General Characteristics
of the
Science WASL
including Scientific Vocabulary
A summary of the test and item specifications
for all educators, parents, and community members
Published by the Science Assessment Team of the Washington Office of the Superintendent of Public Instruction on March 19, 2003
Copyright © 2003 by Washington Office of the Superintendent of Public Instruction (OSPI)
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
I. SCIENCE ASSESSMENT DEVELOPMENT PROCESS 2
II. SCIENCE ASSESSMENT LEADERSHIP TEAM (SALT) 3
III. SUMMARY OF THE SCIENCE WASL 4
Strands and reporting of Results 4
Implementation Timeline 4
Item Types 4
Composition of the Tenth, Eighth, and Fifth Grade Science WASL 5
Cognitive Level of Items 6
Cognitive Distribution of Items on the Tenth and Eighth Grade Science WASL 6
Cognitive Distribution of Items on the Fifth Grade Science WASL 6
Operational Test Forms 6
Pilot Test Forms 7
Test Scoring 7
Item Distribution on the Tenth and Eighth Science WASL 8
Item Distribution on the Fifth Grade Science WASL 9
II. GENERAL CHARACTERISTICS of SCENARIOS and ITEMS 10
All Scenarios 10
All Items 12
Inquiry Scenarios 13
Inquiry Items 14
System Scenarios 15
System Items 15
Design Scenarios 16
Design Items 16
III. PLANNING AN INVESTIGATION ITEMS 17
Developmental Format for Controlled Investigations 17
Generic Fifth Grade Extended Response Item for Planning an Investigation 18
Generic Fifth Grade Rubric for Planning an Investigation Items 19
Generic Eighth Grade Extended Response Item for Planning an Investigation 20
Generic Eighth Grade Rubric for Planning an Investigation Items 20
Generic Tenth Grade Extended Response Item for Planning an Investigation 22
Generic Tenth Grade Rubric for Planning an Investigation Items 23
IV. SCIENTIFIC VOCABULARY SUMMARY 24
I. SCIENCE ASSESSMENT DEVELOPMENT PROCESS
Washington’s science assessment is a collaborative effort between the Office of the Superintendent of Public Instruction’s (OSPI’s) science team, the science educators of Washington State, Riverside Publications, and Pearson Educational Measurement. OSPI’s science team has gathered and trained an exemplary group of Washington science educators (SALT) to be plan, write, review, score, and lead professional development efforts for science assessment. The process to develop a science WASL takes about 18 months with five formal reviews involving dozens of experts and formal pilot testing. Every year at least 25% of the science WASL will be released so this development process is on-going with more and more educators involved.
II. SCIENCE ASSESSMENT LEADERSHIP TEAM (SALT)
In 2002, the OSPI science team started a program to increase the state’s capacity to do high quality science assessment by forming the Science Assessment Leadership Team (SALT). This team is currently composed of about 80 science teachers and educators from elementary, middle, and high school, higher educations, and informal education. The SALT members from each ESD are ready to assist the schools in their region. The following SALT members work toward these goals:
Anderson, Stewart: Grant ES, Eastmont SD
Arlington, Jeff: Connell HS, North Franklin SD
Baar, Barbara: retired MS, North Thurston SD
Beardsley, Joan: Sqaulicum HS, Bellingham SD
Bell, Kelly: Manson HS, Manson SD
Blagsvedt, Don: Science Facilitator, Tacoma SD
Boatman, Georgia: Southgate ES, Kennewick SD
Bonney, Joyce: Lynnwood ES, Edmonds SD
Boyd, Andy: Evergreen H, Evergreen SD
Brown, Taunya: Orchard MS, Wenatchee SD
Brumley, Jewel: West Valley JHS, West Valley SD
Burbacher, Tom: Environmental Health, UW
Cunningham, Martha: Acme ES, Mt Baker SD
