Measurements of Student Progress. Science Grade 8

Transcription

1 SCIENCE Assessment Updates for 2011 Measurements of Student Progress Science Grade 8

2 Table of Contents Introduction Purpose & Highlights for Grade Points/Question Types Defined Online Testing Introduction to Samples... 6 Samples for Classroom Use Scenarios and Questions Middle School (Grade 8) Student Sample Pages... 7 Teacher Answer Pages Resources Contacts

3 Purpose and Highlights for Grade 8 Purpose: To provide information on changes and examples for the state science assessment. New for 2011: Scenarios and items are based on the Washington State K 12 Science Learning Standards adopted in Sample scenarios and items for classroom practice are included in this document. The operational science test now includes completion items worth 1 point each along with multiple choice (1 point) and short answer (2 point) items. Standard Setting events will be held in August Cut scores for the performance levels (Advanced, Proficient, and Basic) will then be established by the State Board of Education. Voluntary online testing is available. Unchanged in 2011: The science test includes systems, inquiry, and application scenarios which reflect the cross cutting concepts and abilities in our standards. Some stand alone items also appear in the test. These items are not connected to a scenario, and this is clearly marked for students. Items previously asked in an extended response (4 point) format have been revised to a short answer (2 point) format. Pilot scenarios and items are embedded in the test, but not identified. Pilot items do not count towards student scores. The science test is a single, untimed, testing session Testing Window: Paper and pencil: May 2 May 19, 2011 Online: May 2 June 3,

4 Points/Question Types Defined Number of Questions and Points Science 2011 Grade 5 MSP Grade 8 MSP HSPE Multiple Choice/Completion Short Answer Total Items (Questions) Total Score Points *Pilot Items Total Items on Assessment * Pilot items are embedded in the assessment. These items are not included in student scores. Question Types Defined Multiple Choice (MC) Completion (CP) Short Answer (SA) Point Value Students write their Students select their Students write or answer using answer from among 3 Distinguishing type a word or a sentences or phrases choices (elementary) Feature(s) short phrase inside on lines inside a box, or 4 choices a small box. or type their answer (secondary). into a textbox. Test and Item Specifications Test and item specifications provide guidelines for the development of scenarios and items for the science MSP and HSPE. Please refer to the Test and Item Specifications documents for more information: 4

5 Online Testing The Measurements of Student Progress in Science will be offered online in A Student Demo for science will be posted on the state s online testing website early in The Student Demo allows students to view a demonstration of the testing software. The Demo can also be shared with parents and other interested community members. A Science Tutorial will also be posted early in The Tutorial allows students to practice with the testing software, including navigating through the test and typing their responses to completion and short answer questions. The testing software must be loaded on the computer before using the Tutorial. Student responses are not saved or recorded. The sample questions in the next section of this document are the same questions as those in the Tutorial. More information about online testing in Washington can be found at: online.caltesting.org/ Rollout Schedule for Online Testing Science High School Measurements of Student Progress Proficiency Exam Grade 5 Grade 8 High School 2011 Goal: 25% Online Goal: 25% Online Paper/Pencil 2012 Goal: 80% Online Goal: 80% Online Goal: 50% Online 5

6 Sample Scenarios and Items: Introduction to Samples The sample scenarios and items in the Student Sample Pages (pages 7 21) provide teachers and students the opportunity to become familiar with the format of the three types of items on the assessment. All items are aligned to the Washington State K 12 Science Learning Standards (adopted 2009). The scenarios and items will also be used in the online tutorials (to be released in early 2011). The scenarios and short answer items included in this document have been previously released. However, adjustments have been made to the scenarios, multiple choice items, and short answer items to ensure their alignment to the Washington State K 12 Science Learning Standards (adopted 2009). The completion items included here have not been previously piloted. These samples highlight important features of scenarios and the three item types. The Teacher Answer Pages (pages 22 43) provide: Answer Key Table with: Item Specification text Item Specification code For example: LS2A(2) is the second item specification for the content standard LS2A. Correct answers for the multiple choice questions Cognitive level of the questions, based on Webb s Depth of Knowledge* Rubrics for completion and short answer items (student words are in italics) Annotated (scored) student responses for each of the short answer items (student words are in italics) * See Appendix A of the Test and Item Specification document for more information about cognitive levels. 6

7 Grade 8 Student Sample Pages 7

8 Grade 8 Student Directions: Answer questions 1 through 2 on pages 8 and 9. They are not connected to a scenario. 1 Sam wants to grow marigolds around his pepper plants because he read that marigolds repel white flies. How can Sam test to see if marigolds repel white flies? o A. Count the number of white flies on the peppers before and after planting marigolds. o B. Remove white flies from all the plants in the garden except the peppers. o C. Record the number of white flies on the marigolds near the peppers. o D. Put white flies on other garden plants and see what happens. 8

