California Science Test (CAST) Academy. Training Test Scoring Guide

Transcription

1 California Science Test (CAST) Academy Training Test Scoring Guide April 2018

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3 Contents Grade Five Training Test Items Scoring Guide... 5 Grade Eight Training Test Items Scoring Guide... 7 High School Training Test Items Scoring Guide Grade Five Training Test Items Alignment Guide Grade Eight Training Test Items Alignment Guide High School Training Test Items Alignment Guide Page 3

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5 Grade Five Training Test Items Scoring Guide Item Name Key Grade Five Training Test Items Scoring Guide 1 Melting Ice Bar graph shows 160 grams for ice cubes and 160 grams for liquid water. 2 Hot Air first and fourth options 3 Lake Microcosm 4 Lake Microcosm Exemplar(s): If plants are gone there is no oxygen for the fish and the fish get sick or die. OR Fish need oxygen from plants so if there are no plants fish could get hurt. OR Plants give oxygen that fish need so if there are no plants fish don t get enough oxygen and get sick or die. The student recognizes that if the plants are removed, the level of oxygen would decrease and put the health of the fish at risk. A 0-point response: Exemplar(s): Plants need carbon dioxide. OR Plants give off oxygen. OR Fish need oxygen. OR Fish give off carbon dioxide. The student attempts to answer the prompt but is incorrect. D Page 5

6 Item Name Key 5 Lake Microcosm 6 Lake Microcosm 7 Lake Microcosm 8 Lake Microcosm C C Grade Five Training Test Items Scoring Guide First drop-down menu: can harm the fish and other living things. AND Second drop-down menu: exchange gases with each other. Page 6

7 Grade Eight Training Test Items Scoring Guide Item Name Key 1 Kelp Forest Selects perch increases AND Grade Eight Training Test Items Scoring Guide OR Selects perch decreases AND a What s the Impact? X-axis drop-down menu: Speed (m/s) AND Y-axis drop-down menu: Depth (cm) Page 7

8 Grade Eight Training Test Items Scoring Guide Grade Eight Training Test Items Scoring Guide (continued) Item Name Key 2b 3a What s the Impact? Solar Eclipse 2.0 A Selects location 2. 3b Solar Eclipse To React or Not 5 To React or Not D First drop-down menu: #2 AND Second drop-down menu: Y and Z AND Third drop-down menu: different from Exemplar(s): States of matter because substance Z is a solid not a liquid like the reactants. OR States of matter because AgNO3 and KCl are colorless liquids and when mixed result in a white solid, substance Z. The student response should contain information on: States of matter Page 8

9 Item Name Key 6 To React or Not 7 To React or Not Grade Eight Training Test Items Scoring Guide Substance Z being a different state of matter than either reactant for trial #2. OR Color Silver nitrate being a clear color and Substance Z being a white color. A 0-point response: Exemplar(s): Substances Y and Z from Trial #2 have different masses than the reactants, which indicates a chemical reaction. The student attempts to answer the prompt but is incorrect. First drop-down menu: number AND Second drop-down menu: different from The student correctly chooses how much of each product to add by moving the slider to +1 for copper and +1 for iron sulfate. 8 To React or Not 9 To React or Not 1-point response: first and third options 1-point response: D Page 9

10 High School Training Test Items Scoring Guide Item Name Key 1 Stream Table Exemplars: High School Training Test Items Scoring Guide The student selects a Water Velocity of Low, the river path shape of C, old age, and completes the sentence for Low water velocity flow by selecting broad U-shape and clay. OR The student selects a Water Velocity of Medium, the river path shape of B, mature, and completes the sentence for Medium water velocity flow by selecting narrow U-shape and sand and clay. OR The student selects a Water Velocity of High, the river path shape of A, youthful, and completes the sentence for High velocity water flow by selecting V-shape, gravel, sand and clay. The student selects one of the three combinations provided in the exemplars. A 0-point response: The student chooses any different combination than provided in the exemplars. 2 Fruit Fly Exemplars: There are no short-winged flies because long wings are dominant. OR There are no short-winged flies because short wings are recessive. Rubric The student demonstrates a full understanding of the Performance Expectation, including aspects of applying concepts of statistics and probability in the expression of genetic information. The differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not. A 0-point response: Page 10

11 Item Name Key Exemplar: High School Training Test Items Scoring Guide There are no short-winged flies because short-wings is a lethal mutation and the offspring did not survive. The student demonstrates little or no understanding of the Performance Expectation. 3 Fruit Fly 4 Fruit Fly 5 Fruit Fly Rr, rr Page 11

