Download 2011 - OSPI

SCIENCE Assessment
Updates for 2011
Measurements of Student Progress
Science
Grade 8
Copyright © September 2010 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document.
All other individuals wishing to reproduce this document must contact OSPI.
Table of Contents Introduction Purpose & Highlights for Grade 8……………………………..…………………... 3 Points/Question Types Defined…………………..……………..……….………... 4 Online Testing………………………..…………………..……………..……….………... 5 Introduction to Samples …...………………………………………………………… Samples for Classroom Use 6 Scenarios and Questions—Middle School (Grade 8) Student Sample Pages……………………………..…………. 7 Teacher Answer Pages…………………………...………….. 22 Resources……………………………………………………………………………………………………………………... 44 Contacts ..………………………………………………………………………………………………………..……………. 45 2
Copyright © September 2010 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document.
All other individuals wishing to reproduce this document must contact OSPI.
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 2009. 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 2011. 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. 2011 Testing Window:  Paper and pencil: May 2—May 19, 2011  Online: May 2—June 3, 2011 3
Copyright © September 2010 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document.
All other individuals wishing to reproduce this document must contact OSPI.
Points/Question Types Defined
Number of Questions and Points Science – 2011 Grade 5 MSP Grade 8 MSP HSPE Multiple‐Choice/Completion 26 30 35 Short Answer 4 5 5 Total Items (Questions) 30 35 40 Total Score Points 34 40 45 *Pilot Items 5 5 5 Total Items on Assessment 35 40 45 * Pilot items are embedded in the assessment. These items are not included in student scores. Question Types Defined Point Value Distinguishing Feature(s) Multiple‐Choice (MC) 1 Completion (CP) 1 Students select their answer from among 3 choices (elementary) or 4 choices Students write or type a word or a short phrase inside a small box. (secondary). Short Answer (SA) 2 Students write their answer using sentences or phrases on lines inside a box, or type their answer 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: http://www.k12.wa.us/Science/TestItemSpec.aspx 4
Copyright © September 2010 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document.
All other individuals wishing to reproduce this document must contact OSPI.
Online Testing The Measurements of Student Progress in Science will be offered online in 2011. A Student Demo for science will be posted on the state’s online‐testing website early in 2011. 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 2011. 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: http://www.k12.wa.us/assessment/StateTesting/OnlineTesting.aspx http://wa‐online.caltesting.org/ Rollout Schedule for Online Testing
Grade 5
Grade 8
High School Proficiency Exam
High School
2011
Goal: 25% Online
Goal: 25% Online
Paper/Pencil
2012
Goal: 80% Online
Goal: 80% Online
Goal: 50% Online
Science
Measurements of Student Progress 5
Copyright © September 2010 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document.
All other individuals wishing to reproduce this document must contact OSPI.
Introduction to Samples Sample Scenarios and Items: 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
Copyright © September 2010 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document.
All other individuals wishing to reproduce this document must contact OSPI.
Grade 8
Student Sample Pages
7
Copyright © September 2010 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document.
All other individuals wishing to reproduce this document must contact OSPI.
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
Copyright © September 2010 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document.
All other individuals wishing to reproduce this document must contact OSPI.
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
Copyright © September 2010 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document.
All other individuals wishing to reproduce this document must contact OSPI.
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
Copyright © September 2010 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document.
All other individuals wishing to reproduce this document must contact OSPI.
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 1.
5. Rinse and dry the rain gutter to remove the mud.
6. Repeat steps 2 through 5 two times as Trials 2 and 3.
7. 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
Copyright © September 2010 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document.
All other individuals wishing to reproduce this document must contact OSPI.
Grade 8—Student
3
Which variable was a controlled (kept the same) variable in this experiment?
o
o
o
o
4
A. Time for mudflow to move
B. Speed of mudflow
C. Amount of water
D. Mass of dry soil
What was the responding (dependent) variable in this experiment?
Write your answer in the box.
12
Copyright © September 2010 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document.
All other individuals wishing to reproduce this document must contact OSPI.
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
Copyright © September 2010 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document.
All other individuals wishing to reproduce this document must contact OSPI.
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
Copyright © September 2010 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document.
All other individuals wishing to reproduce this document must contact OSPI.
Grade 8—Student
6 Which energy transformation occurs in the Water Cleaner System?
o
o
o
o
A. Light energy from the Sun becomes thermal (heat) energy in the
muddy water.
B. Thermal (heat) energy from the Sun becomes chemical energy in
the muddy water.
C. Thermal (heat) energy from the Sun becomes thermal (heat)
energy in the muddy water.
