WASL
Washington Assessment

WASL

WASL

Washington Assessment

Washington Assessment

of Student Learning

A Component of the Washington State Assessment Program

Science

Test and Item

Specifications

Grade 5

September 17, 2002

Grade 5 Science Test and Item Speci fications page 1 of 63 September 17, 2002

TABLE OF CONTENTS

Page

I. PURPOSE of this ASSESSMENT TOOL 4

II. ESSENTIAL ACADE MIC LEARNING REQUIREMENTS 4

STRANDS and LEARNING TARGETS for SCIENCE

III. TEST CONTENT ORGANIZA TION and CRITERION 6

Item Types 6

Composition of a 38-item Test 6

Cognitive Level of Items 7

Cognitive Distri bution of Items 7

Item Cards 7

Operationa l Test Forms 8

Pilot Tes t Forms 8

Test Scoring 8

IV. REPORTIN G SCHEMA and ITEM DISTRIBUTION 9

V. GENERAL CHARACTERIS TICS of SCENARIOS and ITEMS 10

All Scenarios 10

All Items 12

Inquiry Scenarios 13

Inquiry Items 14

System Scenarios 15

System Items 15

Problem Solving Scenarios 16

Problem Solving Items 16

VI. ITEM DEVELO PMENT RULES 17

All Types of Item Rules 17

Multiple Choice Item Rules 17

Short Answer and Extended Response Item Rules 18

Short Answer Only Item Rules 18

Extended Response Only Item Rules 19

Rules for Developing Scoring Rubrics 19

VII. ITEM DEVELOPMENT GUIDES for the

PROPERTIES and CHARACTERISTICS S TRAND (red pages) 20

PC01 Physical Science Properties 20

PC01 1.1.1 Properties of Substances 21

PC01 1.1.2 Motion of Objects 21

PC01 1.1.3 Wave Behavior 21

PC02 Earth and Space Science Properties 22

PC02 1.1.4 Nature and Propert ies of Earth Materials 22

Grade 5 Science Test and Item Speci fications page 2 of 63 September 17, 2002

TABLE OF CONTENTS (continued)

Page

VII. ITEM DEVELOPMENT GUIDES for the

PROPERTIES and CHARACTERISTICS S TRAND (continued)

PC03 Life Science Characteristics 23

PC03 1.1.5 Basis of Biological Diversity 23

VIII. ITEM DEVELOPMENT GUIDES for the

SYSTEMS and INTERCONNECT IONS STRAND (orange pages) 24

SI01, 2, 3, 4 Physical, Ea rth, Space, Life, and Integrated Systems 24

SI01 1.2.1 Systems 24

SI01 Physical Systems 25

SI01 1.2.2 Energy Sources and Kinds 25

SI01 1.2.3 Energy Transfer and Transformation 26

SI01 1.2.4 Structure of Matter 26

SI01 1.2.5 Physical and Chemical Changes 26

SI02 Earth and Space Systems 27

SI02 1.2.6 Com ponents and Patterns of Earth Systems 28

SI02 1.2.7 Com ponents of the Solar System and Beyond 29

SI03 Living Systems 30

SI03 1.2.8 Structure and Organization of Living Systems 30

SI03 1.2.9 Molecular Ba sis of Heredity 30

SI03 1.2.10 Human Biology 30

IX. ITEM DEVELOPMENT GUIDES for the

CHANGES in MATTER and ENER GY STRAND (yellow pages) 31

CH01 Changes in Matter and Energy in Physical Systems 31

CH01 1.3.1 Nature of Forces 31

CH01 1.3.2 Forces to Explain Motion 32

CH03 Changes in Matter and Energy in Earth�s Systems 33

CH02 1.3.3 Processes and Interactions in Earth Systems 33

CH02 1.3.4 History and E volution of Earth 34

CH02 1.3.5 Hydrosphere and Atmosphere 34

CH02 1.3.6 Interactions in th e Solar System and Beyond 34

CH03 Changes in Matter and Energy in Living Systems 35

CH03 1.3.7 Life Processes and the Flow of Matter and Energy 36

CH03 1.3.8 Biological Evolution 36

CH03 1.3.9 Interdependence of Life 36

CH03 1.3.10 Environm ental and Resource Issues 37

Grade 5 Science Test and Item Speci fications page 3 of 63 September 17, 2002

TABLE OF CONTENTS (continued)