Darley, Cathy: Omak MS, Omak SD
Delgadillo, Georgiann: Mountain View MS, E. Valley SD
DiLoreto, Angie: Tyee MS, Bellevue SD
Dodd, Brett: Rogers HS, Spokane SD
Duncan, Keith: Kamiakin HS, Kennewick SD
Ferguson, Eric: MS Science Specialist, Bellevue SD
Fisk, Kathy: Desert Hills MS, Kennewick SD
Fredeen, Hanna: Frontier MS, Moses Lake SD
Frevert, Katie: Environmental Health, UW
Gady, Sandy: Beaver Lake MS, Issaquah SD
Garlich, Emily: Shelton HS, Shelton SD
Gromus, Al: Mt. High School, Mt. Vernon SD
Gursky, Larry: Science Specialist, Bethel SD
Hopoi, Beverly: Holmes ES, Spokane SD
Anna Horton: Middle Scholl, Renton SD
Johnson, Joanne: Sci. Curriculum., ESD 189
Johnson, Larry: Gig Harbor HS, Peninsula SD
Jones, Elaine: East Valley ES, East Valley SD
Koester, Chris: Moses Lake HS, Moses Lake SD
Kveven, Ardi: Snohomish HS, Snohomish SD
Larowe, LeeAnn: Elem. Science Specialist, ESD 112
Leifer, Rosemary: Sierra Heights ES, Renton SD
Levias, Sheldon: MS Science Specialist, Seattle SD
Lindley, Scott: Mt. Lake Terrace HS, Edmonds SD
Linneman, Scott: Geology & Sci Ed, WWU
Lisoskie, Patricia: Black Hills HS, Tumwater SD
Lund, Tony: Wilson HS, Tacoma SD
Lye, Trudy: Columbia Burbank ES, Burbank SD
Madsen, Karen: Everett School Board
Matsumoto, Karen: Puget Sound Env. Center
McClellan, Mary: Sec. Science Specialist, Seattle SD
McKean, Heather: Biology & Sci.Ed, EWU
McLeod, Jack: Cascade HS, Everett SD
Mincks, Rena: Jefferson ES, Pullman SD
Moore, Mary: Jason Lee ES, Richland SD
Moore, Tom: Elem. Principal, West Valley SD
Ohana, Chris: Elementary Sci Ed, WWU
Otto, Patricia: Environmental Ed, Seattle SD
Owens, Katie: Seth Woodard ES, West Valley SD
Parrow, Karen: Discovery MS, Vancouver SD
Parton, Cinda: Ferris HS, Spokane SD
Radford, Susan: North MS, Everett SD
Raudebaugh, Bob: Tech Ed. WWU
Ratz, Natalie: Heritage HS, Evergreen SD
Reid, Diane: Frontier MS, Moses Lake SD
Robbins, Kirk: Renton Park ES, Renton SD
Roland, Linda: Hearthwood ES, Evergreen SD
Rouleau, Kris: Science Specialist, Bellevue SD
Salter, Debbie: Meadowdale MS, Edmonds SD
Schaaf, Sherrie: Science Coordinator, Quillayute SD
Schneider, Mark: Ferndale HS, Ferndale SD
Sheridan, Chris: Wilder ES, Lake Washington SD
Sherwin, Peter: Farwell ES, Mead SD
Smith, Ethan: Tahoma HS, Tahoma SD
Sotak, Bob: Science Curriculum Director, Seattle SD
Stark, Chris: Eastmont JHS, Eastmont SD
Stickel, Danielle: Selah JHS, Selah SD
Stranahan, Larry: Mt Spokane HS, Mead SD
Sullivan, James: Brier Terrace MS, Edmonds SD
Sullivan, Kathy: Allen Creek ES, Marysville SD
Taylor, Minka: Fidalgo ES, Anacortes SD
Teppner, Brian: Sierra Heights ES, Renton SD
Thompson, Joseph: Science Specialist, Seattle SD
Tienhaara, Jonathan: Naselle MS, Naselle SD
Turrell, Awnie: Science Specialist, Seattle SD
Tyler, Laura: Washington MESA
Webster, Kathy: Beverly Park ES, Highline SD
Westfahl, Diane: Heatherwood MS, Everett SD
Windschitl, Mark: Elementary Sci Ed, UW
Wood, Mike: Middle School, Orting SD
Wright, Sally: Elma HS, Elma SD
Yergen, Midge: West Valley MS, West Valley SD
III. SUMMARY OF THE SCIENCE WASL
The purpose of the Science WASL is to measure Washington students’ level of proficiency of the science Essential Academic Learning Requirements (science EALRs approved July 17, 1998). The Science WASL will measure EALR Benchmark 1 at fifth grade, EALR Benchmark 2 at eighth grade, and EALR Benchmark 3 at tenth grade. The science EALRs consist of three standards. The first standard focuses on scientific Systems. The second standard focuses on Inquiry in science. The third standard focuses on Designing scientific solutions to human problems.