9 Grade 8 Student 2 In order for gases to be carried to and from muscle cells, the respiratory system must interact with which human body system? o A. Skeletal o B. Digestive o C. Circulatory o D. Reproductive 9

10 Grade 8 Student Danger! Mudflow! Directions: Use the following information to answer questions 3 through 5 on pages 12 and 13. Saya and James wanted to investigate mud, a mixture of soil and water. They wondered how water affects a mudflow. They built a model and did the following controlled experiment. Question: What is the effect of the volume of water in mud on the distance a mudflow travels? Hypothesis: As the volume of water in mud increases, a mudflow will travel farther because water erodes soil. Materials: dry soil water balance stirring rod graduated cylinder beaker piece of rain gutter brick meterstick 10

11 Grade 8 Student Procedure: 1. Put the rain gutter on the table and use the brick to hold one end of the gutter up, making a slope. 2. Stir 100 grams of dry soil and 20 milliliters (ml) of water together in a beaker to make mud. 3. Pour the mud into the top of the raised end of the rain gutter. 4. Measure and record the distance the front of the mudflow traveled as Trial Rinse and dry the rain gutter to remove the mud. 6. Repeat steps 2 through 5 two times as Trials 2 and Repeat steps 2 through 6 for 25 ml of water, 30 ml of water, and 35 ml of water. 8. Calculate and record the average distance the mudflow traveled for each volume of water used. Data: 11

12 Grade 8 Student 3 Which variable was a controlled (kept the same) variable in this experiment? o A. Time for mudflow to move o B. Speed of mudflow o C. Amount of water o D. Mass of dry soil 4 What was the responding (dependent) variable in this experiment? Write your answer in the box. 12

13 Grade 8 Student 5 Plan a controlled experiment to answer the question printed in the box. You may use any materials and equipment in your procedure. In your procedure, be sure to include: logical steps to do the experiment one controlled (kept the same)variable one manipulated (independent) variable one responding (dependent) variable how often measurements should be taken and recorded Question: What is the effect of different angles (slopes) of the rain gutter on the distance a mudflow travels? Procedure: 13

14 Grade 8 Student Clean Water Directions: Use the following information to answer questions 6 through 10 on pages 15 through 17. Darcie and Matt made a Water Cleaner System for a class science project. Darcie and Matt used their scientific understanding of the water cycle in the design of their Water Cleaner System. They used equipment provided by their teacher. Darcie and Matt poured muddy water into the bottom of a large plastic bowl. They put a metal cup into the middle of the muddy water in the plastic bowl. Then they stretched clear plastic wrap over the top of the plastic bowl. They put a rock on top of the plastic wrap, causing the plastic wrap to sag in the middle. Their Water Cleaner System functioned with the energy input from the Sun. 14

15 Grade 8 Student 6 Which energy transformation occurs in the Water Cleaner System? o A. Light energy from the Sun becomes thermal (heat) energy in the muddy water. o B. Thermal (heat) energy from the Sun becomes chemical energy in the muddy water. o C. Thermal (heat) energy from the Sun becomes thermal (heat) energy in the muddy water. o D. Light energy from the Sun becomes chemical energy in the muddy water. 7 What type of substance is the muddy water in the plastic bowl? o A. Mixture o B. Element o C. Molecule o D. Compound 8 If Darcie uses filter paper to filter the muddy water, what will remain in the water once the water has been filtered? o A. Leaves o B. Insects o C. Sand o D. Salt 15

16 Grade 8 Student 9 Darcie and Matt decided to redesign their Water Cleaner System to produce clean water faster than the original. Explain how to redesign the Water Cleaner System. You may use one or more of the materials listed, along with any of the original materials. large pieces of aluminum foil metal pot large, black plastic bag white towel Describe how to redesign the original Water Cleaner System. In your explanation, be sure to: Explain how the redesign would clean water faster than the original Water Cleaner System. 16

17 Grade 8 Student 10 Evaporation is a process in the water cycle. Where does evaporation happen in the Water Cleaner System? o A. When water gas turns into drops of water on the plastic wrap o B. When water in the plastic bowl becomes water gas in the air o C. When drops of water on the plastic wrap fall o D. When clean water collects in the metal cup 17

18 Grade 8 Student School Garden Directions: Use the following information to answer questions 11 through 14 on pages 20 and 21. The school garden produced only 13 kilograms (kg) of vegetables from tomato plants, lettuce plants, green bean plants and green pepper plants. The students wanted to redesign the garden the next year to increase the amount of vegetables produced by the plants. The students documented the stages of their design process as follows. Problem: Increase the production of the garden to 26 kg of vegetables. Gather Information: Research the sunlight, water, and mineral nutrient needs of plants. Analyze the garden soil for mineral nutrients and compare to ideal soil. Explore Ideas: Water the garden at different times of the day to prevent plant disease. Change the amount of sunlight reaching the garden by shading part of the garden. Add compost (decomposed plant material) to the soil. Loosen the soil with a shovel. 18

