Washington Comprehensive Assessment of Science Test Design and Item Specifications Modifications Log. Grade 5

Transcription

1 Washington Comprehensive Assessment of Science and Modifications Log Grade 5 This cell is blank Page 1 Updated WCAS administration information in the Purpose Statement section. Page 2 Removed rubric validation information from the Science Assessment Development Cycle graphic and text. Page 3 Added Design Problem to the Phenomenon box in the Sample Cluster Map graphic. Various updates applied Pages 5, 6 Removed naive preconceptions from Multiple Choice and Multiple Select sections. Page 9 Changed Reporting claim to Reporting Area in Table 1. Added the following note underneath Table 1: Two grade 5 test forms were administered in Spring The points for a few reporting areas fell slightly outside of the score point range due to the limited size of the item bank. Forms for the 2019 WCAS and beyond will meet all reporting area ranges. updated: 4-LS1-1 updated: 4-LS1-1.3 Page 14 Expected DCI vocabulary was listed on the bottom of the front page. Connect the crosscutting concept of systems and system models to plant and/or animal structures that serve various survival, growth, behavioral, or reproductive functions. Page 13 Updated vocabulary description in paragraph 3. Page 14 Removed Vocabulary row. Use system models to show how plant and/or animal structures serve various survival, growth, behavioral, or reproductive functions.

2 4-PS3-2 4-PS3-2 5-PS1-1 updated: Details and Clarifications section Update applied New item specifications added Vocabulary format updated Modifications Log updated 4-PS PS1-1.3 o o using evidence to support an argument and/or claim developing an argument based on evidence, data, or o distinguishing between observations and inferences o comparing and/or refining arguments based on evidence o comparing and/or refining arguments and/or claims o providing feedback on an explanation or argument based on evidence o using evidence to evaluate claims o providing feedback on an explanation, an argument, and/or a claim This cell is blank Page 16 Updated information about the publishing of the and document in paragraph 1. Two s specifications for Physical Sciences, Life Sciences, and Earth and Space Sciences were included on pages Expected DCI vocabulary was listed on the bottom of the front page of each item specification. Expected SEP and CCC vocabulary was listed on page 36 of the and Document. A table titled "Modifications Log" was listed at the bottom of the second page of each item specification. Connect the crosscutting concept of energy and matter to the transfer of energy by sound, light, heat, electric currents, and/or colliding objects. Examples of energy transfer may include, but are NOT limited to: Connect the crosscutting concept of scale and proportion to matter that can be subdivided into particles that are too small to be seen. Pages A new item specification section for Engineering, Technology, and Applications of science has been added. New item specifications have been added to the original three sections as well. Pages The DCI vocabulary for each item specification was moved to the back pages of the and document, and merged with the expected SEP and CCC vocabulary into an alphabetical list of SEP, DCI, and CCC vocabulary. This Modifications Log will detail all changes made to the and document. Use the concept of energy transfer to connect energy flow by sound, light, heat, electric currents, and/or colliding objects. Energy transfers may include, but are NOT limited to: Use the concept of scale to connect matter large enough to be seen and matter subdivided into particles too small to be seen.