Page

X. ITEM DEVELOPMENT GUIDES for the

SKILLS and PROCESSES STRAND (green pages) 38

IP01 2.1.1 Questioning 38

IP02 2.1.2 Designing and Conduc ting Investigations 39

IP03 2.1.3 Explanation 40

IP04 2.1.4 Modeling 41

IP05 2.1.5 Communication 42

IP06 2.2.1 Identifying Problems 43

IP07 2.2.2 Designing and Testing Solutions 44

IP08 2.2.3 Evaluating Potential Solutions 45

XI. ITEM DEVELOPMENT GUIDES for the

NATURE and CONTEXT STRAND (blue pages) 46

NC01 3.1.1 Intellectual Honesty 46

NC02 3.1.2 Lim itations of Science and Technology 47

NC03 3.1.3 Dealing with Inconsistencies 48

NC04 3.1.4 Evaluating Methods of Investigations 49

NCO5 3.1.5 Evolution of Scientific Ideas 50

NC06 3.2.1 All Peoples Contribute to Science and Technology 51

NC07 3.2.2 Relationship of Science and Technology 51

NC08 3.2.3 Careers and Occupa tions using Science, 51

Mathematics, and Technology

XII. SCORING CRITERIA 52

General Scoring Criteria for Short Answer Science Item 52

General Scoring Criteria for Ex tended Response Science Items 53

Generic Scoring Guide for Investigation Design Extended Response Items 56

XIII. SCIENTIFIC VOCABULARY SUMMARY 57

Grade 5 Science Test and Item Speci fications page 4 of 63 September 17, 2002

I. PURPOSE of ASSESSMENT TOOL

The purpose of this assessme nt tool is to measure Washington fifth grade students� level of proficiency

in Benchmar k 1 of the science Essential Academ ic Learning Requirements (science EALRs approved

July 17, 1998). These science EALRs consist of thr ee standards. The first standard focuses on the

scientific concepts and pr inciples of the physical , earth, space, and life scie nces. The second standard

focuses on the skills and processes of scien ce and technology. The third standard focuses on

understanding the nature and cont ext of science and technology.

II. ESSENTIAL ACADE MIC LEARNING REQUIREMENTS

STRANDS and LEARNING TARGETS for SCIENCE

In keeping with the scie nce EALRs and the scien ce EALR Interpretation and Clarification document

(Interim Version May 7, 1999) , these standards have been regrouped into the following strands. These

five strands have letter codes, (PC, SI, etc.), short names (Propert ies & Ch aracteristics, Systems &

Interconnections, etc.), and a color code in eth order of the colors of the rainbow, red, orange, yellow,

green, blue.

PC Strand Properties & Charac teristics in the Physical, Earth, Space, and Life Sciences Red

PC01 1.1.1 Properties of Substances

PC01 1.1.2 Motion of Objects

PC01 1.1.3 Wave Behavior

PC02 1.1.4 Nature & Propert ies of Earth Materials

PC03 1.1.5 Basis of Biological Diversity

SI Strand Systems & Interconnections in the Physical, Earth, Space, and Life Sciences Orange

SI01 1.2.1 Systems Physical, SI02 Earth/Space, SI03 Life, and SI04 Integrated

SI01 1.2.2 Energy Sources & Kinds

SI01 1.2.3 Energy Transfer & Transformation

SI01 1.2.4 Structure of Matter

SI01 1.2.5 Physical/Chem ical Changes

SI02 1.2.6 Components & Patterns of Earth Systems

SI02 1.2.7 Com ponents of the Solar System Beyond

SI03 1.2.8 Structure & Organi zation of Living Systems

SI03 1.2.9 Molecular Basis of Heredity

SI03 1.2.10 Human Biology

Grade 5 Science Test and Item Speci fications page 5 of 63 September 17, 2002

CH Strand Changes in Matter & E nergy in the Physical, Earth, Space, and Life Sciences Yellow

CH01 1.3.1 Nature of Forces

CH01 1.3.2 Forces to Explain Motion

CH02 1.3.3 Processes & Inter actions in Earth Systems

CH02 1.3.4 History & E volution of Earth

CH02 1.3.5 Hydrosphere/Atmosphere

CH02 1.3.6 Interactions in the Solar System & Beyond

CH03 1.3.7 Life Processes & the Flow of Matter & Energy

CH03 1.3.8 Biological Evolution

CH03 1.3.9 Interdependence of Life

CH03 1.3.10 Environmental & Resource Issues

IP Strand Inquiry and Problem Solving in Science and Technology Green

IP01 2.1.1 Questioning

IP02 2.1.2 Designing & Conducting Investigations

IP03 2.1.3 Explanation

IP04 2.1.4 Modeling

IP05 2.1.5 Communication

IP06 2.2.1 Identifying Problem s

IP07 2.2.2 Designing & Testing Solutions

IP08 2.2.3 Evaluating Potential Solutions

NC Strand Nature and Context of Science and Technology Blue

NC01 3.1.1 Intellectual Honesty

NC02 3.1.2 Lim itations of Science & Technology

NC03 3.1.3 Dealing with Inconsistencies

NC04 3.1.4 Evaluating Methods of Investigations

NCO5 3.1.5 Evolution of Scientific Ideas

NC06 3.2.1 All Peoples Contribut e to Science & Technology

NC07 3.2.2 Relationship of Science & Technology

NC08 3.2.3 Careers & Occupa tions using Science,

Mathematics, & Technology

Grade 5 Science Test and Item Speci fications page 6 of 63 September 17, 2002

III. TEST CONTENT ORGANI ZA TION and CRITERION

The test form s for the fifth grade science test will consist of 38 items or questions, resulting in 56

points per form. Items will be wr itten at a readi ng level appropriate for a fifth grade audience.

