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OKLAHOMA SCHOOL TESTING PROGRAM
OKLAHOMA CORE CURRICULUM TESTS
ITEM SPECIFICATIONS
Geography
Grade 7
Sandy Garrett
State Superintendent of Public Instruction
Oklahoma State Department of Education
Oklahoma City, Oklahoma
Revised
August 2008
Grade 7 Geography Item Specifications
Purpose
The purpose of the Grade 7 Geography test is to measure Oklahoma students’ level of
proficiency. On this test, students are required to respond to a variety of items linked to the
seventh-grade geography content standards identified in the Priority Academic Student Skills
(PASS). Each Geography Test form tests each identified content standard and objective listed
below. The following standards and objectives are intended to summarize the knowledge as
identified in PASS.
PASS Content Standards and Objectives
Geographic Tools
•
Map Concepts (1.2)
Regions
•
Regional Characteristics (2.1)
•
Conflict/Cooperation (2.2)
•
Locations (2.4)
Physical Systems
•
Climate/Weather (3.2)
•
Natural Disasters (3.3)
Human Systems
•
World Cultures (4.1)
•
Population Issues (4.5)
Human/Environment Interaction
•
Natural Resources (5.1)
•
Human Modification (5.2)
Geography Skills
•
Maps/Charts/Graphs (6.1)
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Grade 7 Geography Item Specifications
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General Considerations
It is necessary to create test items that are reliable, fair, and targeted to the PASS standards listed
on the following pages. There are some general considerations and procedures for effective item
development. These considerations include, but are not limited to, the following:
1. Each test form contains items assessing all standards and objectives listed in the Test
Blueprint for seventh-grade geography.
2. Test items that assess each standard are not limited to one particular type of response format.
3. Test questions attempt to focus on content that is authentic and that seventh-grade students
can relate to and understand.
4. Test items are worded precisely and clearly.
5. All items are reviewed to eliminate language or implication that shows bias or is otherwise
likely to disadvantage a particular group of students. That is, items do not display unfair
representations of gender, race, ethnicity, disability, culture, or religion; nor do items contain
elements that are offensive to any such groups.
6. All answer choices in multiple-choice items (the key and all distractors) are similar in length
and in syntax. Students should not be able to rule out a wrong answer or identify a correct
response because it looks or sounds different from the other answer choices. Distractors are
created so that students reason their way to the correct answer rather than simply identify
incorrect responses because of a distractor’s obviously inappropriate nature. Distractors
should always be plausible (but incorrect) in the context of the item stem. Correct responses
are approximately equally distributed among As, Bs, Cs, and Ds.
Universal Test Design Considerations
Universal design, as applied to assessments, is a concept that allows the widest possible range of
students to participate in assessments and may even reduce the need for accommodations and
alternative assessments by expanding access to the tests themselves. In the Oklahoma Core
Curriculum Tests, modifications have been made to some items that simplify and clarify
instructions, and provide maximum readability, comprehensibility, and legibility. This includes
such things as reduction of language load in content areas other than Reading, increased font
size, fewer items per page, and boxed items to assist visual focus. Reading tests will have
vocabulary at grade level. In all other tests, the vocabulary level will be below the grade being
tested except for content words. Grades 3 and 4 will be one grade level below, and grades 5, 6, 7,
and 8 will be two grade levels below. These modifications are evident in the sample items
included in this document.
Grade 7 Geography Item Specifications
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Multiple-Choice Item Rules
•
All items clearly indicate what is expected in a response and must direct students to focus on
their response
•
Each multiple-choice item has a stem (question, statement, or incomplete statement, and/or
graphic component) and four answer (or completion) options, only one of which is correct
•
Multiple-choice item stems present a complete problem so that students know what to do
before looking at the answer choices; students should not need to read all answer choices
before knowing what is expected
In summary, geography-test items assess whether students understand geographical concepts and
procedures, whether they can communicate their understandings effectively in geographical
terms, and whether they can approach problems and develop viable solutions.
Grade 7 Geography Item Specifications
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OVERVIEW OF ITEM SPECIFICATIONS
For each PASS standard, item specifications are organized under the following headings:
• PASS Standard and PASS Objective
• Item Specifications
a. Emphasis
b. Stimulus Attributes
c. Format
d. Content Limits
e. Distractor Domain
f. Sample Test Items
The headings “PASS Standard” and “PASS Objective” state the standard and objective being
measured as found in the geography section of the Priority Academic Student Skills document.