3 5-PS1-1 5-PS1-1 3-LS4-3 3-LS4-3 3-LS4-3 3-LS4-3 4-LS1-1 3-LS LS1-1.3 An example of a model that describes evidence of matter made up of particles too small to be seen may include, but is NOT limited to: Scale and proportion may include, but is NOT limited to: o observation that macroscopic scale matter can be very large o observation that microscopic scale matter or parts of larger matter can be too small to be seen o qualitative description of the proportions of particles at various scales Connect the crosscutting concept of cause and effect to organism characteristics and survival in a particular habitat. Constructing an argument is expanded to include: o comparing and/or refining arguments based on evidence o providing feedback on an explanation or argument o using evidence to support a claim Examples of organism characteristics may include, but are NOT limited to: Examples of cause and effect relationships may include, but are NOT limited to: Connect the crosscutting concept of systems and system models to plant and/or animal structures that serve various survival, growth, behavioral, or reproductive functions. Models that describes evidence of matter made up of particles too small to be seen may include, but are NOT limited to: Page21 Scale may include, but is NOT limited to: o observation that macroscopic scale matter can be very large o observation that microscopic scale matter or parts of larger matter can be too small to be seen Page 41 Use cause and effect relationships to relate organism characteristics to survival in a particular habitat. Page 41 Constructing an argument is expanded to include: o using evidence to support an argument and/or claim o developing an argument and/or claim based on evidence, data, or o comparing and/or refining arguments and/or claims based on evidence o providing feedback on an explanation, an argument, and/or a claim Page 41 Organism characteristics may include, but are NOT limited to: Page 41 Cause and effect relationships may include, but are NOT limited to: Use system models to show how plant and/or animal structures serve various survival, growth, behavioral, or reproductive functions.

4 4-LS1-1 4-ESS ESS1-1 5-ESS ESS1.3 5-ESS2-2.3 o comparing and/or refining arguments based on evidence o providing feedback on an explanation or argument o using evidence to evaluate claims Page 33 Connect the crosscutting concept of patterns to rock formations and/or fossils in rock layers to support an explanation of change over time due to earth forces. Page 33 Identify evidence is expanded to include: o using observations to construct an explanation for natural phenomena o supporting an explanation using measurements, observations, or patterns as evidence Connect the crosscutting concept of scale, proportion, and quantity to measurements and/or descriptions, in standard units, of how Earth s available water is distributed in various reservoirs. o using evidence to support an argument and/or claim o comparing and/or refining arguments and/or claims based on evidence o providing feedback on an explanation, an argument, and/or a claim Page 47 Use patterns in rock formations and/or patterns in the fossils in rock layers to support an explanation of change over time due to earth forces. Page 47 Identify evidence is expanded to include: o using measurements, observations, or patterns to support an explanation o using measurements, observations, or patterns to generate and/or compare solutions to a problem o using evidence to design a solution to a problem o comparing solutions to a problem as to how well they meet criteria for success o comparing solutions in terms of constraints that limit the success of the solution Page 57 Use standard units to describe the quantities of available water distributed in various reservoirs.

5 Grade 8 This cell is blank Page 1 Updated WCAS administration information in the Purpose Statement section. Page 2 Removed rubric validation information from the Science Assessment Development Cycle graphic and text. Page 3 Added Design Problem to the Phenomenon box in the Sample Cluster Map graphic. Various updates applied Pages 5, 6 Removed naive preconceptions from Multiple Choice and Multiple Select sections. Page 9 Changed Reporting claim to Reporting Area in Table 1. Corrected the percentage range for Practices and Crosscutting Concepts in Physical Sciences to 30-40%. Added the following note underneath Table 1: Two grade 8 test forms were administered in Spring The points for a few reporting areas fell slightly outside of the score point range due to the limited size of the item bank. Forms for the 2019 WCAS and beyond will meet all reporting area ranges. updated: 4-LS1-1 updated: 4-LS1-1.3 Page 14 Expected DCI vocabulary was listed on the bottom of the front page. Connect the crosscutting concept of systems and system models to plant and/or animal structures that serve various survival, growth, behavioral, or reproductive functions. Page 13 Updated vocabulary description in paragraph 3. Page 14 Removed Vocabulary row. Use system models to show how plant and/or animal structures serve various survival, growth, behavioral, or reproductive functions.