Item Types

The items used in this assessm ent include multiple choice

, short answer and extended response . The

multiple choice and shor t answer questions assess conceptual understanding; short answer and

extended response item s assess applications of con cepts and skills. All three types of qu estions are

used to assess the strands.

Multiple Choice Items (MC):

There will be 24 multiple ch oice items per form, worth 1 point each.

Each multiple choice item will have three responses:

� The correct answer and two distractors.

� Distractors will be deve loped based on the types of errors students are most likely to make.

� Correct responses will be approximately equally distributed among As, Bs, and Cs.

Short Answer Items (SA):

The student will co nstruct a short response. There will be 12 short answer

items per form, worth 2 points each. For example:

� Given a scientific phenome non, the st udent will write an explanation.

� Describe a scientific concept or phenomenon.

� Give another context in wh ich the concept applies.

� Provide a rationale for conclusion using scientific evidence.

Extended Response Items (ER):

The student will construct a l onger response. There will be 2

extended-response item s, worth 4 points each. For example:

� Provide a design for a sc ientific investigation.

� Describe the effects of a change in some part of a system.

� Propose possible scientif ic so lutions to human problems.

Composition of a 38-item Test

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 and shor t answer items will be used to assess targets in Cognitive Category I:

understand ing. Multiple choice, short answer, and extended response item s will assess targets in

Cognitive Category II: app lication of conceptual understandings . Short answer items and extended

response items will be used to asse ss targets in Cognitive Category II: thinking and process skills.

Grade 5 Science Test and Item Speci fications page 7 of 63 September 17, 2002

Cognitive Level of Items

Items will be classified accord ing to their usage leve l (type of cognitive ability required for solution).

Category I items will ass ess a student�s knowledge of scientific concepts or principles and

comprehension of scientific inform ation. Category II items will assess the applic ation of content in a

science context, the applicat ion of science in a real-life context, the analysis of scientific inform ation,

the generation of ideas/models, and evaluation of scientific information or m odels.

Cognitive Distribution of Items

Cognitive Categories Items Points

Category I

Conceptual Understanding, and Comprehension 12 � 14 16 � 20

(29 � 36%)

Category II

Application, Analysis, S ynthesis, and Evaluation 24 � 26 36 � 40

(64 � 71%)

Totals 38 56

Item Cards

An item card will acco mpany each item. The item card shall include the following information in the

following order:

1. Item Code: a num ber for tracking purpose

2. Item Order in Scenario

3. Scenario Ti tle or Stand Alone Item name indicating content description

4. EALR Code: strand and lear ning target (i.e. PC01 1.1.1)

5. Item Characteristic: letter of characteristic (i.e. PC01 1.1.1 a)

6. Curricular Area: Phys ical (PS), Context Physic al (CPS), Earth/Space (ES), Context Earth/Space

(CES), Life (LS), Contex t Life (CLS), Inte grated (IS), or Context Integrated (CIS)

7. Grade Level: 10, 8, or 5

8. Cognitive Level (Cat egory I or II)

9. Item Type: (MC, SA, ER)

10. Keyed Correct Answer Key

11. Word count and reading le vel from Microsoft Word

12. Latest Revision Date

13. Pilot Year and Form

14. Data Review Date

15. Fairness Review Date

16. Content Review Date

17. Writer Information: when, what organizati on or event (i.e. May 2002 Designing Scenarios)

Grade 5 Science Test and Item Speci fications page 8 of 63 September 17, 2002

Operational Test Forms

Each operational test form will contain items in comm on with another test form, but the vast majority

of items will be unique to each form . The test will be administered in three periods , each of which

will be about 45 minutes long , plus an additional 10 mi nutes per sess ion for set-up and directions. It is

intended that each of the three pa rt s of the test will contain 13 items in approximately the following

proportions: eight multip le choice, four short an swer, and one extended response on two of the

sections.

Pilot Test Forms

Each pilot test form usually fo llows the same speci fications as an operational. However, pilot forms

ma y be designed to test specific type s of scenarios and items, therefor e, a pilot form may not cover the

breath of learning targets of an operational exam.

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 conventio ns of writing (sentence

structure, word choice, usage, grammar, spe lling, and mechanics), as lo ng as the writing or

diagramming does not interfere with the communication.

� In cases of mathem atical analysis of informati on, there will be no score points awarded for sim ply

carrying out correct mathematic s without indication of understanding of the concept being

measured or manipulated.