The heading “Item Specifications” highlights important points about the items’ emphasis,
stimulus attributes, format, content limits, distractor domain, and sample test items. Although it
is sometimes possible to score single items for more than one concept, all items in these tests are
written to address a single content standard as the primary concept.
Note about the Item Specifications and Sample Test Items:
With the exception of content limits, the item specifications give suggestions of what
might be included but do not give an exhaustive list of what can be included. The sample
test items are not intended to be definitive in nature or construction—the stimuli and the test
items that follow them may differ from one test form to another, as may their presentations.
Grade 7 Geography Item Specifications
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PRIORITY ACADEMIC STUDENT SKILLS
WORLD GEOGRAPHY
Grade 7
Geography is the study of spatial patterns of the human and physical dimensions of the world.
Students will explore how these spatial patterns form, change over time, and relate to one
another throughout various regions. Students will examine the cultural, political, and economic
developments, physical geography, and population distribution for each region.
Asterisks (*) have been used to identify standards and objectives that must be assessed by the
local school district. All other skills may be assessed by the Oklahoma School Testing
Program (OSTP).
Standard 1:
*1.
2.
The student will use maps and other geographic representations, tools, and
technologies to analyze relationships between people, places, and
environments of world regions from a spatial perspective.
Locate, gather, analyze, and apply information from primary and secondary sources.
Apply the concepts of scale, distance, direction, relative location, latitude and
longitude.
*3.
Construct and use maps, globes, graphs, charts, models, and databases to analyze
spatial distributions and patterns.
*4.
Recognize the characteristics, functions and applications of maps, globes, aerial and
other photographs, satellite images, and models.
Standard 2:
The student will examine the major cultural and physical regions of the
world to interpret the earth’s complexity.
1.
Define the concept of a region and explain how common characteristics can link and
divide regions.
2.
Identify examples of and reasons for conflict and cooperation among groups,
societies, countries, and regions.
*3.
4.
Explain how and why regions change over time.
Define, recognize, and locate on appropriate maps and globes basic landforms and
bodies of water, and major cities, rivers, mountain ranges, regions, biomes, and
countries of the world.
Standard 3:
*1.
The student will examine the interactions of physical systems that shape the
patterns of the earth’s resources.
Identify forces beneath and above the earth’s crust, explaining the processes and
agents that influence the distribution of resources.
Grade 7 Geography Item Specifications
2.
Recognize regional climatic patterns and weather phenomena, and identify factors
that contribute to them (e.g., latitude, elevation, earth-sun relationships, prevailing
wind, and proximity to bodies of water).
3.
Analyze the impact of natural disasters (e.g., tornadoes, earthquakes, hurricanes,
tsunamis, floods, and volcanoes) on human populations.
Standard 4:
1.
The student will evaluate the human systems of the world.
Compare and contrast common characteristics of world cultures (e.g., language,
ethnic heritage, religion, political philosophy, shared history, social systems, and
economic systems).
*2.
Explain patterns and processes of global economic interdependence (e.g., developed
and developing countries, economic activities, and world trade).
*3.
Describe how changes in technology, transportation, and communication affect the
location of economic activities.
*4.
Recognize and explain the impact of ethnic diversity within countries and major
cultural regions.
5.
6
Evaluate issues of population location, growth and change, including density,
settlement patterns, migration, and availability of resources.
Standard 5:
The student will examine the interactions of humans and their environment.
1.
Identify and describe the relationship between the distribution of major natural
resources (e.g., arable land, water, fossil fuels, and iron ore) and developed and
developing countries.
2.
Evaluate the effects of human modification of and adaptation to the natural
environment (e.g., use of the steel plow, crop rotation, types of housing, flood
prevention, discovery of valuable mineral deposits, the greenhouse effect,
desertification, clear-cutting forests, air and water pollution, urban sprawl, and use of
pesticides and herbicides in agriculture).
Standard 6:
1.
The student will analyze problems and issues from a geographic perspective
using the skills and tools of geography.