6 MS-PS2-5 MS-PS4-2 updated: Details and Clarifications section Update applied New item specifications added Vocabulary format updated Modifications Log updated MS-PS2-5.3 MS-PS4-2.3 o using evidence to support an argument and/or a claim o comparing and/or refining arguments based on evidence o providing feedback on an explanation or argument o comparing and/or refining arguments based on o using evidence to evaluate claims evidence o providing feedback on an explanation, an argument, and/or a claim This cell is blank Page 16 Updated information about the publishing of the and document in paragraph 1. Two s specifications for Physical Sciences, Life Sciences, and Earth and Space Sciences were included on pages Expected DCI vocabulary was listed on the bottom of the front page of each item specification Expected SEP and CCC vocabulary was listed on page 36 of the and Document A table titled "Modifications Log" was listed at the bottom of the second page of each item specification. Connect the crosscutting concept of cause and effect to forces that act at a distance due to fields between objects. Connect the crosscutting concept of structure and function to waves interacting with different materials. Pages A new item specification section for Engineering, Technology, and Applications of science has been added. New item specifications have been added to the original three sections as well. Pages The DCI vocabulary for each item specification was moved to the back pages of the and document, and merged with the expected SEP and CCC vocabulary into an alphabetical list of SEP, DCI, and CCC vocabulary. This Modifications Log will detail all changes made to the and document. Page 25 Use cause and effect relationships to connect forces that act at a distance to fields between objects. Use wave interactions with materials to support the use of materials for certain functions.

7 MS-PS4-2 MS-PS4-2 MS-LS2-4 MS-LS4-4 MS-LS2-4.3 MS-LS4-4.3 Develop and/or use a model is expanded to include: o using a given complete or partial model to predict or describe phenomena o revising a given complete or partial model o describing the limitations of a complete or partial model o using a model to represent a current understanding of a system o using a model to aid in the development of questions and explanations o using a model to communicate ideas A model of the properties of wave interactions with materials may include, but is not limited to, a diagram, drawing, simulation, or written description that includes qualitative representations of: Connect the crosscutting concept of stability and change to small physical or biological disruptions that might shift populations. Connect the crosscutting concept of cause and effect to natural selection, the variation of traits in a population, and the probability of survival and/or reproduction in a specific environment. Develop and/or use a model is expanded to include: o using a given complete or partial model to make predictions and/or describe phenomena o using a model to show relationships among variables o revising a given complete or partial model o describing the limitations of a complete or partial model o using a model to represent a current understanding of a system o using a model to aid in the development of questions and/or descriptions Models of the properties of wave interactions with materials may include, but is not limited to, a diagram, simulation, or written description of: Page 39 Connect small physical or biological disruptions in an ecosystem to large changes in populations. Page 45 Use cause and effect relationships to connect natural selection and the variation of traits in a population to the probability of survival and/or reproduction in a specific environment.

8 MS-LS4-4 MS-ESS1-3 MS-ESS2-4 MS-ESS2-4 MS-ESS1-3.3 MS-ESS2-4.3 Construct an explanation is expanded to include: o using valid data, models, and/or scientific knowledge to construct, revise, and/or support an explanation of phenomena o predicting and/or describing phenomena using qualitative and/or quantitative relationships o using models and/or evidence to support explanations Page 33 Connect the crosscutting concept of scale to the features of objects in the solar system. Connect the crosscutting concept of energy and matter to the transfers of energy that drive the cycling of water among reservoirs. Develop and/or use a model is expanded to include: o using a given complete or partial model to predict or describe phenomena o revising a given complete or partial model o describing the limitations of a complete or partial model o using a model to represent a current understanding of a system o using a model to aid in the development of questions and/or explanations o using a model to communicate ideas Page 45 Construct an explanation is expanded to include: o using valid data, models, and/or scientific knowledge to construct, revise, and/or support an explanation and/or design a solution o using qualitative and/or quantitative relationships between variables to predict and/or describe phenomena o using models and/or evidence to support explanations o applying scientific principles to design a tool, process, or system that meets specific criteria and/or constraints Page 53 Use the concept of scale to determine the features of objects in the solar system. Page 55 Use the concept of energy transfer to connect the cycling of water among reservoirs to processes that drive the cycling. Page 55 Develop and/or use a model is expanded to include: o using a given complete or partial model to make predictions or describe phenomena o using a model to show relationships among variables o revising a given complete or partial model o describing the limitations of a complete or partial model o using a model to represent current understanding of a system o using a model to aid in the development of questions and/or descriptions