Grade 5 Science Test and Item Speci fications page 9 of 63 September 17, 2002

IV. REPORTIN G SCHEMA and ITEM DISTRIBUTION

Reporting Schema

Student results will be repor ted as their scores in e ach of the five strands.

Item Distribution

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 Learning Targets & Page Color)

Multiple

Choice

Short

Answer

Extended

Response

Range of

Points

Percent

of Total

PC Properties and Characteristics

(5 targets on red pages)

conceptual understandin g (I)

application/analys is (II)

1-2

0-1

1-3

7-8

SI Systems & Interconnections

(10 targets on oran ge pages)

conceptual u nderstanding (I)

applic ation/analysis (II)

2-3

1-2

2-3

0-1

9-11

CH Changes in Matter & Energy

(10 targets on yello w pages)

conceptual u nderstanding (I)

applic ation/analysis (II)

2-3

1-2

2-3

0-1

9-11 50%

IP Skills & Processes

of Science & Technology

(8 targets on green pages)

scientific inquiry

problem solving

3-4

2-3

1-2

0-1

20-22

NC Nature & Contexts

of Science & Technology

(8 targets on blue pages)

nature of science

science, technology, & society

1-2

8-10 50%

Total Number of Items 24 12 2 38

Total Number of Points 24 24 8 56

Grade 5 Science Test and Item Speci fications page 10 of 63 September 17, 2002

V. GENERAL CHARACTERIS TICS of SCENARIOS and ITEMS

All Scenarios

Scenarios de veloped for this assessment are to conform to the following considerations. These

consideratio ns include, but ar e not limited to, the following:

1. Scenarios will be real exam ples of what studen ts would encounter beyond school or investigations

they can relate to.

2. Scenarios should be necessary but not sufficient for student response. Some questions may be

strongly related to the inquiry or system and can be asked in a ssociation with the scenario rather

than in a stand alone ma nner. These related quest ions will come at the end of the scenario�s

associated questions.

3. Scenarios mu st be one of the themes of this a ssessment: scientific inquir y, technological problem

solving or systems.

4. Scenarios are short, textual information less than100 words.

5. Scenarios will not be a reading burden, written at the third grade level.

6. Scenarios should have a lot of �white space,� not a lot of text.

7. Vocabulary will be as common or simple as possible (i.e. an air-tight lid coul d be desc ribed as a lid

that does not allow air in or out).

8. Scenarios will provide o pportunity for assessment of more than one EALR strand through natural,

not forced, connections.

9. Scenarios ma y be a combination of up to three elements (i.e. a graph, a diagram, and a written

descriptio n).

10. Scenarios w ill always explain why a picture or diagram is included.

11. Titles for scenarios shou ld be accurate, friendl y, catchy, and interesting but not distracting or

mi sleading. Avoid titles that may have copyright issues.

12. Scenarios will ha ve five to eigh t questions associated with them.

13. More than one question should be possible for a given scenario element.

14. Character name s on each form will be represen tative of the ethnic diversity of Washington

students. The name s will generally be short and simple to read.

15. Investigations should be written in past tense because the investiga tion has already happened.

16. Anything under a title should be on the same page (procedures, data, etc.).

17. Steps of procedures, or anything else, should ha ve some white space betw een the steps (6 to 12

points, 1.5 to 2 spaces).

18. Use 12 pt. New Century Schoolbook font for text and 12 pt. Arial font for data and diagrams.

19. Diagrams should be high quality with labels.

a. Bolded titles should be included as need ed for clarification above the diagram.

b. Labels should be in a different font, not bolded, with slightly curved arro ws that point to object

or component of the object.

c. Labels should be consistent with references in the text.

d. Diagrams should provide visu al context for potentially unfamiliar words or objects (i.e.

birdfeeder on a window sill to clue in unfamiliar objects).

e. Simp le, direct, not cluttered, familia r layouts to students at given grade.

f. Use �black line ma ster� quality so that diagrams photocopy well.

Grade 5 Science Test and Item Speci fications page 11 of 63 September 17, 2002

20. Data is presented in a simple and clear manner with lots of �white space.�

a. Bolded titles and text for column and row labels of chart

b. Use the format that fits best w ith the data with minimum verbiage

c. Data may include num bers, words or symbols

d. Limit total number of �data cells� to12 (i.e. 2x6, 3x4).

e. When conditions are labeled A, B, C, etc, the chart/data table shoul d briefly describe the

condition as well as the A, B, C, etc. (i.e. Jar 1 blue food coloring).

21. Graphs, tables, or figures must be clearly associated with thei r intended questions. Graphics will

appear either on the same page as the scenario or on the facing page. If there is any reasonable

chance of co nfusion, page refere nces will direct stude nts to look at the appropriate gr aphic.

22. In developm ent, when the scenario is fini shed, all unnecessary language should be removed

(i.e. Adriana and Tuan

both participate in track).