19 Grade 8 Student Plan Summary: Add compost to increase the mineral nutrient levels of the garden soil. Steps to Do the Plan: 1. Remove all of last year s plants and weeds from the garden. 2. Mix compost into the garden soil. 3. Plant the garden with the same type and number of plants as last year. 4. Water the garden in the morning every day. 5. Weed the garden every week. Diagram of Solution: Test Solution: Record observations of the plants in a notebook. Measure and record the mass of each type of vegetable harvested. Test Results: The amount harvested from each type of plant is shown in the Mass Harvested table. A total mass of 18 kg was harvested. 19

20 Grade 8 Student 11 What form of energy transforms into chemical energy in the leaves of the plants? Write your answer in the box. 12 Which characteristic best shows that green pepper plants and tomato plants are closely related? o A. Both plants are eaten by animals. o B. Both plants obtain water from the soil. o C. Both plants get carbon dioxide from air. o D. Both plants produce seeds inside a fruit. 13 People eat food like tomatoes as a source of energy. What was the original source of energy in a tomato? o A. Sunlight o B. Compost o C. Water o D. Soil 20

21 Grade 8 Student 14 The students found that puddles formed and remained all day in the garden. Describe how to begin solving this problem. You may use some or all of the materials listed and any tools. These materials may be used: sand, clay, gravel, compost, wooden boards, plastic sheeting, nails, hammer, shovel, and stepping stones. Be sure to describe the following stages in your design process: Research the Problem: Describe any scientific information needed to solve the problem and how to collect that information. Explore Ideas: Describe several possible solutions to the problem, including any useful scientific concepts. Problem: Redesign the garden so puddles do not form. Research the Problem: Explore Ideas: 21

22 Grade 8 Teacher Answer Pages 22

23 Item Description Grade 8 Teacher Answer Key Item Specification Code Item Specification Systems Inquiry Application Physical Science Earth/space Science Life Science Answer Cognitive Level** 1 Describe a plan for a controlled experiment, model or simulation Describe interactions among the digestive, circulatory and/or respiratory systems in animals. Identify controlled (kept the same) variables in a given description of a scientific investigation. Identify the responding (dependent) variable in a given description of a scientific investigation. 5 Describe a plan for a controlled experiment, model or simulation. 6 Describe how energy is transformed from one form to another and/or how energy is transferred from one place to another in a given system other than an electrical circuit. 7 Distinguish between compounds and mixtures of substances. 8 9 Describe how to separate a given mixture using differences in properties. Describe a redesign of a solution given a problem, an attempted solution, and results from a test of the solution. 10 Describe processes involved in the water cycle. INQB (1) INQD (1) INQD (3) INQB (1) APPF (2) PS3A (2) PS2B (1) PS2B (2) ES2C (1) LS1C (4) A 2 C 1 D 2 CP* 2 SA* 3 A 1 A 1 D 2 SA* 3 B 1 Describe that plants transform light energy from the Sun into LS2C 11 chemical energy in food through photosynthesis (1) CP* 1 Explain how given anatomical structures, cell structures, and/or LS3G 12 patterns of development of two or more species provide evidence (1) of their degree of relatedness. D 2 Describe that plants transform light energy from the Sun into LS2C 13 chemical energy in food through photosynthesis. (1) A 1 Describe research that might be useful in solving a problem APPD 14 and/or propose multiple solutions to a problem given a problem (2) that can be solved using a technological design process. SA* 2 *Completion (CP) and Short Answer (SA) questions are scored with rubrics. The rubrics and sample student responses with scoring annotations are on the following pages. **See Appendix A of the Test and Item Specification document for more information about cognitive level. 23

24 Grade 8 Teacher Performance Description Scoring Rubric for Item 4: Danger! Mudflow! Variable* A 1-point response demonstrates the student understands the Content Standard INQD: For an experiment to be valid, all (controlled) variables must be kept the same whenever possible, except for the manipulated (independent) variable being tested and the responding (dependent) variable being measured and recorded. If a variable cannot be controlled, it must be reported and accounted for BY identifying the responding (dependent) variable in a given description of a scientific investigation (Item Specification 3). Response identifies the responding (dependent) variable by stating one of the following: distance the mudflow traveled distance mud went distance of soil A 0-point response demonstrates the student has little or no understanding of the Content Standard. amount of water time the mud flowed amount of soil angle of the ramp *NOTE: This completion item was not piloted and is included for demonstration purposes only. Additional creditable responses may be determined by a Range Finding Committee. 24