Strands and Reporting of Results
In keeping with the science EALRs, these standards have been grouped into the following strands. These five strands have letter codes, (PR, ST, etc.), short names (Properties of Systems, Structure of, etc.), and in science WASL documents, sections dealing with each strand are color coded in the order of the colors of the rainbow: red, orange, yellow, green, blue. The results of the science will be reported with scores in these five strands.
Reporting Strands
PR: Properties of Systems (red) ST: Structure of Systems (orange) CH: Change in Systems (yellow)
IN: Inquiry in Science (green) DE: Designing Solutions (blue)
Implementation Timeline
Year |
10th
Grade |
8th Grade
|
5th Grade |
2002 |
Statewide Pilot |
Limited Pilot |
2003 |
Voluntary Operational |
Statewide Pilot |
2004 |
Mandatory Operational |
Voluntary |
2005 | Mandatory Operational |
2010 |
Science as part of the Certificate of Mastery |
Item Types
The items used in this assessment include multiple choice, short answer, and extended response . The multiple choice usually assess conceptual understanding; short answer and extended response items assess applications of concepts and skills. All three types of questions are used to assess each strand.
Multiple Choice Items (MC): Multiple choice items are worth one point each. Each multiple choice item will have four responses at tenth and eighth grades, three at fifth grade.
The correct answer and three distractors at tenth and eighth grades, two distractors at fifth grade.
Distractors will be developed based on the types of errors students are most likely to make.
Correct responses will be approximately equally distributed among As, Bs, and Cs for fifth grade, and As, Bs, Cs, and Ds for 8th and 10th grades.
Item Types (continued)
Short Answer Items (SA): The student will construct a short response. Short answer items are worth two points each. For example:
Given a scientific phenomenon, the student will write an explanation
Describe a scientific concept or phenomenon
Give another context in which the concept applies
Provide a rationale for conclusion using scientific evidence
Extended Response Items (ER): The student will construct a longer response. Extended response items are worth four points each. For example:
Provide a plan for a scientific investigation
Describe the effects of a change in some part of a system
Propose possible scientific solutions to human problems
Composition of the Tenth and Eighth Grade Science WASL
| Type of Item |
Number of Items
|
Total Points |
Percent of Total Score |
| Multiple Choice | 30
|
30 |
45% |
Short Answer | 12
|
24 |
37% |
Extended Response
| 3
|
12 |
18% |
Total | 45
|
66 |
100% |
Composition of the Fifth Grade Science WASL
| Type of Item |
Number of Items
|
Total Points |
Percent of Total Score |
| Multiple Choice | 24
|
24 |
43% |
| Short Answer |
12 |
24 | 43%
|
Extended Response
| 2
|
8 |
14% |
Total | 38
|
56 |
100% |
Multiple choice will be used to assess targets in Cognitive Category I: understanding and comprehension. Multiple choice, short answer, and extended response items will assess targets in Cognitive Category II: application, analysis, synthesis, and evaluation.
Cognitive Level of Items
Items will be classified according to their usage level (type of cognitive ability required for solution). Category I items will assess a student’s knowledge of scientific concepts or principles and comprehension of scientific information. Category II items will assess the application of content in a science context, the application of science in a real-life context, the analysis of scientific information, the generation of ideas/models, and evaluation of scientific information or models.
Cognitive Distribution of Items on the Tenth and Eighth Grade Science WASL
| Cognitive Categories | Items
|
Points |
|
Category I Conceptual Understanding, and Comprehension |
16 – 18
|
16 – 18
(24 – 27%) |
|
Category II Application, Analysis, Synthesis, and Evaluation |
27 – 29
|
48 – 50
(73 – 76%) |
Totals |
45
|
66 |
Cognitive Distribution of Items on the Fifth Grade Science WASL
| Cognitive Categories | Items
|
Points |
|
Category I Conceptual Understanding, and Comprehension |
16 – 20
|
16 – 20
(29 – 36%) |
|
Category II Application, Analysis, Synthesis, and Evaluation |
18 – 22
|
36 – 40
(64 – 71%) |
Totals |
38
|
56 |
Operational Test Forms
Each operational test form will contain items in common with another test form, but the vast majority of items will be unique to each form. The tenth and eighth grade tests shall be administered in two periods, each of which will be about 80 minutes long , plus an additional 10 minutes per session for set-up and directions. The fifth grade test shall be administered in three periods , each of which will be about 45 minutes long , plus an additional 10 minutes per session for set-up and directions.