Evaluate and draw conclusions from different kinds of maps, graphs, charts,
diagrams, and other sources and representations (e.g., aerial and shuttle photographs,
satellite-produced images, the geographic information system (GIS), atlases,
almanacs, and computer-based technologies).
*2.
Explain the influence of geographic features on the development of historic events
and movements.
*3.
Analyze local, regional, national, and world policies and problems having spatial
dimensions (e.g., acid rain and international boundaries; and water quality affected by
runoff from poultry and hog farms).
Grade 7 Geography Item Specifications
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PASS Standard:
Standard 1: The student will use maps and other geographic representations, tools, and
technologies to analyze relationships between people, places, and environments of
world regions from a spatial perspective.
PASS Objective:
2.
Apply the concepts of scale, distance, direction, relative location, latitude,
and longitude.
Item Specifications:
Emphasis:
• Map reading skills
• Measurement skills
• Orientation awareness
Stimulus Attributes:
Test items may include:
• Charts
• Tables
• Diagrams
• Graphs
• Media (political cartoons, photographs, and advertisements)
• Literature (diaries, journals, newspapers/magazines, quotations, speeches, and letters)
• Geographical tools (maps, globes, GIS software, atlases, and almanacs)
Format:
• Items require students to use maps or mental imagery to draw conclusions.
Content Limits:
• Physical maps
• Political maps
• Resources/land use
• Thematic maps
• Map reading skills
• Map projections
Distractor Domain:
• Incorrect application of terms or concepts is given.
Grade 7 Geography Item Specifications
Depth of Knowledge: 1
Correct Answer: B
Latitude on a map is used to determine
A sea level.
B distance from the equator.
C location of the prime meridian.
D time zones.
8
Grade 7 Geography Item Specifications
Depth of Knowledge: 2
Correct Answer: C
Denver, Colorado, is located at approximately what degree
of longitude?
A 40° N
B 30° N
C 105° W
D 110° W
9
Grade 7 Geography Item Specifications
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PASS Standard:
Standard 2: The student will examine the major cultural and physical regions of the world to
interpret the earth’s complexity.
PASS Objective:
1.
Define the concept of a region and explain how common characteristics can link
and divide regions.
Item Specifications:
Emphasis:
• Identify characteristics of human cultural regions and physical regions.
Stimulus Attributes:
Test items may include:
• Charts
• Tables
• Diagrams
• Graphs
• Media (political cartoons, photographs, and advertisements)
• Literature (diaries, journals, newspapers/magazines, quotations, speeches, and letters)
• Geographical tools (maps, globes, atlases, and almanacs)
Format:
• Students relate characteristics of human cultural regions and physical regions.
Content Limits:
Age-appropriate source materials related to major cultural and physical regions of the world
(exclude the terms “formal” and “functional” regions).
•
Distractor Domain:
• Misinterpretation of cultural regions, cooperation, and/or conflicts
• Lack of understanding of various characteristics and their commonalities
Grade 7 Geography Item Specifications
PASS 2.1 Sample Test Items:
Depth of Knowledge: 1
Correct Answer: A
Which region exports the most oil?
A Southwest Asia
B North America
C Northwest Africa
D South America
Depth of Knowledge: 2
Correct Answer: D
I.
?
A. Languages
B. Religions
C. Traditions
What is the best title for this outline?
A Economic Activities
B Political Systems
C Climate Types
D Cultural Traits
11
Grade 7 Geography Item Specifications
Depth of Knowledge: 1
Correct Answer: B
What sets Quebec apart from the other provinces of Canada?
A climate
B language
C literacy
D economy
Depth of Knowledge: 2
Correct Answer: A
Which best explains why Africa did not develop as a single-culture
region?
A The Sahara was a natural cultural barrier.
B North Africa had more raw materials to export.
C The European slave trade disrupted contact between the regions.
D Fear of outsiders created a human culture barrier in North Africa.
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Grade 7 Geography Item Specifications
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PASS Standard:
Standard 2: The student will examine the major cultural and physical regions of the world to
interpret the earth’s complexity.
PASS Objective:
2.
Identify examples of and reasons for conflict and cooperation among groups,
societies, countries, and regions.