25 Grade 8 Teacher Scoring Rubric for Item 5: Danger! Mudflow! New Procedure Performance Description A 2-point response demonstrates the student understands the Content Standard INQB: Different kinds of questions suggest different kinds of scientific investigations BY describing a plan for a controlled experiment, model, or simulation (Item Specification 1). Attributes 5 6 A 1-point response demonstrates the student has partial understanding of the Content Standard. 3 4 A 0-point response demonstrates the student has little or no understanding of the Content Standard. 0 2 Attributes of a Procedure Attribute Name Description Attributes One Controlled Variable Manipulated (independent) Variable Responding (dependent) Variable Record Measurements Trials are Repeated Logical Steps At least one controlled variable is identified or implied in the procedure or the materials list (e.g., mudflow sample mass, rain gutter, water volume mass, starting point on rain gutter). Only one manipulated variable (angle/slope of the rain gutter) is identified or implied in the procedure or data table (if given). The responding variable (distance mudflow travels) is identified or implied in the procedure or data table (if given). The procedure states or implies measurements are recorded periodically or gives a data table. Attribute Notes: 1. If artificial data for the responding variable is given, this attribute cannot be credited. 2. The phrase take measurement cannot be used to mean record. More than one trial for all conditions is planned, or implied in a data table, to measure the responding variable. The steps of the procedure are detailed enough to repeat the procedure effectively (examples of illogical steps: no ending time indicated, states Set up as diagrammed but diagram is inadequate, recording vague data or results) Total Possible Attributes 6 25

26 Grade 8 Teacher General Notes: Scoring Rubric for Item 5: Danger! Mudflow! New Procedure (continued)* 1. Inappropriate Procedures: If the response does not plan an appropriate procedure for the given question, the response may not earn any of the possible procedure attributes. Examples: a) Repeats the procedure from the scenario b) Measures only one condition (therefore cannot establish the controlled or manipulated variables) c) Purposefully changes more than one variable simultaneously d) Writes a procedure that is too vague to possibly be appropriate e) Writes a prediction instead of a procedure 2. Naming Attributes: If the response names a bulleted attribute listed after Procedure that includes: without including that attribute in the procedure, the attribute cannot be credited. When a bulleted attribute is named and implied in the response, both must be correct to be credited. 3. Clarifying Vagueness in Procedures: a) N/A b) Measuring a vague parameter (e.g., the mudflow instead of distance) may be credited as a manipulated or responding variable. However, a vague parameter is difficult to repeatedly measure, so the logical steps attribute cannot be credited. c) The term repeat at the end of a step refers to that step only. d) The term repeat as a separate step (or in a new paragraph) refers to the whole procedure. e) The term repeat, when qualified, cannot be credited for multiple trials (e.g., repeat if necessary, repeat as desired). f) A vague action that calls for the manipulated variable to be changed (e.g., increase the angle by 5º) without indicating how many times, gives no end to the investigation so the logical steps attribute cannot be credited. g) At high school, a vague action that calls for the manipulated variable to be changed without indicating how many times cannot be credited for more than two conditions of the manipulated variable. h) When a procedure conflicts with the labeled diagram, the procedure is too illogical to be effectively repeated. Therefore, the logical steps attribute cannot be credited, but the procedure can be scored for attributes that are not in conflict. *NOTE: This short-answer item was not piloted and is included for demonstration purposes only. Additional creditable responses may be determined by a Range Finding Committee. 26

27 Grade 8 Teacher Annotated example of a 2-point response for item 5: 5 Plan a controlled experiment to answer the question printed in the box. You may use any materials and equipment in your procedure: In your procedure, be sure to include: logical steps to do the experiment one controlled (kept the same) variable one manipulated (independent)variable one responding (dependent) variable how often measurements should be taken and recorded Question: What is the effect of different angles (slopes) of the rain gutter on the distance a mudflow travels? Procedure: 1.) Put the rain gutter on top of one brick 2.) Stir 100 grams dry soil with 35 ML of water together in a beaker to make mud. 3.) Pour mud into top of the raised end of the rain gutter 4.) Measure and record the distance the mudflow traveled as trial 1. 5.) Clean the rain gutter out completely. 6.) Repeat steps 2-5 twice and record as trials 2 and 3. 7.) Repeat steps 2-6 for two bricks, and then 3 bricks. 8.) Calculate and record the average distance the mudflow traveled for each brick higher the rain gutter started from. Attribute Name Credit Annotations One Controlled Variable 1 Step 1: rain gutter Manipulated (independent) Variable 1 Step 1: one brick Step 7: two bricks, and then 3 bricks. Responding (dependent) Variable 1 Step 4: Measure the distance the mudflow traveled Record Measurements 1 Step 4: record Trials are Repeated 1 Step 6: Repeat steps 2-5 twice Step 7: Repeat steps 2-6 Logical Steps 1 The steps of the procedure are detailed enough to repeat the procedure effectively. Total Attributes 6 2 Score Points 27