23. Scenarios mu st have a summary sheet illustra ting the design of the scenario and acco mpanying

items as fo llows.

Title:

Grade: 5

Description:

EALR Strand, Learning Target,

and Item Characteristic

Systems

Inquiry &

Problem Solving

Item Type

Item Description

Properties and

Characteristics

Systems and

Interconnections

Changes in

Matter & Energy

Inquiry and

Problem Solving

Nature and

Context Multiple Choice

Short Answer Extended Response

Note: Items must cover more than on e EALR strand

Total

Ideal Totals 3 to 6 1 to 2 1 to 0

Grade 5 Science Test an d Item Specifications page 12 of 63 September 17, 2002

All Items

Items developed for this assessm ent are to c onform to the following considerations. These

considerations include, but ar e no t limited to, the following:

1. Test items will fo cus on events, situations, and phe nomena that are real world as well as sc ientific

and to which fifth grade students can relate.

2. Items will be connected to informative scenarios/ stim uli that are necessary but not sufficient for

dem onstration of conceptual understanding.

3. Item s testing application of a c oncept or skill will involve understandable , realistic situations to

which as ma ny students as possible can relate.

4. Focus of items will be on what ALL children sh ould know and be able to do as they exit fifth

grade.

5. Each test form will contai n items assessing learning targets from all strands according to the test

schema.

6. Item s should serve specific purposes; each should assess something importan t rather than trivial.

7. Items must go beyond recall of facts; examinees must use an d apply concepts (if we can easily look

it up in a book, it doesn�t bel ong on a state assessment).

8. Concepts within each discipline (e.g. physical, Eart h, space, or life science) shall be the focus of

the assessment rather than vocabulary knowledge or simple facts.

9. Item s shall focus on the �big ideas� of science:

� Properties, classification, & characteristics

� Structure & function of com ponents of

systems

� Interdependence

� Systems change

� Models

10. Items should elicit rich thinki ng even in multiple choice items. 11. Items should require upper levels of Bloom�s taxonomy: Level I � Conceptual Understanding � Comprehension Level II � Application (in scientific and �real-life� situations) � Analysis (in scientific an d �real-life� situations) � Synthesis (u sing scientific knowledge/thinki ng/skills to generate new ideas, plans, hypotheses, to draw conclusions, etc.) � Evaluation (in scientific a nd �real-life� situations) 12. Responses to items and selection of an answer choice show clear understanding relevant to the learning target�not just a �sort of� relationship. 13. Some items present phenomena and ask for explan ations, predictions, and potential investigations (This is not meant to be narrowly prescriptive). 14. Inquiry items are grounded in the procedures a nd concepts of the relevant content area(s). 15. The items shall be precise and clear.

16. All item s are to avoid bias and should not be o ffensive to any group of st udents. The items should not display stereotyped representations of gender, race, persons with disab ilities, or cultural or religious groups. 17. All items must clearly indicat e what is expected in a response and mu st help students. 18. Items in each form are to be balanced by gender and are gender-neutral for active/passive roles. 19. Pictorial representations shall be realistic and authentic for the respective grade.

Grade 5 Science Test and Item Speci fications page 13 of 63 September 17, 2002

Inquiry Scenarios

Inquiry scenarios developed for this assessment are to conform to th e following considerations. These

considerations include, but ar e no t limited to, the following:

1. Statem ents that introduce an inquiry should be brief, no mo re than three sentences, while

describing the reasons, or contexts for the inquiry.

2. Inquiry scenarios should deal only with the concepts and processes of the EALRs. Scenarios

should not �teach� EALR concepts. Inquiries ma y NOT include a brief �content� paragraph.

3. Investigations should model good investigations.

4. The investigative question mu st be included or implied in the description of an investigation. The

question ma y be left out in order to ask a MC ite m such as, �What is the investigativ e question?�

5. Form al or controlled investigations must be written with the following form at: Question,

Prediction, Materials, Procedure, Data, and Conc lusion. The �Question� and �Conclusion� sections

may be left out of the scenario in order to ask students about them.

6. The Prediction mu st be included; it may not be excluded in order to ask an MC question later.

7. Procedures of investigations should be easily read. Steps should be used for controlled

investigations. However, observations in nature can be described without being in step format.

8. Procedures should be succinct , approximately four steps.

9. Procedures should state or im ply the following variables: kept the same (constant or controlled),

changed (manipulated), all variable being measured.

10. Procedures should describe how often measurements are taken.

Grade 5 Science Test and Item Speci fications page 14 of 63 September 17, 2002

Inquiry Items

Inquiry items developed for this assessment are to conform to the following considerations. Inquiry

items ask students to apply their conceptual understa nding of investigations in the following manners:

1. Identify the investigative question.

2. Identify questions that can be investigated scientifically using the same materials.

3. Design an investigation based upon a given investigative question.

4. Identify variables as kept the same (constant or controlled), changed (man ipulated), all variable

being measured.