Item Specifications:
Emphasis:
Explain and evaluate the existence of conflicts and cooperation among groups, societies,
countries, and regions with respect to
• Social values
• Political systems
• Economic systems
• Religious beliefs
• Resource issues
Stimulus Attributes:
Test items may include:
• Charts
• Tables
• Diagrams
• Graphs
• Media (political cartoons, photographs, and advertisements)
• Literature (diaries, journals, newspapers/magazines, quotations, speeches, and letters)
• Geographical tools (maps, satellite images, globes, atlases, GIS software, and almanacs)
Format:
• Items require students to analyze the sources of conflict or cooperation among groups,
societies, countries, and regions.
Content Limits:
• Positive and negative social interaction, including push/pull factors.
Distractor Domain:
• Incorrect answer choices include prompt-based information possibly related to the source
materials but irrelevant to the question being asked.
Grade 7 Geography Item Specifications
PASS 2.2 Sample Test Items:
Depth of Knowledge: 2
Correct Answer: B
What is the main purpose of the North American Free Trade
Agreement (NAFTA)?
A limit European business profits in North America
B promote economic cooperation in North America
C promote Asian products in North America
D limit immigration into North America
Depth of Knowledge: 2
Correct Answer: D
Since 1993, a free-trade agreement has existed among
the United States, Canada, and Mexico. However, a
similar agreement between Canada and the United
States was established four years earlier.
Which statement best explains why the United States and Canada
first worked together on free trade?
A Mexico only wanted to join the group if petroleum was excluded.
B Canada and the United States produce similar types of products.
C Mexico only wanted to export natural resources such as
silver, gold, and coal.
D Canada and the United States are similar in language,
culture, and economic development.
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Grade 7 Geography Item Specifications
Depth of Knowledge: 2
Correct Answer: A
What do most countries do if they do not have enough
domestic energy resources to meet their needs?
A trade with other nations
B lower the price of fuel
C encourage emigration
D protect the environment
Depth of Knowledge: 1
Correct Answer: D
The United States imports oil from Venezuela. In return,
Venezuela imports food from the United States. Which term
describes this trading relationship?
A boycott
B developed
C embargo
D interdependent
15
Grade 7 Geography Item Specifications
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PASS Standard:
Standard 2: The student will examine the major cultural and physical regions of the world to
interpret the earth’s complexity.
PASS Objective:
4.
Define, recognize, and locate on appropriate maps and globes basic landforms and
bodies of water, and major cities, rivers, mountain ranges, regions, biomes, and
countries of the world.
Item Specifications:
Emphasis:
• Identify types of landforms and biomes found on the world’s continents.
• Locate and identify bodies of water of the world.
• Identify river systems and their tributaries.
• Identify major cities and countries of the world.
Stimulus Attributes:
Test items may include:
• Charts
• Tables
• Diagrams
• Graphs
• Media (political cartoons, photographs, and advertisements)
• Literature (diaries, journals, newspapers/magazines, quotations, speeches, and letters)
• Geographical tools (maps, globes, atlases, and almanacs)
Format:
• Items require familiarity with significant physical features both in general and in specific
terms.
Content Limits:
• Oceans
• Continents
• Landforms
• Bodies of water
• Biomes/climate regions
Distractor Domain:
• Choices are from the appropriate categories (continents for continents, seas for seas, lakes for
lakes, etc.).
• Alternate land forms
Grade 7 Geography Item Specifications
PASS 2.4 Sample Test Items:
Depth of Knowledge: 1
Correct Answer: C
The geographic feature labeled with an X is a
A tributary.
B lake.
C gulf.
D delta.
17
Grade 7 Geography Item Specifications
Depth of Knowledge: 1
Correct Answer: C
Which number shows the location of Iraq?
A 1
B 2
C 3
D 4
18
Grade 7 Geography Item Specifications
Depth of Knowledge: 2
Correct Answer: C
By the year A.D. 395, the Roman Empire no
longer bordered what body of water?
A Red Sea
B Black Sea
C Caspian Sea
D Mediterranean Sea
19
Grade 7 Geography Item Specifications
Depth of Knowledge: 3
Correct Answer: C
Which country on the map produces the greatest variety of
manufactured goods?
A Afghanistan
B Pakistan
C India
D Sri Lanka
20
Grade 7 Geography Item Specifications
Depth of Knowledge: 3
Correct Answer: C
The landforms in the illustration are found primarily in
A tropical lands.