9 MS-ESS2-4 Transfers of energy may include, but are NOT limited to: o the gravity-driven downward motion of liquid water or ice over a sloped surface o the gravity-driven downward fall of various forms of water from the atmosphere o thermal energy transfer from sunlight to water that drives a phase change (e.g., melting) o thermal energy from sunlight that was stored in water that drives a phase change (e.g., condensation) Page 55 Transfers of energy may include, but are NOT limited to: o the gravity-driven downward motion of liquid water or ice over a sloped surface o the gravity-driven downward fall of various forms of water from the atmosphere o thermal energy transfer to water that drives a phase change (e.g., melting)

10 Grade 11 This cell is blank Page 1 Updated WCAS administration information in the Purpose Statement section. Page 2 Removed rubric validation information from the Science Assessment Development Cycle graphic and text. Page 3 Added Design Problem to the Phenomenon box in the Sample Cluster Map graphic. Various updates applied Pages 5, 6 Removed naive preconceptions from Multiple Choice and Multiple Select sections. Page 9 Changed Reporting claim to Reporting Area in Table 1. Added the following note underneath Table 1: Two high school test forms were administered in Spring The points for a few reporting areas fell slightly outside of the score point range due to the limited size of the item bank. Forms for the 2019 WCAS and beyond will meet all reporting area ranges. updated: 4-LS1-1 updated: 4-LS1-1.3 Page 14 Expected DCI vocabulary was listed on the bottom of the front page. Connect the crosscutting concept of systems and system models to plant and/or animal structures that serve various survival, growth, behavioral, or reproductive functions. Page 13 Updated vocabulary description in paragraph 3. Page 14 Removed Vocabulary row. Use system models to show how plant and/or animal structures serve various survival, growth, behavioral, or reproductive functions.

11 HS-PS1-5 HS-PS1-5 updated: Details and Clarifications section New item specifications added Vocabulary format updated Modifications Log updated HS-PS1-5.1 HS-PS1-5.2 o comparing and/or refining arguments based on evidence o providing feedback on an explanation or argument o using evidence to evaluate claims Two s specifications for Physical Sciences, Life Sciences, and Earth and Space Sciences were included on pages Expected DCI vocabulary was listed on the bottom of the front page of each item specification Expected SEP and CCC vocabulary was listed on page 36 of the and Document A table titled "Modifications Log" was listed at the bottom of the second page of each item specification. Provide an explanation for how patterns observed when a chemical reaction is studied provide evidence of chemical processes. Provide an explanation that chemical reactions can provide evidence of chemical processes. o using evidence to support an argument and/or a claim o comparing and/or refining arguments based on evidence o providing feedback on an explanation, an argument, and/or a claim Pages A new item specification section for Engineering, Technology, and Applications of science has been added. New item specifications have been added to the original three sections as well. Pages The DCI vocabulary for each item specification was moved to the back pages of the and document, and merged with the expected SEP and CCC vocabulary into an alphabetical list of SEP, DCI, and CCC vocabulary. This Modifications Log will detail all changes made to the and document. Apply scientific principles and evidence from observed patterns to provide an explanation about the effects of changing the temperature or concentration of reacting particles on the rate at which a reaction occurs. Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of reacting particles on the rate at which a reaction occurs.