5. Explain how an investigation is a fair test of a prediction.

6. Describe the technology (m easuremen t tools, electronics, computers, etc.) needed to do scientific

inquiry.

7. Wr ite a conclusion for the investigati on. A standard item reads as follows:

Write a conclusion to the investigation.

Be sure to:

� Answer the inves tigative question.

� Explain whether or not the prediction is supported by the data.

AND

� Give data from the table to support your conclusion.

8. Identify safety precautions in investigations.

9. Identify sources of error in m easurement or describe how to improve measurement error.

10. Summ arize the data or results of an investiga tion. This summary is different than a conclusion.

11. Summ arize the design of an investigation. Th is summary is different than a conclusion.

12. Design tests to answer questions such as, �W hat substance is in a container?�

13. Describe how a m odel (physical and/or mathem atical) can be used to investigate a system.

14. Comp are the design of a different investig ation of the same investigative question.

15. Based upon data from the current investigation, pred ict the results of an extension of this or a

similar investigation.

Grade 5 Science Test and Item Speci fications page 15 of 63 September 17, 2002

System Scenarios

System scenarios develo ped for this assessment are to conform to the following considerations. Th ese

considerations includ e, but ar e not limited to, the following:

1. Description of the system as an object or conn ections of objects within some defined boundaries.

2. Description of the system inputs, changes (transfers), and/or outputs of ma tter, information, and/or

energy.

3. Description of the appropriate phenomena associated with the sy stem (i.e. phases of the Moon in

an Earth, Moon, Sun system).

4. A labeled picture or labe led diagram of the system.

5. Only one system should be explored in a scenar io. There may be many sma ller systems within the

m ain system and the main systems may be connect ed to other system s, however, the focus of a

scenario should be a single system . Avoid multiple systems.

6. Scenarios should not �teach� EALR concepts. Sc enarios should only deal with concepts and

processes articulated in the science EALRs.

7. Some examples of system s are: pencil, battery-p owered toy, wind up toy, glass of water with ice, a

plant or anim al cell, plant or animal life cycl e, a plant, simple ecosystem , the water cycle.

Systems Items

System items developed for this assessment are to conform to the following considerations. System

items ask students to apply their conceptual understanding in the following manners:

1. Identify the parts or components of a system.

2. Describe interconnections within a system or between systems.

3. Extract a component of a system , describe its properties/characteristics and/or explain its function.

4. Describe inputs, changes (transfe rs), and/or outputs of matter, inform ation, and/or energy through a

system including the order of transfer.

5. Describe energy changing form s (t ransformations) within a system.

6. Describe changes in ma tter throughout a system.

7. Explain the interactions and interdep endencies between parts of a system.

8. Determ ine the orders or sequences of a system based upon evidence over time.

9. Comp are one part of the system to another part of the system or to a part in a similar system in

terms of their properties, char acteristics, and/or function.

10. Compare the system to another, similar system.

11. Describe the forces acting between parts of a system and/or acting upon the whole system.

12. Predict changes within a system based on patterns of interactions within a system and explain your

prediction.

13. Predict what would happen if a part of a system ch anged and explain your prediction.

14. Predict what would happen if a part of a system were to be changed from outside the system and

explain your prediction.

15. Predict what would happen if the input to a system changes and explain your prediction.

16. Predict what could cause an output of a system to change in a particular way.

17. Create a model of a system correlating the mode l�s parts and connections to the real system.

Grade 5 Science Test and Item Speci fications page 16 of 63 September 17, 2002

Problem Solving Scenarios

Problem solving scenarios developed for these assessm ents are to conform to the following

considerations. These consideration s incl ude, but are not limited to, the following:

To Be Developed

Problem Solving Items

Problem solving item s developed for these assessment s are to conform to the following considerations.

These considerations include, but are not limited to, the following:

To Be Developed

Grade 5 Science Test and Item Speci fications page 17 of 63 September 17, 2002

VI. ITEM DEV ELOPMENT RULES

All Types of Item Rules

1. Each item begins with a stem that asks a quest ion or poses a clear problem. A stem will seldom

include an incomplete sentence.

2. All item s must clearly i ndicate what is expected in a response and mu st help students focus their

response. That is, items will clearly state the cr iteria by which the response will be evaluated, so

that students understand what they are expected to do (e.g. create a tabl e, provide a written

explanation, etc.). General directions that allow the student more freedom in response format may

read as follows: �Use words, labeled pictures, and/or labeled diagrams to show or explain your

response.�

3. All stem s will be positively worded�no use of the word �not� in any form.

4. A stimulus that gives inform ation must preced e a question or a set of questions (see rules for

scenarios and other stimulus ma terials).

5. To the extent possible, no stimulus, stem, or response for one item will serve as a clue to the

correct response for another item.