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
Copyright © September 2010 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document.
All other individuals wishing to reproduce this document must contact OSPI.
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
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.
16
Copyright © September 2010 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document.
All other individuals wishing to reproduce this document must contact OSPI.
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
Copyright © September 2010 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document.
All other individuals wishing to reproduce this document must contact OSPI.
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.
Research the Problem: 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
Copyright © September 2010 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document.
All other individuals wishing to reproduce this document must contact OSPI.
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
Copyright © September 2010 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document.
All other individuals wishing to reproduce this document must contact OSPI.
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
Copyright © September 2010 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document.
All other individuals wishing to reproduce this document must contact OSPI.
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
Copyright © September 2010 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document.
All other individuals wishing to reproduce this document must contact OSPI.
Grade 8
Teacher Answer Pages
22
Copyright © September 2010 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document.
All other individuals wishing to reproduce this document must contact OSPI.
Grade 8—Teacher
Answer Key
Item Description
Item Specification Code
Describe interactions among the digestive, circulatory and/or
LS1C
(4)
2 respiratory systems in animals.
Cognitive
Level**
INQB
(1)
Answer
Life
Science
Earth/space
Science
Physical
Science
Application
1 Describe a plan for a controlled experiment, model or simulation.
Inquiry
Systems
Item Specification
A
2
C
1
Identify controlled (kept the same) variables in a given
INQD
(1)
D
2
4 description of a scientific investigation.
Identify the responding (dependent) variable in a given
INQD
(3)
CP*
2
5 Describe a plan for a controlled experiment, model or simulation.
INQB
(1)
SA*
3
3 description of a scientific investigation.
Describe how energy is transformed from one form to another
6 and/or how energy is transferred from one place to another in a
PS3A
(2)
A
1
7 Distinguish between compounds and mixtures of substances.
PS2B
(1)
A
1
PS2B
(2)
D
2
SA*
3
B
1
CP*
1
D
of their degree of relatedness.
Describe that plants transform light energy from the Sun into
LS2C
A
13 chemical energy in food through photosynthesis.
(1)
Describe research that might be useful in solving a problem
APPD
SA*
14 and/or propose multiple solutions to a problem given a problem
(2)
that can be solved using a technological design process.
*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.
2
given system other than an electrical circuit.
Describe how to separate a given mixture using differences in
8 properties.
Describe a redesign of a solution given a problem, an attempted
9 solution, and results from a test of the solution.
APPF
(2)
ES2C
(1)
10 Describe processes involved in the water cycle.
Describe that plants transform light energy from the Sun into
11 chemical energy in food through photosynthesis
Explain how given anatomical structures, cell structures, and/or
12 patterns of development of two or more species provide evidence
LS2C
(1)
LS3G
(1)
**See Appendix A of the Test and Item Specification document for more information about cognitive level.
23
Copyright © September 2010 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document.
All other individuals wishing to reproduce this document must contact OSPI.
1
2
Grade 8—Teacher
Scoring Rubric for Item 4: Danger! Mudflow! Variable*
Performance Description
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
Copyright © September 2010 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document.
All other individuals wishing to reproduce this document must contact OSPI.
Grade 8—Teacher
Scoring Rubric for Item 5: Danger! Mudflow! New Procedure
Performance Description
Attributes
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).
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
One Controlled
Variable
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).
1
Only one manipulated variable (angle/slope of the rain gutter) is
identified or implied in the procedure or data table (if given).
1
The responding variable (distance mudflow travels) is identified or
implied in the procedure or data table (if given).
1
Manipulated
(independent)
Variable
Responding
(dependent)
Variable
Attributes
The procedure states or implies measurements are recorded periodically
or gives a data table.
Record
Measurements
Trials are
Repeated
Logical Steps
1
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.
1
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).
1
Total Possible Attributes
6
25
Copyright © September 2010 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document.
All other individuals wishing to reproduce this document must contact OSPI.
Grade 8—Teacher
Scoring Rubric for Item 5: Danger! Mudflow! New Procedure (continued)*
General Notes:
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
Copyright © September 2010 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document.
All other individuals wishing to reproduce this document must contact OSPI.
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.
Annotations
Attribute Name
Credit
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
Copyright © September 2010 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document.
All other individuals wishing to reproduce this document must contact OSPI.
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.
Annotations
Attribute Name
Credit
One Controlled
Variable
1
Step 1: …rain gutter…
Manipulated
(independent) Variable
1
Step 1: …90º… Step 6: …60º, 45º, 30º, 15º.
Responding
(dependent) Variable
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
Copyright © September 2010 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document.