B low latitudes.
C high elevations.
D polar regions.
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Grade 7 Geography Item Specifications
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PASS Standard:
Standard 3: The student will examine the interactions of physical systems that shape the
patterns of the earth’s resources.
PASS Objective:
2.
Recognize regional climatic patterns and weather phenomena, and identify factors
that contribute to them (e.g., latitude, elevation, earth-sun relationships, prevailing
wind, and proximity to bodies of water).
Item Specifications:
Emphasis:
• Read and interpret maps, charts, and graphs.
• Identify, analyze, and explain cause and effect relationships.
• Recognize and describe climate patterns.
Stimulus Attributes:
Test items may include:
• Charts
• Tables
• Diagrams
• Graphs
• Media (political cartoons, photographs, and advertisements)
• Literature (diaries, journals, newspapers/magazines, quotations, speeches, and letters)
• Geographical tools (maps, globes, atlases, and almanacs)
Format:
• Items require students to identify the impact of climate and/or weather patterns on human
settlement and migration.
Content Limits:
• Climate and weather
• Elements of climate (precipitation, temperature, etc.)
• Controls on climate (latitude, elevation, etc.)
• Types and regions of Earth’s climates
• Global climate and weather systems
• Climate maps and climographs
Distractor Domain:
• Misinterpretation of data on given charts, graphs, and maps
• Confusion as to cause and effect relationships
• Related and nonrelated factors of given materials
Grade 7 Geography Item Specifications
PASS 3.2 Sample Test Items:
Depth of Knowledge: 1
Correct Answer: A
What type of climate is usually found on the leeward side of a
mountain range?
A arid
B arctic
C tropical
D temperate
23
Grade 7 Geography Item Specifications
Depth of Knowledge: 2
Correct Answer: B
Biome
Characteristics
tundra
permanently frozen subsoil
taiga
long, severe winters; subsoil
thaws in summer
tropical
forest
heavy rainfall, constant warmth
temperate
moderate rainfall and
temperatures
What is the correct order of these biomes from
closest to the equator to closest to the North Pole?
A tundra, taiga, temperate, tropical forest
B tropical forest, temperate, taiga, tundra
C temperate, tropical forest, taiga, tundra
D tropical forest, temperate, tundra, taiga
24
Grade 7 Geography Item Specifications
PASS 3.2 Sample Test Items:
Depth of Knowledge: 2
Correct Answer: C
Compared to the rest of Australia, the climate of Tasmania is
A warmer.
B drier.
C more temperate.
D more tropical.
25
Grade 7 Geography Item Specifications
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PASS Standard:
Standard 3: The student will examine the interactions of physical systems that shape the
patterns of the earth’s resources.
PASS Objective:
3.
Analyze the impact of natural disasters (e.g., tornadoes, earthquakes, hurricanes,
tsunamis, floods, and volcanoes) on human populations.
Item Specifications:
Emphasis:
• Identify cause and effect relationships.
• Predict future events and changes based on theories and processes.
• Interpret data from maps and diagrams.
Stimulus Attributes:
Test items may include:
• Charts
• Tables
• Diagrams
• Graphs
• Media (political cartoons, photographs, and advertisements)
• Literature (diaries, journals, newspapers/magazines, quotations, speeches, and letters)
• Geographical tools (maps, globes, atlases, and almanacs)
Format:
• Items require students to examine forces that shape the Earth’s crust.
• Items require students to explain how the above forces impact human populations.
Content Limits:
• Fundamental Earth-building processes
• Theory of plate tectonics (maps of tectonic movement)
• Internal structure of Earth (diagrams)
• External forces that shape landforms
• Impact on human populations
• Long-range impact of natural disasters (e.g., droughts)
Distractor Domain:
• Confusion in cause/effect relationships (internal vs. external forces)
• Misinterpreting data on maps and diagrams
• Confusion in predicting changes caused by internal and external forces
• Misunderstanding processes
Grade 7 Geography Item Specifications
PASS 3.3 Sample Test Items:
Depth of Knowledge: 1
Correct Answer: B
What internal force changes the Earth’s surface?