6. Reading will be kept to a minimum to help make items clear and precise.

7. Test items will be independent in the sense that the answer for any test item does not depend on

knowing the correct answer to another item, so items are not �linked.�

8. If a question is stated in terms of one measurem ent system , all response options should be given in

terms of the same measurem ent system. Units do not have to be included in the stem, but they

should appear in every distractor s or response when appropriate.

9. All item s, scenarios, and other s timuli materials will be framed in terms of the me tric system unless

the situation lends itself to another system (e.g., Standard, psi).

Multiple Choice Item Rules

1. Each mu ltiple choice item will have a stem (que stion, statement, or in complete statement) and

three answer (or completion) options , only one of which is correct.

2. Multiple choice item stem s will present a complete problem so that students will know what to do

before looking at the answer choices. Students should not need to read all answer choices before

knowing what is expected.

3. Multiple choice item stem s will be short, about 25 words or two lines.

4. All multiple-choice answ er choices will be sim ilar in length, semantic complexity, and syntax.

Students should not be able to rule out a wrong answ er or identify a correct response by virtue of it

looking or sounding different.

5. Distractors must present plau sible alternatives. They should be created so that students think their

way to the correct answer instead of identifying incorrect answers by virtue of their inappropriate

nature.

6. Incorrect an swer choices (distractors) will include �common errors� or less-sophist icated

understanding so that they are attractive to students with em erging understanding.

7. Distractors should always be plau sible (but, of course, incorrect) in the context of the item stem

and the stimulus ma terials. The responses or dist racters will be arranged in a logical order (i.e.

numerical or chronological order or according to the length of the distracters).

8. Distractors will NOT be partially correct or �tri ck� students in to choosing an incorrect response.

9. Correct responses will be approximately equally distributed among A s, B s, and C s.

Grade 5 Science Test and Item Speci fications page 18 of 63 September 17, 2002

Multiple Choice Item Rules (continued)

10. The responses �Both of the above�, �All of the ab ove�, �None of the above�, and �Neither of the

above� will not be used.

11. Some items should include gr aphics for answer choices.

Short Answer and Extended Respon se Item Rules

1. Each short answer or extended response item will give clear indications, bulleted when appropriate,

of what is required of students (e.g. if two examples are require d, the stem will indicate this).

2. Anything required by the sc oring guide will be asked for in the item stem.

3. When �explain� or �des cribe� are used, there must be explicit instructions to help clarify or define

these action terms.

4. Short answer and extended response item stems will be short and succinc t with simple syntax and

familiar words. Item stems will contain no more th an three sentences (abo ut 35 words): two to set

up the situation and one to prompt or question.

5. Short answer and extended response items should need a full thought or sentence, more than one

word, for a correct response.

6. All short answer items and extended response it ems will be developed with accompanying scoring

guides.

7. The structure of items should give students a set of information; specific requirements should be

bulleted and key words will be bold-faced in order to draw attention to key requireme nts of the

item or task.

8. Any item that requires the student to use data fr om a scenario, or other stimulus, will specifically

ask for the data from the scenario that was n eeded to respond. Use the word data when asking

students to cite actual numeric value from th e investigation. (e.g. �Suppor t your response with

specific data�).

9. Graphic organizers (boxes with labels or minima l directions) should be used to assist students to

frame their responses.

Short Answer Only Item Rules

1. Short answer item s should require a limited respon se that may range from a few words, one or two

sentences, completion of a table, graph, or chart, construction of a diagram, a brief comparison or a

brief contrast, a brief justification of a choice, or a brief conclusion.

2. Short answer item s will involve justifying a multip le choice response, listing exam ples, explaining

a simp le concept or principle, making a predic tion with supportive evidence, drawing a conclusion

with supportive evidence, ma king an inference with supportive evidence.

3. Short answers should require mo re than a one-word response for a score point.

Grade 5 Science Test and Item Speci fications page 19 of 63 September 17, 2002

Extended Response On ly Item Rules

1. Item stem s for extended respons e items will contain no more than three sentences: two to set up the

situation and one to prompt or question.

2. Extended response items will require responses that range in length from lists of words or data to

labeled diagrams , graphs, tables, and/or char ts to extended explanat ions, justifications,

comp arisons, and contrasts that include suffici ent detail to show clear understanding.

Rules for Developing Sc oring Guides

1. An item-specific scor ing guide will be devel oped for each short answer and extended response

item.

2. Scoring Guides mu st specifically reflect the inte nded learning target by using language from the

EALR in the full point description.

3. Information from the pilot is used to refine th ese scoring guides for use with the final item s.

4. Scoring guides generally follow an "analytical" m odel in which score points are well defined by the

bulleted statements in the item stem.

5. Scoring guides may follow a "focus ed holistic" model in which the score for the response is based

on overall quality, but also resu lts from focusing on several importa nt features of the student�s

performance.