At tenth and eighth grades, each of the two parts of the test will contain 22 or 23 items in approximately the following proportions: fifteen multiple choice, six short answer, and one or two extended responses. At fifth grade, each of the three parts of the test will contain 13 items in approximately the following proportions: eight multiple choice, four short answer, and one extended response on two of the sections.
Pilot Test Forms
Each pilot test form usually follows the same specifications as an operational except for the number of items. However, pilot forms may be designed to test specific types of scenarios and items, therefore, a pilot form may not cover the breadth of learning targets of an operational exam. Pilot forms will have 40 items to be administered in two periods , each of which will be about 60 minutes long , plus an additional 10 minutes per session for set-up and directions. It is intended that each of the two parts of the test will contain 20 items in approximately the following proportions: twelve multiple choice, six short answer, and one or two extended responses.
Test Scoring
Each multiple choice item is worth one point, each short answer item is worth two points, and each extended response item is worth four points.
Scoring criteria will focus on the clear understanding of scientific ideas and concepts, effective application of scientific inquiry, effective application of problem solving, and effective communication of solutions based on inquiry.
In cases of constructed-responses, there will be no attention to conventions of writing (sentence structure, word choice, usage, grammar, spelling, and mechanics), as long as the writing or diagramming does not interfere with the communication.
In cases of mathematical analysis of information, there will be no score points awarded for simply carrying out correct mathematics without indication of understanding of the concept being measured or manipulated.
Item Distribution on the Tenth and Eighth Grade Science WASL
All Essential Academic Learning Requirements strands will be addressed in each test form. The overall item distribution in an operational test form is intended to look as follows:
Essential Academic Learning Requirements Strands
(# of WASL Learning Targets)
|
Multiple
Choice | Short
Answer
|
ExtendedResponse
|
Range of Points |
Aprox. Percent of Total |
|
PR Properties of Systems
(6 targets)
conceptual understanding (I)
application/analysis (II) |
1-2
1-2 |
1-3 |
6-8 |
10% | |
|
ST Structure of Systems (8 targets)
conceptual understanding (I)
application/analysis (II)
| 2-3
1-2 |
1-3 |
0-1 | 8-10
|
14% |
|
CH Changes in Systems
(10 targets)
conceptual understanding (I)
application/analysis (II) |
2-3
2-3 |
1-3 |
0-1 |
9-11 | 16%
|
|
IN Inquiry in Science Investigating Systems (5 targets)
conceptual understanding (I)
application/analysis (II)
Nature of Science
(5 targets)
conceptual understanding (I)
application/analysis (II)
|
3-4
2-4
2-3
1-3 |
2-4
2-3 |
1-2
0-1 |
26-28
| 40%
|
|
DE Designing Solutions Design Process (3 targets)
conceptual understanding (I)
application/analysis (II)
Sci., Tech,
&
Society
(2 of 4 targets)
conceptual understanding (I)
application/analysis (II)
|
2-3
2-3
1-2
1-3 |
1-3
1-3 |
0-1
|
12-14
| 20%
|
Total Number of Items
|
30 |
12
| 3
|
45 |
|
Total Number of Points |
30 |
24
|
12 |
66 |
Item Distribution on the Fifth Grade Science WASL
All Essential Academic Learning Requirements strands will be addressed in each test form. The overall item distribution in an operational test form is intended to look as follows:
Essential Academic Learning Requirements Strands
(# of WASL Learning Targets)
|
Multiple
Choice | Short
Answer
|
ExtendedResponse
|
Range of Points |
Aprox. Percent of Total |
|
PR Properties of Systems
(6 targets)
conceptual understanding (I)
application/analysis (II) |
1-2
0-2 |
1-2 |
5-7 |
10% | |
|
ST Structure of Systems (8 targets)
conceptual understanding (I)
application/analysis (II)
| 2-3
0-2 |
0-2 |
0-1 | 7-9
|
14% |
|
CH Changes in Systems
(10 targets)
conceptual understanding (I)
application/analysis (II) |
2-3
1-3 |
0-2 |
0-1 |
8-10 | 16%
|
|
IN Inquiry in Science Investigating Systems (5 targets)
conceptual understanding (I)
application/analysis (II)
Nature of Science
(5 targets)
conceptual understanding (I)
application/analysis (II)
|
2-3
1-3
2-3
1-3 |
2-3
2-3 |
1-2
0-1 |
21-23
| 40%
|
|
DE Designing Solutions Design Process (3 targets)
conceptual understanding (I)
application/analysis (II)
Sci., Tech,
&
Society
(2 of 4 targets)
conceptual understanding (I)
application/analysis (II)
|
2-3
1-3
1-2
1-3 |
0-3
0-3 |
0-1
|
10-12
| 20%
|
Total Number of Items
|
24 |
12
| 2
|
38 |
|
Total Number of Points |
24 |
24
| 8
|
56 |
IV. GENERAL CHARACTERISTICS of SCENARIOS and ITEMS
All Scenarios
Scenarios developed for this assessment are to conform to the following considerations. These considerations include, but are not limited, to the following:
All Scenarios (continued)
(i.e. Adriana and Tuan are in the same science class and
both participate in track).