12 High School Training Test Items Scoring Guide High School Training Test Items Scoring Guide (continued) Item Name Key 6 Fruit Fly A 2-point response: Exemplar: Light-bodied flies carry a recessive allele for dark body color, and the offspring homozygous for the recessive trait appear. The student demonstrates a full understanding of the Performance Expectation, including aspects of constructing explanations based on evidence obtained from a variety of sources; AND that natural selection occurs only if there is variation in the genetic information between organisms in a population. Exemplar: The dark body is recessive OR Homozygous offspring can appear later. The student demonstrates a partial understanding of the Performance Expectation. A 0-point response: Exemplar: The dark body color is dominant and will appear in the offspring. The student demonstrates little or no understanding of the Performance Expectation. Page 12

13 High School Training Test Items Scoring Guide High School Training Test Items Scoring Guide (continued) Item Name Key 7 Fruit Fly Pie graph shows one-half (50%) represents Bb, one-fourth (25%) represents BB, and onefourth (25%) represents bb. OR OR any pie graph representing the correct percentages and labeling. Page 13

14 Grade Five Training Test Items Alignment Guide Grade Five Training Test Items Alignment Guide Item PE SEP DCI CCC 1 5-PS PS LS LS LS ESS ESS LS2-1 5 Using Mathematics and Computational Thinking 8 Obtaining, Evaluating, and Communicating Information 8 Obtaining, Evaluating, and Communicating Information PS1 Matter and Its Interactions PS1 Matter and Its Interactions LS2 Ecosystems: Interactions, Energy, and Dynamics LS2 Ecosystems: Interactions, Energy, and Dynamics LS2 Ecosystems: Interactions, Energy, and Dynamics ESS3 Earth and Human Activity ESS3 Earth and Human Activity LS2 Ecosystems: Interactions, Energy, and Dynamics 3 Scale, Proportion, and Quantity 3 Scale, Proportion, and Quantity 4 Systems and System Models 4 Systems and System Models 4 Systems and System Models 4 Systems and System Models 4 Systems and System Models 4 Systems and System Models Page 14

15 Grade Eight Training Test Items Alignment Guide Grade Eight Training Test Items Alignment Guide Item PE SEP DCI CCC 1 MS-LS2-1 2a 2b 3a 3b MS-PS3-1 MS-PS3-1 MS-ESS1-1 MS-ESS1-1 4 MS-PS1-2 5 MS-PS1-2 6 MS-PS1-5 7 MS-PS1-5 8 MS-PS1-5 9 MS-PS1-5 LS2 Ecosystems: Interactions, Energy, and Dynamics PS3 Energy PS3 Energy ESS1 Earth s Place in the Universe ESS1 Earth s Place in the Universe PS1 Matter and Its Interactions PS1 Matter and Its Interactions PS1 Matter and Its Interactions PS1 Matter and Its Interactions PS1 Matter and Its Interactions PS1 Matter and Its Interactions 2 Cause and Effect: Mechanism and Explanation 3 Scale, Proportion, and Quantity 3 Scale, Proportion, and Quantity 1 Patterns 1 Patterns 1 Patterns 1 Patterns 5 Energy and Matter: Flows, Cycles, and Conservation 5 Energy and Matter: Flows, Cycles, and Conservation 5 Energy and Matter: Flows, Cycles, and Conservation 5 Energy and Matter: Flows, Cycles, and Conservation Page 15

16 High School Training Test Items Alignment Guide High School Training Test Items Alignment Guide Item PE SEP DCI CCC 1 HS-ESS2-5 2 HS-LS4-3 3 HS-LS3-3 4 HS-LS3-3 5 HS-LS3-2 6 HS-LS4-2 7 HS-LS4-3 3 Planning and Carrying Out Investigations 7 Engaging in Argument from Evidence 6 Constructing Explanations (for Science) and Designing Solutions (for Engineering) ESS2 Earth s Systems LS4 Biological Evolution: Unity and Diversity LS3 Heredity: inheritance and Variation of Traits LS3 Heredity: inheritance and Variation of Traits LS3 Heredity: inheritance and Variation of Traits LS4 Biological Evolution: Unity and Diversity LS4 Biological Evolution: Unity and Diversity 6 Structure and Function 1 Patterns 3 Scale, Proportion, and Quantity 3 Scale, Proportion, and Quantity 2 Cause and Effect: Mechanism and Explanation 2 Cause and Effect: Mechanism and Explanation 1 Patterns Page 16