28 Grade 8 Teacher Annotated example of a 2-point response for item 5: 5 Plan a controlled experiment to answer the question printed in the box. You may use any materials and equipment in your procedure: In your procedure, be sure to include: logical steps to do the experiment one controlled (kept the same) variable one manipulated (independent)variable one responding (dependent)variable how often measurements should be taken and recorded Question: What is the effect of different angles (slopes) of the rain gutter on the distance a mudflow travels? Procedure: Step 1: Put the rain gutter at exactly 90º. Step 2: Stir 100 grams of soil and 20 ML of water in beaker to make the mud. Step 3: Pour the mud in the top of the rain gutter. Step 4: Measure the distance the mud traveled and record. Step 5: Rinse the rain gutter out to get rid of all the mud. Step 6: Repeat Steps 2-5 at this angles: 60º, 45º, 30º, 15º. Step 7: Calculate and record the average distance each mudflow ran at each angle. Attribute Name Credit Annotations One Controlled Variable Manipulated (independent) Variable Responding (dependent) Variable 1 Step 1: rain gutter 1 Step 1: 90º Step 6: 60º, 45º, 30º, 15º. 1 Step 4: distance the mud traveled Record Measurements 1 Step 4: record. Trials are Repeated 0 Trials are not repeated. Logical Steps 1 The steps of the procedure are detailed enough to repeat the procedure effectively. Total Attributes 5 2 Score Points 28

29 Grade 8 Teacher Annotated example of a 1-point response for item 5: 5 Plan a controlled experiment to answer the question printed in the box. You may use any materials and equipment in your procedure: In your procedure, be sure to include: logical steps to do the experiment one controlled (kept the same) variable one manipulated (independent)variable one responding (dependent)variable how often measurements should be taken and recorded Question: What is the effect of different angles (slopes) of the rain gutter on the distance a mudflow travels? Procedure: 1) put one end of the gutter on top of the box. 2) mix 25 ml of water with 100 g of dry dirt. 3) pour mud down rain gutter at the first angle. 4) record measurements of first trial, repeat steps 3, 4 three times at the first angle. 5) clean out gutter to remove the mud. 6) Repeat steps 3,4 three times as trials 2,3, trial 2, should be at a 45º angle, and trial 3 should be at a 60º angle. 7) calculate and record the averages for all trials. Attribute Name Credit Annotations One Controlled Variable Manipulated (independent) Variable 1 Step 2: 25 ml of water 100 g of dry dirt. 1 Step 4: first angle Step 6: 45º 60º Responding (dependent) Variable 0 Step 4: record measurements (No indication of what is being measured.) Record Measurements 1 Step 4: record measurements Trials are Repeated 1 Step 4: repeat steps 3,4 three times Step 6: Repeat steps 3,4 three times Logical Steps 0 Step 4: record measurements is too vague to repeat effectively. Total Attributes 4 1 Score Points 29

30 Grade 8 Teacher Annotated example of a 1-point response for item 5: 5 Plan a controlled experiment to answer the question printed in the box. You may use any materials and equipment in your procedure: In your procedure, be sure to include: logical steps to do the experiment one controlled (kept the same) variable one manipulated (independent)variable one responding (dependent)variable how often measurements should be taken and recorded Question: What is the effect of different angles (slopes) of the rain gutter on the distance a mudflow travels? Procedure: 1.)put the bricks on table 2.) put gutter on top of bricks at an angle 3.) mix the water and mud 4.) pour mud onto gutter 5.) measure distance 6.) clean all meterials 7.) change hight of bricks 8.) repeat steps 2-6 two more times Attribute Name Credit Annotations One Controlled Variable Manipulated (independent) Variable Responding (dependent) Variable 1 Step 2: gutter 1 Step 7: change hight of bricks (vague) 1 Step 5: distance (vague) Record Measurements 0 Measurements are not recorded Trials are Repeated 0 Step 8: repeat steps 2-6 two more times Does not repeat all conditions. Logical Steps 0 General Note 3b vague responding variable Total Attributes 3 1 Score Points 30

31 Grade 8 Teacher Annotated example of a 0-point response for item 5: 5 Plan a controlled experiment to answer the question printed in the box. You may use any materials and equipment in your procedure: In your procedure, be sure to include: logical steps to do the experiment one controlled (kept the same) variable one manipulated (independent) variable one responding (dependent)variable how often measurements should be taken and recorded Question: What is the effect of different angles (slopes) of the rain gutter on the distance a mudflow travels? Procedure: Take your piece of rain gutter and put it at the specific angle that you would want it. Then take The Beakers with your mudd and water and poor it in and see how fast it goes. and repet these steps at different angles Attribute Name Credit Annotations One Controlled Variable Manipulated (independent) Variable Responding (dependent) Variable 1 rain gutter 1 specific angle different angles (vague) 0 see how fast it [mud] goes. (incorrect) Record Measurements 0 Measurements are not recorded. Trials are Repeated 0 Trials are not repeated. Logical Steps 0 General Note 3b - vague manipulated variable. Total Attributes 2 0 Score Points 31