| Title: | Grade: |
| Description: |
|
Item Description
using language from the guiding
item characteristic.
|
EALR Strand, Learning Target,
and Item Characteristic
|
Item Type |
Properties ofSystems
|
Structure of
Systems
Changes in
Systems
Inquiry in
Science
Designing
Solutions
Multiple Choice
Short Answer
Extended Response
|
|
1
|
2 |
3
|
4 |
5
|
6 |
7
|
8 |
| Note: Items must cover more than one EALR strand |
Total
| |||
|
Ideal Totals
3 to 6
1 to 2
1 to 0 |
All Items
Items developed for this assessment are to conform to the following considerations. These considerations include, but are not limited to, the following:
Level I
Level II
Inquiry Scenarios
Inquiry scenarios developed for this assessment are to conform to the following considerations. These considerations include, but are not limited to, the following:
Inquiry Items
Inquiry items developed for this assessment are to conform to the following considerations. Inquiry items ask students to apply their conceptual understanding of investigations in the following manners:
Write a conclusion to the investigation.
Be sure to:
Systems Scenarios
Systems scenarios developed for these assessments are to conform to the following considerations. These considerations include, but are not limited to, the following:
1. Systems scenarios should describe the system as an object or connections of objects within some defined boundaries.
Systems Items
Systems scenarios developed for these assessments are to conform to the following considerations. Systems items ask students to apply their conceptual understanding in the following manners:
Design Scenarios
Design scenarios developed for these assessments are to conform to the following considerations. These considerations include, but are not limited to, the following:
Design scenario should start with a description of the problem and the constraints (i.e. materials available, unchangeable conditions).
Design scenarios should deal only with the properties, structure, and changes of the systems described in the EALRs. However, in some cases, information may be included to clarify specific language (i.e. name of a bacterium) or explain connections between the data and concepts (i.e. temperature differences as a measure of relative humidity).
Design constraints must be clearly stated and/or illustrated in a labeled picture or labeled diagram.
Statements that introduce a design scenario should be brief, two to five sentences, while describing the problem and other elements of a design process.
Design scenario must allow for various possible solutions.
Designs may give scientific information that is useful in solving the problem (i.e. chart(s) of information, investigation results).
Design scenarios should model a scientific design process such as: defining the problem, scientifically gathering information, exploring ideas, making a plan, implementing a plan, scientifically testing a solution, redesigning plans based upon testing results.
Scientific information gathered should be organized and presented in chart or table form. However, observations in nature can be described in narrative form.
Design scenarios should supply evidence of exploring multiple ideas. (i.e. evidence of brainstorming with graphic organizer).
At 5th grade, design scenarios should not include both extensive investigations and systems.
Design Items
Design items developed for these assessments are to conform to the following considerations. These considerations include, but are not limited to, the following:
III. PLANNING an INVESTIGATION
Scientific inquiry is at the heart of science, science education, the science EALRs, and the science WASL. The goal is for all students to understand that when investigating scientifically, one should consider all the things that could change as the variables. Then, to insure a fair or valid test, one should control all the variables, manipulate only one variable and measure the response. This statement is accessible to all students and is the origin of the vocabulary used in the science WASL as described below.