12 HS-PS1-5 HS-PS1-5 HS-PS1-5 HS-PS1-5.3 HS-PS1-5.4 Connect the crosscutting concept of patterns to an understanding of chemical processes. Provide an explanation that patterns can provide evidence for causality in an observed phenomenon. Provide an explanation is expanded to: o making claims regarding dependent and/or independent variables o constructing and/or revising an explanation supported by valid and reliable evidence o linking evidence to claims to assess support of an explanation or conclusion Evidence may include, but is not limited to: o changes in temperature o changes in reactant concentration o changes in product concentration o changes in reaction rate Chemical processes include, but are not limited to: o collisions between molecules that break or form new bonds o the rearrangement of atoms into new molecules o changes in the bond energy and/or kinetic energy of molecules in a reaction Patterns may include, but are not limited to: o the relationship between temperature and reaction rate o the relationship between reactant concentration and reaction rate o the relationship between product concentration and reaction rate Use patterns to connect the effects of changing the temperature or concentration of reacting particles on the rate at which a reaction occurs. Apply scientific principles and evidence from observed patterns to provide an explanation about a phenomenon. Provide an explanation is expanded to: o making claims about relationships between dependent and independent variables o using valid and/or reliable evidence to construct and/or revise an explanation o applying scientific ideas, principles, and/or evidence to describe a scientific phenomenon and/or solve a problem o using evidence to evaluate how well a solution meets the criteria for success o using evidence to evaluate the constraints that may limit the success of a solution o using knowledge, evidence, criteria, and/or tradeoffs to evaluate and/or refine a solution Patterns may include, but are NOT limited to: o the relationship between temperature and reaction rate o the relationship between reactant concentration and reaction rate o the relationship between product concentration and reaction rate o collisions between molecules that break or form new bonds o the rearrangement of atoms into new molecules o changes in the bond energy and/or kinetic energy of molecules in a reaction

13 HS-PS2-6 HS-PS2-6 HS-PS2-6 HS-LS2-6 HS-LS3-1 HS-ESS2-2 HS-ESS2-2 HS-ESS2-2 HS-PS2-6.3 HS-PS2-6.4 HS- LS2-6.3 HS-LS3-1.3 HS-ESS2-2.1 HS-ESS2-2.2 HS-ESS2-2.3 Connect the crosscutting concept of structure and function to the attraction and repulsion between electric charges at the atomic level. Communicate information about how structure and/or properties of systems can reveal the function of the system. Information may include, but is not limited to: o graphs o text o tables o diagrams o graphs o models Connect the crosscutting concept of stability and change to the complex interactions within an ecosystem that help maintain stability and/or cause change. Connect the crosscutting concept of cause and effect to the structure and function of DNA, chromosomes, and the inherited traits observed in an organism. Page 33 Analyze data to make claims that interactions within and/or between Earth s systems cause feedback that can affect stability and/or cause change to other Earth systems. Page 33 Analyze data to make claims that interactions within and/or between Earth s systems cause feedback. Page 33 Connect the crosscutting concept of stability and/or change resulting from feedback to interactions within and/or between Earth s systems. Use the attraction and repulsion of electric charges at the atomic scale to determine the structure, properties, and/or transformations of matter and/or the resulting function of designed materials. Communicate information about the structure and function of the system. Information formats may include, but are NOT limited to: o text o tables o diagrams o graphs o models o animations Page 43 Connect complex interactions within an ecosystem to stability and/or change. Page 45 Use cause and effect relationships to connect the structure and function of DNA, chromosomes, and the inherited traits observed in an organism. Page 57 Analyze data to make claims that interactions within and/or between Earth s systems can cause feedback and/or changes that affect the stability of other Earth systems. Page 57 Analyze data to make claims that interactions within and/or between Earth s systems can cause changes to other Earth systems. Page 57 Connect interactions within and/or between Earth s systems to feedback and/or changes that affect the stability of other Earth systems.

14 HS-ESS3-2 HS-ESS3-2 HS-ESS3-2.1 Evaluate competing design solutions for energy production and/or resource extraction based on analysis of costs, risks, and/or benefits. Solutions related to energy production and/or resource extraction may include, but are not limited to, technologies or methods for: Page 63 Evaluate competing design solutions for challenges related to energy production and/or resource extraction based on analysis of costs, risks, and/or benefits. Page 63 Solutions for challenges related to energy production and/or resource extraction may include, but are NOT limited to, technologies or methods for: