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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) 1 Grade 7 Geography Item Specifications 2 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 3 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 4 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 5 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 7 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 10 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. 12 Grade 7 Geography Item Specifications 13 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. 14 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 16 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. 21 Grade 7 Geography Item Specifications 22 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 26 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 30 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 39 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 40 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. 42 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. 46