32 Grade 8 Teacher Performance Description Scoring Rubric for Item 9: Clean Water Redesign A 2-point response demonstrates the student understands the Content Standard APPF: Solutions must be tested to determine whether or not they will solve the problem. Results are used to modify the design, and the best solution must be communicated persuasively BY describing a redesign of a solution given a problem, an attempted solution, and results from a test of the solution (Item Specification 2). The response uses one or more of the materials listed, along with any of the original materials, to redesign the original Water Cleaner System by: Describing how to redesign the original Water Cleaner System AND Explaining how the redesign would clean water faster than the original Water Cleaner System. Example: Set the whole Water Cleaner System onto the aluminum foil. The reflected sunlight would increase the temperature of the muddy water and air inside the Water Cleaner System, so water will evaporate much faster. A 1-point response demonstrates the student has partial understanding of the Content Standard. The response describes how the material(s) would be used to redesign the original Water Cleaner System, but the explanation of how the redesign would clean water faster than the original Water Cleaner System is incomplete, vague, or shows some misconception of the scientific concepts being applied. OR The response explains how the redesign would clean water faster than the original Water Cleaner System but does not provide enough design details to get credit for the redesign of the original Water Cleaner System. A 0-point response demonstrates the student has little or no understanding of the Content Standard. General Notes: 1. Responses using materials other than those in the scenario and/or in the list (e.g. fire, tape) may not be credited. 2. Responses may use increased temperature (e.g., warmer, hotter, more heat) to imply faster. 3. Responses which create a new type of system (e.g., a filtration system, boiling water) may not be credited. 32

33 Grade 8 Teacher Annotated example of a 2-point response for item 9: 9 Darcie and Matt decided to redesign their Water Cleaner System to produce clean water faster than the original. Explain how to redesign the Water Cleaner System. You may use one or more of the materials listed, along with any of the original materials. large pieces of aluminum foil metal pot large, black plastic bag white towel In your explanation, be sure to: Describe how to redesign the original Water Cleaner System. Explain how the redesign would clean water faster than the original Water Cleaner System. I would use the large piece of aluminum foil to add to the water cleaner system. The foil could reflect off the sunlight onto the muddy water making it evaporate into clean water twice as fast. Annotations How to redesign: I would use the large piece of aluminum foil to add to the water cleaner system. The foil could reflect off the sunlight onto the muddy water How design cleans water faster: making it (water) evaporate into clean water twice as fast. Total Score Points 2 33

34 Grade 8 Teacher Annotated example of a 1-point response for item 9: 9 Darcie and Matt decided to redesign their Water Cleaner System to produce clean water faster than the original. Explain how to redesign the Water Cleaner System. You may use one or more of the materials listed, along with any of the original materials. large pieces of aluminum foil metal pot large, black plastic bag white towel In your explanation, be sure to: Describe how to redesign the original Water Cleaner System. Explain how the redesign would clean water faster than the original Water Cleaner System. I would use the large piece of aluminum foil to replace the clear plastic wrap. I think the clear plastic wrap slowed it down. Annotations How to redesign: I would use the large piece of aluminum foil to replace the clear plastic wrap. How design cleans water faster: clear plastic wrap slowed it (the water cleaner system) down Explanation does not indicate how the redesign causes a faster water cleaning system. Total Score Points 1 34

35 Grade 8 Teacher Annotated example of a 0-point response for item 9: 9 Darcie and Matt decided to redesign their Water Cleaner System to produce clean water faster than the original. Explain how to redesign the Water Cleaner System. You may use one or more of the materials listed, along with any of the original materials. large pieces of aluminum foil metal pot large, black plastic bag white towel In your explanation, be sure to: Describe how to redesign the original Water Cleaner System. Explain how the redesign would clean water faster than the original Water Cleaner System. Put the white towel over the metal pot that is over a fire, and pour the muddy water onto the white towel, where the water will then go into the metal pot where it can boil, which will helpfully make it cleaner to drink. Annotations How to redesign: Put the white towel over the metal pot that is over a fire See Note 1. How design cleans water faster: No response. Total Score Points 0 35

36 Grade 8 Teacher Performance Description Scoring Rubric for Item 11: School Garden Energy Transformation* A 1-point response demonstrates the student understands the Content Standard PS3A: Energy exists in many forms which include: heat, light, chemical, electrical, motion of objects, and sound. Energy can be transformed from one form to another and transferred from one place to another BY describing how energy is transformed from one form to another and/or how energy is transferred from one place to another in a given system other than an electrical circuit (Item Specification 1). Response identifies what form of energy transforms into chemical energy in the leaves of the plants by stating one of the following: light sunlight light from the sun solar energy A 0-point response demonstrates the student has little or no understanding of the Content Standard. heat soil mineral nutrients water food *NOTE: This completion item was not piloted and is included for demonstration purposes only. Additional creditable responses may be determined by a Range Finding Committee. 36