All other individuals wishing to reproduce this document must contact OSPI.
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.
Annotations
Attribute Name
Credit
One Controlled
Variable
1
Step 2: …25 mL of water…100 g of dry dirt.
Manipulated
(independent) Variable
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
Copyright © September 2010 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document.
All other individuals wishing to reproduce this document must contact OSPI.
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
Annotations
Attribute Name
Credit
One Controlled
Variable
1
Step 2:…gutter
Manipulated
(independent) Variable
1
Step 7: change hight of bricks (vague)
Responding
(dependent) Variable
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
Copyright © September 2010 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document.
All other individuals wishing to reproduce this document must contact OSPI.
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
Annotations
Credit
General Note 1: Measures incorrect responding variable (how fast instead of distance).
One Controlled
Variable
0
Manipulated
(independent) Variable
0
Responding
(dependent) Variable
0
Record Measurements
0
Trials are Repeated
0
Logical Steps
0
Total Attributes
0
0 Score Points
31
Copyright © September 2010 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document.
All other individuals wishing to reproduce this document must contact OSPI.
Grade 8—Teacher
Scoring Rubric for Item 9: Clean Water Redesign
Performance Description
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
Copyright © September 2010 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document.
All other individuals wishing to reproduce this document must contact OSPI.
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
Copyright © September 2010 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document.
All other individuals wishing to reproduce this document must contact OSPI.
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
Copyright © September 2010 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document.
All other individuals wishing to reproduce this document must contact OSPI.
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
Copyright © September 2010 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document.
All other individuals wishing to reproduce this document must contact OSPI.
Grade 8—Teacher
Scoring Rubric for Item 11: School Garden Energy Transformation*
Performance Description
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
Copyright © September 2010 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document.
All other individuals wishing to reproduce this document must contact OSPI.
Grade 8—Teacher
Scoring Rubric for Item 14: School Garden New Design
Performance Description
Attributes
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).
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
Attributes of a Scientific Design Process
Design Process
Stage
Research the
Problem
Description
Attributes
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.
1
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).
Scientific
Research
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.
1
37
Copyright © September 2010 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document.
All other individuals wishing to reproduce this document must contact OSPI.
Grade 8—Teacher
Scoring Rubric for Item 14: School Garden New Design (continued)*
Attributes of a Scientific Design Process
Design Process
Stage
Description
Attributes
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).
Explore Ideas
Explore
Scientific Ideas
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).
1
1
Stage Note: This attribute may be credited even when only one idea is given.
Total Possible Attributes
4
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
Copyright © September 2010 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document.
All other individuals wishing to reproduce this document must contact OSPI.
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.
Annotations
Attribute Name
Credit
Research the Problem
1
Find out about a good substance that would soak up extra water
by testing different substances such as sand.
Scientific Research
1
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
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.
Total
4
2 Score Points
39
Copyright © September 2010 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document.
All other individuals wishing to reproduce this document must contact OSPI.
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.
Annotations
Attribute Name
Credit
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
Record how deep the puddles are and how long it (the puddles)
takes to disapper.
Explore Ideas
1
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
Copyright © September 2010 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document.
All other individuals wishing to reproduce this document must contact OSPI.
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
Copyright © September 2010 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document.
All other individuals wishing to reproduce this document must contact OSPI.
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
Copyright © September 2010 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document.
All other individuals wishing to reproduce this document must contact OSPI.
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.
Annotations
Attribute Name
Credit
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
Copyright © September 2010 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document.
All other individuals wishing to reproduce this document must contact OSPI.
Resources Science Assessment Website: http://www.k12.wa.us/Science/Assessments.aspx  The Educator Resources page contains updates and information about the rest of the site. http://www.k12.wa.us/Science/EducatorResources.aspx  The Test and Item Specification documents are located here: http://www.k12.wa.us/Science/TestItemSpec.aspx  The Powerful Classroom Assessments are located here: http://www.k12.wa.us/Science/PCAs/default.aspx 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: http://www.k12.wa.us/Science/Standards.aspx 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. http://www7.nationalacademies.org/bose/Standards_Framework_Homepage.html 44
Copyright © September 2010 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document.
All other individuals wishing to reproduce this document must contact OSPI.
Contacts Elaine Wood OSPI Science Assessment Specialist—Secondary [email protected] 360.725.4989 Kara Monroe OSPI Science Assessment Specialist—Elementary [email protected] 360.725.4979 Troi Williams Science Assessment Administrative Assistant [email protected] 360.725.6298 45
Copyright © September 2010 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document.
All other individuals wishing to reproduce this document must contact OSPI.