Developmental Format for Controlled Investgations
III. PLANNING an INVESTIGATION (continued)
On the science WASL, inquiry scenarios will always describe a good scientific investigation that should be of interest to fifth, eighth, or tenth grade students. The investigative question may only be implied and the conclusion may be left out. The variables of the investigation will be described but not necessarily named. Students will be asked about the investigative question, the types of variables and the conclusion. Students may be asked about the investigation’s validity or other issues as described in the test and item specifications. Students may then be asked to plan a new investigation for a different but related question as shown below.
Generic Fifth Grade Extended Response Item for Planning an Investigation
Given a new investigative question related to a given complete investigation, students will be asked to write a plan for an investigation to answer the new question. Students shall be referred to the original investigation as a guide, given the following instructions, and a formatted response space.
Be sure to include:
Use words, labeled pictures, and/or labeled diagrams in your response.
| Question: The given question is reprinted here. |
| Prediction: |
| Materials: |
You may use a labeled diagram to support your procedure.
Procedure: |
Note: Students are given two pages for their response in the actual science
WASL. |
Generic Fifth Grade Rubric for Planning an Investigation Items
All inquiry scenarios will have an investigation that models the areas awarded the value points of the rubric described below.
A 4-point response: The student shows the ability to plan a complex scientific investigation. The student plans an investigation that earns Q value points (i.e. 8 value points).
Prediction (1 value points)
Materials: (1-2 value points)
Procedure: (up to 5 value points, 1 per bulleted feature)
A 3-point response: The student shows the ability to plan a scientific investigation. The student plans an investigation that earns R value points (i.e. 6-7 value points).
A 2-point response: The student shows some ability to plan a scientific investigation. The student plans an investigation that earns S value points (i.e. 4-5 value points).
A 1-point response: The student shows limited ability to plan a scientific investigation. The student plans an investigation that earns T value points (i.e. 2-3 value points).
A 0-point response: The student shows almost no ability to plan a scientific investigation. The student plans an investigation that earns U value points. (i.e. 0-1 value points).
Note: Q, R, S, T, and U are ranges of value points depending upon the weight of a section in a particular item.
Generic Eighth Grade Extended Response Item for Planning an Investigation
Given a new investigative question related to a given complete investigation, students will be asked to write a plan for an investigation to answer the new question. Students shall be referred to the original investigation as a guide, given the following instructions, and a formatted response space.
Be sure to include:
Use words, labeled pictures, and/or labeled diagrams in your response.
| Question: The given question is reprinted here. |
| Prediction (Hypothesis): |
| Materials: |
You may use a labeled diagram to support your procedure.
Procedure: |
Note: Students are given two pages for their response in the actual science
WASL. |
Generic Rubric for Eighth Grade Planning an Investigation Items
All inquiry scenarios will have an investigation that models the areas awarded the value points of the rubric described below.
A 4-point response: The student shows the ability to plan a complex scientific investigation. The student plans an investigation that earns Q value points (i.e. 9-10 value points).
Prediction (Hypothesis): (1-2 value points)
Materials: (1-2 value points)
Procedure: (up to 6 value points, 1 per bulleted feature)
A 3-point response: The student shows the ability to plan a scientific investigation. The student plans an investigation that earns R value points (7-8 value points).
A 2-point response: The student shows some ability to plan a scientific investigation. The student plans an investigation that earns S value points (5-6 value points).
A 1-point response: The student shows limited ability to plan a scientific investigation. The student plans an investigation that earns T value points (i.e. 3-4 value points).
A 0-point response: The student shows almost no ability to plan a scientific investigation. The student plans an investigation that earns U value points (1.e. 0-2 value points).
Note: Q, R, S, T, and U are ranges of value points depending upon the weight of a section in a particular item.
Generic Tenth Grade Extended Response Item for Planning an Investigation
Given a new investigative question related to a given complete investigation, students will be asked to write a plan for an investigation to answer the new question. Students shall be referred to the original investigation as a guide, given the following instructions, and a formatted response space.
Be sure to include:
Use words, labeled pictures, and/or labeled diagrams in your response.
| Question: The given question is reprinted here. |
| Hypothesis: |
| Materials: |
You may use a labeled diagram to support your procedure.