37 Grade 8 Teacher Scoring Rubric for Item 14: School Garden New Design Performance Description A 2-point response demonstrates the student understands the Content Standard APPD: The process of technological design begins by defining a problem, identifying criteria for a successful solution, followed by research to better understand the problem, and brainstorming potential solutions BY describing research that might be useful in solving a problem and/or propose multiple solutions to a problem given a problem that can be solved using a technological design process (Item Specification 2). Attributes 4 A 1-point response demonstrates the student has partial understanding of the Content Standard. 2 3 A 0-point response demonstrates the student has little or no understanding of the Content Standard. 0 1 Design Process Stage Research the Problem Scientific Research Description Attributes of a Scientific Design Process Information needed to solve the problem is described or pertinent questions are given (e.g., type of material that absorbs water, composition of the soil). Stage Notes: 1. Listing objects given in the prompt or scenario cannot be credited. 2. Repeating an appropriate process from the scenario can be credited. Related scientific information (e.g., ask a landscaper/landscape architect how to prevent puddles) OR how to scientifically collect related data is described (e.g., every day for a week, measure the time for the puddles to be gone). Stage Notes: 1. Scientific information involves relevant general scientific concepts (e.g., soil formation, erosion, soil type). For example, find out what types of soil drain most easily. OR Related information gathered from appropriate sources of scientific information. (e.g., soil scientist, earth science teacher, garden store worker, construction worker) For example, ask an earth science teacher about types of soil that absorb water. 2. Scientific collecting of data involves systematically collecting pertinent data over a period of time or a number of conditions. 3. This attribute may be credited even when the information being gathered is too vague to credit the Research the Problem attribute. Attributes

38 Grade 8 Teacher Scoring Rubric for Item 14: School Garden New Design (continued)* Design Process Stage Explore Ideas Explore Scientific Ideas Description Attributes of a Scientific Design Process More than one idea that could solve the problem is described (e.g., add sand to the soil, place stepping stones in the paths, build a raised garden bed). Stage Notes: 1. Listing objects may not be credited. 2. Ideas may involve materials not given. 3. A sentence should be read as one idea (e.g., Use a container with soil and gravel is one idea, not two or three). Run-on sentences may be read as more than one idea. Sentences containing the term or may be read as more than one idea (e.g., Use a metal, plastic, or glass container are three ideas). An idea includes scientific concept(s) for considering the idea (e.g., use stepping stones to distribute weight so the soil isn t packed down when walked on). Stage Note: This attribute may be credited even when only one idea is given. Attributes Total Possible Attributes General Notes: 1. Copying the Scenario: Responses that copy the whole scenario cannot be credited for any attributes. However, responses that appropriately copy a stage from the scenario may be credited. *NOTE: This short-answer item was not piloted and is included for demonstration purposes only. Additional creditable responses may be determined by a Range Finding Committee. 38

39 Grade 8 Teacher Annotated example of a 2-point response for item 14: 14 The students found that puddles formed and remained all day in the garden. Describe how to begin solving this problem. You may use some or all of the materials listed and any tools. These materials may be used: sand, clay, gravel, compost, wooden boards, plastic sheeting, nails, hammer, shovel, and stepping stones. Be sure to describe the following stages in your design process: Research the Problem: Describe any scientific information needed to solve the problem and how to collect that information. Explore Ideas: Describe several possible solutions to the problem, including any useful scientific concepts. Problem: Redesign the garden so puddles do not form. Research the Problem: Find out about a good substance that would soak up extra water by testing different substances such as sand. Record how long it takes for water to disappear for each of the substances Explore Ideas: Create a layer of sand and gravel. The sand has air spaces so water can pass through and the gravel will keep the sand in place. Use boards to make a path to walk on. Attribute Name Credit Annotations Research the Problem 1 Scientific Research 1 Find out about a good substance that would soak up extra water by testing different substances such as sand. Record how long it takes for water to disappear for each of the substances. Explore Ideas 1 Create a layer of sand and gravel Use boards to make a path Explore Scientific Ideas 1 Total 4 2 Score Points Create a layer of sand and gravel. The sand has air spaces so water can pass through and the gravel will keep the sand in place. 39