A glacier movement
B tectonic activity
C weathering
D erosion
27
Grade 7 Geography Item Specifications
Depth of Knowledge: 2
Correct Answer: A
Which conclusion can be drawn from this map?
A Volcanoes and earthquakes are related.
B Earthquakes do not occur in the oceans.
C Volcanoes and earthquakes are linked to the equator.
D Earthquakes do not occur in the Western Hemisphere.
28
Grade 7 Geography Item Specifications
Depth of Knowledge: 3
Correct Answer: D
The areas shaded in black on the maps are most
threatened by
A drought.
B desertification.
C earthquakes.
D floods.
29
Grade 7 Geography Item Specifications
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PASS Standard:
Standard 4. The student will evaluate the human systems of the world.
PASS Objective:
1.
Compare and contrast common characteristics of world cultures (e.g., language,
ethnic heritage, religion, political philosophy, shared history, social systems, and
economic systems).
Item Specifications:
Emphasis:
• Describe cultural background influences.
• Analyze physical geographical influences.
• Compare/contrast movement of culture (e.g., push/pull factors).
• Predict cultural behavior.
• Read/interpret maps, charts, and graphs.
Stimulus Attributes:
Test items may include:
• Charts
• Tables
• Diagrams
• Graphs
• Media (political cartoons, photographs, and advertisements)
• Literature (diaries, journals, newspapers/magazines, quotations, speeches, and letters)
• Geographical tools (maps, globes, atlases, and almanacs)
Format:
• Items necessitate student understanding of a range of factors found in various global regions.
Content Limits:
• Colonization
• Language
• Ethnicity
• Religion
• Natural resources
• Land use
• Politics
• Economics
• Social systems
Distractor Domain:
• Conclusions improperly inferred from scenario stimuli
• Similar geographic forms/terms to compare/contrast
• Inadequate understanding of presented materials
Grade 7 Geography Item Specifications
PASS 4.1 Sample Test Items:
Depth of Knowledge: 2
Correct Answer: B
Organization of Petroleum
Exporting Countries (OPEC)
Algeria
Nigeria
Indonesia
Qatar
Iran
Saudi Arabia
Kuwait
United Arab Emirates
Libya
Venezuela
This table shows that oil is
A used to make many products.
B found on several continents.
C an expensive energy source.
D a renewable resource.
31
Grade 7 Geography Item Specifications
Depth of Knowledge: 2
Correct Answer: A
Czechoslovakia was created from land that
once belonged to
A Austria-Hungary.
B Germany.
C Russia.
D Serbia.
32
Grade 7 Geography Item Specifications
Depth of Knowledge: 2
Correct Answer: A
Finding a common language, nationality, and history is most
necessary when identifying
A ethnic groups.
B world religions.
C economic systems.
D political structures.
33
Grade 7 Geography Item Specifications
PASS Standard:
Standard 4. The student will evaluate the human systems of the world.
PASS Objective:
5.
Evaluate issues of population location, growth, and change, including density,
settlement patterns, migration, and availability of resources.
Item Specifications:
Emphasis:
• Identify pertinent data.
• Analyze identified data.
Stimulus Attributes:
Test items may include:
• Charts
• Tables
• Diagrams
• Graphs
• Media (political cartoons, photographs, and advertisements)
• Literature (diaries, journals, newspapers/magazines, quotations, speeches, and letters)
• Geographical tools (maps, globes, atlases, and almanacs)
• Population pyramids
• Cartograms
Format:
• Items require students to demonstrate an understanding of how human settlement impacts
mobility, population growth, social structure, and the environment.
• Items require students to analyze data to determine patterns of human settlement and
urban development.
Content Limits:
• Population growth rates of industrialized and nonindustrialized countries
• Push/pull factors
• Location patterns of settlements (e.g., grid)
• Social structures
• Environmental and cultural influences on urban development
• Shifts in urban and rural populations
Distractor Domains:
• Misidentification of industrialized and nonindustrialized countries
• Misinterpretation of factors of population growth of industrialized and
nonindustrialized countries
• Misinterpretation of prompt materials and/or data sets related to settlement, development,
mobility, growth, social structure, and/or the environment
34
Grade 7 Geography Item Specifications
PASS 4.5 Sample Test Items:
Depth of Knowledge: 3
Correct Answer: D
Population of Selected World Regions
(millions)
Region
Africa
Europe
Former USSR
North America
Oceania
1992
642
498
289
279
26
2050 (estimated)
2265
486
344
360
41
Which statement for the years up to 2050 is supported by the
information?