Procedure: |
Note: Students are given two pages for their response in the actual science
WASL. |
Generic Tenth Grade Rubric for Planning an Investigation Items
All inquiry scenarios will have an investigation that models the areas awarded the value points of the rubric described below.
A 4-point response: The student shows the ability to plan a complex scientific investigation. The student plans an investigation that earns Q value points (i.e. 10-12 value points).
Hypothesis: (1-2 value points)
Materials: (1-2 value points)
Procedure: (up to 8 value points, 1 per bulleted feature)
A 3-point response: The student shows the ability to plan a scientific investigation. The student plans an investigation that earns R value points (i.e. 7-9 value points).
A 2-point response: The student shows some ability to plan a scientific investigation. The student plans an investigation that earns S value points (i.e. 5-6 value points).
A 1-point response: The student shows limited ability to plan a scientific investigation. The student plans an investigation that earns T value points (i.e. 3-4 value points).
A 0-point response: The student shows almost no ability to plan a scientific investigation. The student plans an investigation that earns U value points (i.e. 0-2 value points)
Note: Q, R, S, T, and U are ranges of value points depending upon the weight of a section in a particular item.
IV. SCIENTIFIC VOCABULARY SUMMARY
The following terms are a summary of the vocabulary that may be used on the Science WASL without definitions. More terms may be used with definitions or examples as noted in the item specifications. The plural form of all these words is assumed useable. However, other forms of these words are not accepted unless specified. Every word from a lower grade level may be used at a higher grade level.
Terms that build through the grade levels are listed below, and appear in the Science WASL, with the higher grade term in parenthesis.
5th Grade
variable kept the same (controlled)
variable changed (manipulated)
energy of motion
stored energy
learned (acquired)
state of matter
heat energy
8thGrade
controlled variable (kept the same)
manipulated variable (changed)
energy of motion (kinetic)
stored energy (potential)
acquired (learned)
state (phase) of matter
heat (thermal energy)
10th Grade
controlled variable
manipulated variable
kinetic energy
potential energy
acquired
phase of matter
thermal energy
This list of scientific vocabulary identifies concepts and processes described in the science EALRs that all fifth, eighth, and tenth grade students should know without explanation. These are not meant to be exclusive terms used in the science curriculum. The science curriculum should build in-depth understanding of these concepts and processes using many instructional activities and other supporting terms. There will never be a WASL items that asks a student to define a term. WASL items ask students to use concepts named by these terms
A
5th Grade
air
amount
amount of time
8th Grade
absorb
acceleration
accuracy
acquired (learned)
adaptation
affect
air pressure
applied force
artery
atmosphere
atom
attract
axis
10th Grade
abiotic
absorption
amplitude
asexual
atmospheric
atomic number
B
5th Grade
balance scale
bone
brain
8th Grade
blood vessel
body of water
10th Grade
bacteria
biomass
biotic
C
5th Grade
cause
cell
centimeter (cm)
characteristic
chart
classify
climate
color
conclude
conclusion
condensation
condense
consumer
continent
cycle
8th Grade
camouflage
carbohydrates
carbon dioxide
cell
charge
chemical
circuit
cold-blooded
compare
compound
conduction
contrast
controlled variable (kept the same)
convection
conversion
core
crust
10th Grade
celestial
cell membrane
cell nucleus
cell wall
circulatory system
concentration
constraint
contraction
controlled variable
criteria
D
5th Grade
data
decomposer
depend
describe
design
diagram
diameter
direction
dissolve
8th Grade
density
description
dew point
10th Grade
diffusion
digestive system
diversity
E
5th Grade
Earth
earthquake
echo
effect
egg
electrical
electricity
energy
energy of motion
erosion
eruption
evaporate
evaporation
event
explain
explanation
8th Grade
electron
element
eclipse
ecosystem
