idea. The writer may receive fewer points if all ideas are not fully supported or information is unclear, inaccurate or vague.
Finally, FCAT scorers look at the writing for basic skills: grammar, punctuation, spelling and capitalization. Fourth-grade writing should include complete sentences, a variety of sentence structures and subject/verb agreement. More complex sentence structure and fewer mechanics errors are expected from eighth graders. Tenth graders should have a more "mature" command of sentence structure and fewer errors.
The FCAT writing test is scored on a scale between one and six, with six being the highest. A paper with six points is focused, organized and fully supported with few or no mechanics errors. Writing scores decrease if the paper veers off topic, lacks supporting information, has many grammatical errors or lacks an organized sentence, paragraph and overall structure.
The essay is evaluated by at least two scorers. If the first two scorers' numbers differ by two or more points, a third scorer, a scoring supervisor, evaluates the essay to assign the score. If this score is off by two or more points the scoring director makes the final decision.