A No region will decrease in population.
B The total population of the world will decrease.
C All developed countries will increase in population.
D The largest population increase will be in developing countries.
Depth of Knowledge: 3
Correct Answer: B
Nigerian Population
Year
Total Population
World Ranking
1992
90.1 million
10th largest
2020
216.2 million (est.)
7th largest (est.)
One way that Nigeria can deal with the trends shown is to
A limit international trade.
B increase access to food.
C increase immigration from abroad.
D limit investment by large companies.
35
Grade 7 Geography Item Specifications
Depth of Knowledge: 1
Correct Answer: D
The Nile River Valley in Egypt is densely populated because
A many ancient Egyptian monuments are near the Nile.
B the Nile is Egypt’s principal defense against invaders.
C fish from the Nile is the main food source in Egypt.
D the Nile is the major source of water in Egypt.
36
Grade 7 Geography Item Specifications
Depth of Knowledge: 2
Correct Answer: A
Most of these countries are located in
A Asia.
B Africa.
C Europe.
D North America.
37
Grade 7 Geography Item Specifications
38
PASS Standard:
Standard 5. The student will examine the interactions of humans and their environment.
PASS Objective:
1.
Identify and describe the relationship between the distribution of major natural
resources (e.g., arable land, water, fossil fuels, and iron ore) and developed and
developing countries.
Item Specifications:
Emphasis:
• Define the criteria for classifying a country as developed or developing.
• Compare and contrast the criteria for classifying a country as developed or developing.
• Distribution of and accessibility to major natural resources.
Stimulus Attributes:
Test items may include:
• Charts
• Tables
• Diagrams
• Graphs
• Media (political cartoons, photographs, and advertisements)
• Literature (diaries, journals, newspapers/magazines, quotations, speeches, and letters)
• Geographical tools (maps, globes, atlases, and almanacs)
Format:
• Items require students to demonstrate an understanding of developed and developing
countries’ use of major natural resources.
• Items require students to analyze differences in how natural resources affect the development
of a nation’s economy.
Content Limits:
• Impact of physical features and climate regions on accessibility of natural resources
• Geographic limits influencing economic (GDP, GNP) development
Distractor Domains:
• Conclusions that cannot be inferred from scenario stimuli
• Confusion in cause/effect relationships
• Misinterpreting data on maps and diagrams
Grade 7 Geography Item Specifications
PASS 5.1 Sample Test Items:
Depth of Knowledge: 1
Correct Answer: C
In the 1950s and 1960s, most newly independent countries
of Africa
A moved from agricultural to industrial economies.
B transformed from urban to rural societies.
C relied on the export of natural resources for income.
D encouraged immigration from overseas.
Depth of Knowledge: 1
Correct Answer: D
Why does Venezuela have one of the strongest economies
in South America?
A Its climate allows for year-round agriculture.
B Its work force comes from other countries.
C It receives much foreign aid.
D It exports a large amount of oil.
Depth of Knowledge: 1
Correct Answer: D
Which of these contributes most to international trade?
A a fair standard of living in Europe
B the strength of economies in Africa
C the existence of a single world economy
D an uneven distribution of resources in the world
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Grade 7 Geography Item Specifications
Depth of Knowledge: 3
Correct Answer: C
Which developing nation provides the highest percentage of oil to the
United States?
A Nigeria
B Angola
C Mexico
D Venezuela
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Grade 7 Geography Item Specifications
41
PASS Standard:
Standard 5. The student will examine the interactions of humans and their environment.
PASS Objective:
2.
Evaluate the effects of human modification of and adaptation to the natural
environment (e.g., use of the steel plow, crop rotation, flood prevention, discovery
of valuable mineral deposits, the greenhouse effect, desertification, clear-cutting
forests, air and water pollution, urban sprawl, and use of pesticides and herbicides
in agriculture).
Item Specifications:
Emphasis:
• Understand environmental terms and concepts.
• Explain and evaluate human population growth—cause and effect.