electrical force
environment
evidence
evolution
10th Grade
electrical charge
electrical force
electron shell
endocrine system
energy chain
estuary
expansion
experiment
experimental control
F
5th Grade
fair test
feet
flower
food
food chain
force
forest
fossil remains
fossil
freeze
function
8th Grade
frequency
friction
factor
fat
10th Grade
family of elements
frictional force
fungus
G
5th Grade
gas
glacier
gram
graph
grassland
gravity
8th Grade
genetic
groundwater
10th Grade
galaxy
gravitational force
geologic time
H
5th Grade
habitat
hand lens
hardness
heart
heat energy
8th Grade
heat (thermal energy)
10th Grade
honesty
hormone
host
hydrosphere
hypothesis
I
5th Grade
identify
inch (in)
input
invent
invention
investigate
investigation
8th Grade
igneous
image
insoluble
interpret
interpretation
intestine
issue
10th Grade
impact
inconsistent
infer
inference
interference
investigative control
investigative plan
investigative question
J
5th Grade
8th Grade
10th Grade
K
5th Grade
kilogram (kg)
kilometer (km)
8th Grade
10th Grade
kinetic energy
L
5th Grade
lake
leaf
learned (acquired)
lever
liquid
liter (L)
living
lung
8th Grade
landform
landform profile
landslide
landmass
lunar
10th Grade
law
logical
M
5th Grade
machine
magnetic
magnifying glass
material
melt
meter (m)
mile (mi)
milliliter (mL)
model
molecule
Moon
mountain
muscle
8th Grade
magnetic force
magnetic pole
magnetism
manipulated variable (changed)
mantle
mass
matter
metamorphic
metamorphosis
meter stick
micro organism
microscope
millimeter (mm)
minerals
mixture
10th Grade
manipulated variable
mechanical energy
metaphor
meteorology
N
5th Grade
nonliving
nutrient
8th Grade
natural selection
neutron
nitrogen
nucleus
10th Grade
neurological system
nuclear energy
nuclear fission
nuclear force
nuclear fusion
O
5th Grade
object
observe
observation
ocean
orbit (revolve)
orbit (revolution)
organism
organize
ounce
output
oxygen
8th Grade
opinion
organ
10th Grade
offspring
ova
P
5th Grade
part
pattern
picture
pitch
plan
planet
pound
precipitation
predict
prediction
problem
procedure
process
producer
property
pull
pulley
push
8th Grade
particle
pattern
phase of the moon
phenomena
phenomenon
predator
prediction (hypothesis)
pressure
prey
property
protein
proton
10th Grade
parasite
periodic table
phase change
phase of matter
photosynthesis
photosynthesize
pistil
potential energy
principle
Q
5th Grade
question
8th Grade
10th Grade
R
5th Grade
radius
rate
report
reproduce
reproduction
result
river
root
8th Grade
radiation
recycle
reflect
reflection
relationship
relative position
relative speed
repel
report
resource
respiration
responding variable (dependent)
river system
rock cycle
10th Grade
refract
refraction
relationship
reproduce
reproduction
reproductive system
research question
respiratory system
responding variable (dependent)
S
5th Grade
sea
seed
shadow
shape
size
skeleton
soil
solar
solid
solve
sort
sound
special
speed
spin (rotate)
spring scale
sprout
state of matter
stem
stored energy
stream
strength
structure
substance
summary
Sun
system
8th Grade
scientist
sediment
sedimentary
solar system
soluble
solution
specialized
sphere
state (phase) of matter
stomach
stored (potential) energy
subsystem
summarize
10th Grade
scattering
scavenger
sedimentation
seismic
sexual
skeletal system
skeptical
solubility
solute
solvent
sperm
spherical
spinal cord
spore
stamen
succession
T
5th Grade
table
temperature
texture
thaw
thermometer
tool
8th Grade
telescope
tissue
topographic
transfer
transmit
10th Grade
theory
thermal
thermal energy
topography
toxin
transformation
transmission
U
5th Grade
8th Grade
unexpected
10th Grade
V
5th Grade
vapor
variable
variable changed (manipulated)
variable kept the same (controlled)
vibration
volcano
8th Grade
valid
vein
volume
10th Grade
virus
validate
validity
W
5th Grade
waste
water
weather
weight
wind
8th Grade
warm-blooded
water table
wavelength
weathering
wind direction
wind speed
10th Grade
wind direction
wind speed
wind current
work
X
5th Grade
8th Grade
10th Grade
Y
5th Grade
yard
8th Grade
10th Grade
Z
5th Grade
8th Grade
10th Grade
General Characteristics of the Science WASL 32 2003 Edition
General Characteristics of the Science WASL 32 2003 Edition