40 Grade 8 Teacher Annotated example of a 1-point response for item 14: 14 The students found that puddles formed and remained all day in the garden. Describe how to begin solving this problem. You may use some or all of the materials listed and any tools. These materials may be used: sand, clay, gravel, compost, wooden boards, plastic sheeting, nails, hammer, shovel, and stepping stones. Be sure to describe the following stages in your design process: Research the Problem: Describe any scientific information needed to solve the problem and how to collect that information. Explore Ideas: Describe several possible solutions to the problem, including any useful scientific concepts. Problem: Redesign the garden so puddles do not form. Research the Problem: Observe which parts of the garden collect puddles and record. Record also where the puddles are: on the surface, down below the ground a little ways. Record how deep the puddles are and how long it takes to disapper. Explore Ideas: Put sand on all of the puddles. Also, sprinkle some fertilizer to help the plants. Attribute Name Credit Annotations Research the Problem 1 Observe which parts of the garden collect puddles and record. Record also where the puddles are: on the surface, down below the ground a little ways. Scientific Research 1 Explore Ideas 1 Record how deep the puddles are and how long it (the puddles) takes to disapper. Put sand on all of the puddles. Also, sprinkle some fertilizer to help the plants. Explore Scientific Ideas 0 Also, sprinkle some fertilizer to help the plants is too vague. Total 3 1 Score Points 40

41 Grade 8 Teacher Annotated example of a 1-point response for item 14: 14 The students found that puddles formed and remained all day in the garden. Describe how to begin solving this problem. You may use some or all of the materials listed and any tools. These materials may be used: sand, clay, gravel, compost, wooden boards, plastic sheeting, nails, hammer, shovel, and stepping stones. Be sure to describe the following stages in your design process: Research the Problem: Describe any scientific information needed to solve the problem and how to collect that information. Explore Ideas: Describe several possible solutions to the problem, including any useful scientific concepts. Problem: Redesign the garden so puddles do not form. Research the Problem: What is causing the problem? Out of the materials what will stop the flooding? Explore Ideas: Making layers of the materials Put wooden boards on each side of each plant. Attribute Name Credit Annotations Research the Problem 1 What is causing the problem? Out of the materials what will stop the flooding? Scientific Research 0 None Explore Ideas 1 Making layers of the materials Put wooden boards on each side of each plant Explore Scientific Ideas 0 None Total 2 1 Score Points 41

42 Grade 8 Teacher Annotated example of a 0-point response for item 14: 14 The students found that puddles formed and remained all day in the garden. Describe how to begin solving this problem. You may use some or all of the materials listed and any tools. These materials may be used: sand, clay, gravel, compost, wooden boards, plastic sheeting, nails, hammer, shovel, and stepping stones. Be sure to describe the following stages in your design process: Research the Problem: Describe any scientific information needed to solve the problem and how to collect that information. Explore Ideas: Describe several possible solutions to the problem, including any useful scientific concepts. Problem: Redesign the garden so puddles do not form. Research the Problem: The puddles stay at the top all day and don t sink throug the soil. Explore Ideas: make a new garden with gravel in the soil, use boards with holes Attribute Name Credit Annotations Research the Problem 0 The puddles stay at the top all day and don t sink throug the soil. A restatement of the problem. Scientific Research 0 None Explore Ideas 1 make a new garden with gravel in the soil, use boards with holes Explore Scientific Ideas 0 None Total 1 0 Score Points 42

43 Grade 8 Teacher Annotated example of a 0-point response for item 14: 14 The students found that puddles formed and remained all day in the garden. Describe how to begin solving this problem. You may use some or all of the materials listed and any tools. These materials may be used: sand, clay, gravel, compost, wooden boards, plastic sheeting, nails, hammer, shovel, and stepping stones. Be sure to describe the following stages in your design process: Research the Problem: Describe any scientific information needed to solve the problem and how to collect that information. Explore Ideas: Describe several possible solutions to the problem, including any useful scientific concepts. Problem: Redesign the garden so puddles do not form. Research the Problem: small rocks or stones Explore Ideas: Put small rocks over the soil so it won t get muddy and it will look prettier. Attribute Name Credit Annotations Research the Problem 0 None Scientific Research 0 None Explore Ideas 0 Put small rocks over the soil Only one idea is listed. Explore Scientific Ideas 0 None Total 0 0 Score Points 43

44 Resources Science Assessment Website: The Educator Resources page contains updates and information about the rest of the site. The Test and Item Specification documents are located here: The Powerful Classroom Assessments are located here: Note: These documents match the 2005 GLEs and contain 4 point items, but are still useful for classroom practice and formative assessment. Science Teaching & Learning Website: The science standards can be downloaded here: Next Generation Science Standards The National Academies website offers information on what is happening with science standards at the national level. The site has a Frequently Asked Questions section and a place to sign up for updates directly from the Academies. 44

45 Contacts Elaine Wood OSPI Science Assessment Specialist Secondary Kara Monroe OSPI Science Assessment Specialist Elementary Troi Williams Science Assessment Administrative Assistant