• Human interaction with and adaptation to physical environments.
Stimulus Attributes:
Test items may include:
• Charts
• Tables
• Diagrams
• Graphs
• Media (political cartoons, photographs, and advertisements)
• Literature (diaries, journals, newspapers/magazines, quotations, speeches, and letters)
• Geographical tools (maps, globes, atlases, and almanacs)
• Cultural interacting with and adapting to physical environments
Format:
• Items require students to interpret and describe the effects of human activities on
the environment.
Content Limits:
• Greenhouse effect
• Global climate change
• Desertification
• Deforestation
• Flood prevention
• Mineral deposits–mining (location of)
• Urban sprawl
• Pollution
• Cultural interacting with and adapting to physical environments
Distractor Domains:
• Misunderstandings or incorrect application of terms and concepts are given.
Grade 7 Geography Item Specifications
PASS 5.2 Sample Test Items:
Depth of Knowledge: 2
Correct Answer: B
All of the following contribute to accelerated species
extinction except
A pollution.
B reforestation.
C climate change.
D habitat destruction.
Depth of Knowledge: 2
Correct Answer: A
Which statement is most closely associated with
deltas?
A Cropland is usually fertile.
B Climate is generally temperate.
C Population density is low.
D Precipitation is heavy.
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Grade 7 Geography Item Specifications
Depth of Knowledge: 3
Correct Answer: D
Causes of Desertification
• overuse of semiarid land for agriculture
• overgrazing of cattle and goats
• overcutting of trees for firewood
One solution to desertification is
A practicing one-crop farming.
B encouraging two plantings per year.
C increasing the number of farms and ranches.
D promoting crop rotation and terracing.
43
Grade 7 Geography Item Specifications
44
PASS Standard:
Standard 6:
The student will analyze problems and issues from a geographic perspective
using the skills and tools of geography.
PASS Objective:
1.
Evaluate and draw conclusions from different kinds of maps, graphs, charts,
diagrams, and other sources and representations (e.g., aerial and shuttle
photographs, satellite-produced images, the geographic information system (GIS),
atlases, almanacs, and computer-based technologies).
Item Specifications:
Emphasis:
• Identify and distinguish different kinds of maps and their uses (political, thematic, physical,
relief, resource, projections, etc.).
• Analyze data provided on charts, graphs, tables, or maps.
• Use data to draw conclusions and make projections/predictions.
• Understand and evaluate future trends based on historical data provided in graphs, charts,
maps, tables, etc.
• Interpret symbols on a map.
Stimulus Attributes:
Test items may include:
• Charts
• Tables
• Diagrams
• Graphs (such as climographs, population pyramids, and cartograms)
• Media (political cartoons, photographs, and advertisements)
• Literature (diaries, journals, newspapers/magazines, quotations, speeches, and letters)
• Geographical tools (maps, globes, atlases, and almanacs)
Format:
• Items ask students to read, evaluate, and draw conclusions about information presented in
various forms.
Content Limits:
• Maps
• Charts
• Tables
• Graphs
• Other representations
Distractor Domain:
• Confusion between latitude and longitude
• Incorrect individual or types of maps, charts, tables, and graphs
• Related vs. unrelated factors in hypothesizing future trends
• Faulty conclusions made from materials presented
Grade 7 Geography Item Specifications
45
PASS 6.1 Sample Test Items:
Depth of Knowledge: 1
Correct Answer: B
Which kind of map would most likely show where oil is found?
A political
B resource
C physical
D relief
Depth of Knowledge: 2
Correct Answer: B
Mineral
iron
copper
aluminum
Important Minerals
Annual
Annual
Demand
Production
Growth Rate
(million tons)
(%)
2.05
4
2.94
8
4.29
17
The table supports the conclusion that
A these minerals are used by many nations.
B the demand for these minerals will increase.
C these minerals are renewable resources.
D the supply of these minerals will remain constant.
Potential Supply
(million tons)
550
2120
3,519,000
Grade 7 Geography Item Specifications
Depth of Knowledge: 2
Correct Answer: B
Which statement is supported by the information in the chart?
A Most population growth will be in rural areas by 2025.
B Most people will live in cities by 2025.
C Most people lived in developed countries in 1990.
D Most cities were in developing countries in 1950.
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