6. Scoring guides for each item will follow from th e scoring criteria given on pages 52 through 55.

7. Scoring guides for conceptual understanding fo cus on level of conceptual development or

(emerging) understanding as desc ribed in the learning target.

8. Scoring guides for processes will focus on effectiv eness in use of inquiry processes, effectiveness

of application, reasonableness of justification, selection of useful inform ation to support claims,

degree to which responses are viable and follow from the scenario or other stimulus materials.

9. Scoring guides for an investigation design item s mu st follow the �Generic Scoring Guide for

Investigation Design Extended Response Items� on page 56.

10. Short answer item s will be scored with a three-le vel scoring guide (0-2); students ma y receive full

credit, partial credit, or no credit.

11. Extended response items will be scored with a five -level scoring guide (0-4); the levels may be

summarized:

4 Thorough; accurate; effective; shows accu rate understand ing; clear communication

3 Mostly complete/mostly accura te; reasonable, mostly clear

3 Somewhat complete/accurate; pa rtially supported; somewhat clear

1 Attempted/minimal accuracy; littl e support; problematic communication

0 Shows no understanding of the con cepts or processes being assessed

Grade 5 Science Test and Item Speci fications page 20 of 63 September 17, 2002

VII. ITEM DEVELOPMENT GUIDE fo r the Red

PROPERTIES and CHARACTERISTIC ST RAND

PC Properties and Charac teristics Strand

Use properties to identif y, describe, and categori ze substances, materials, and objects, and use

characteristics to categorize living things.

PCO1 Physical Science Properties

Dem onstrates an understanding of how to use proper ties to identify, describe , and categorize physical

substances and objects.

Item Format

Multiple choice and shor t answer items may be used to assess these learning targets.

Stimulus/Scenario Attributes

� All stim uli must be age and grade ap propriate situations or phenomena.

Stimuli may include:

� Phenom ena, situations, diagrams, or charts with information about physical objects and materials.

� Objects or materials th at students can sort by size, weight, shape, color, texture, and hardness.

� Two-dimensional distance-tim e grids that represent relative positions or motions of objects. Grids

will only be in the firs t quadrant of the Cartesian plane.

� Labeled graphics of tools, such as rulers , balances, spring scales, and thermometers.

� Situations and phenomen a in which experiences w ith sound and light are described or visually

represented.

Scientific Vocabulary and Terms

� Terms that may be used:

amount of time

centimeters (cm)

color

echo

feet

gram

hardness

inch (in)

kilogram (kg)

kilometer (km)

liter (L)

meter (m)

mile (mi)

ounce

pitch

pound

property

rate

shape

size

sound

speed

texture

vibration

weight

yard

� Terms that ma y be used with definitions or examples: absorb, magnify, reflect

� Terms that may not

be used: interval, refract, transm it

� All terms allowed and re stricted under other strands apply to Properties and Characteristics.

Grade 5 Science Test and Item Speci fications page 21 of 63 September 17, 2002

PC01 1.1.1 Properties of Substances Red

Use properties to sort natural and manufactured ma terials and objects, for example size, weight,

shape, color, texture, and hardness.

Item Characteristics

Given a labeled picture or labeled diagram of an appropriate system, items ma y ask students to:

a) Apply their understandi ng of classification, position, and motion of objects in the context of real

phenomena.

b) Identify, describe, or sort objects a nd ma terials, using physical properties.

c) Describe objects using meas urements of physical quantities, including length, weight, and

temperature.

PC01 1.1.2 Motion of Objects

Describe the rela tive pos ition and motion of objects.

Item Characteristics

Given a labeled picture or labeled diagram of an appropriate system, items ma y ask students to:

a) Use positional language such as in front of, behin d, to the left, to the right, above, and below, to

describe the position of one obj ect relative to another object or relative to surroundings.

b) Describe the position of an objec t in relation to anothe r object on a distance scale laid out in units.

c) Identify or describe the position of an object in relation to itself on a distance-time grid with a scale

laid out in units.

d) Identify the position of an object at a particular time on a clock (an inst ant in time) or to identify

the distance traveled in a straight line by an object given an amount of time.

e) Comp are the distance traveled by tw o objects in the same amount of time.

f) Use appropriate directional and positional numbers and words to de scribe motions of an object in

term s of distance and time when given a graph, labe led diagram, or other representation of motion.

PC01 1.1.3 Wave Behavior

Describe experiences with sound, for exampl e vibrations, echoes, and pitch. Describe

experiences with light in term s of bouncing off, passing through, and changes in path and

direction.

Item Characteristics

Given a labeled picture or labeled diagram of an appropriate system, items ma y ask students to:

a) Identify relationship between the pitc h of a sound and the rate of vibrations.

b) Describe what happens to the pitch when the rate of vibrations changes.

c) Identify or describe the motion of light wave s when the waves hit substances that bouncing off

light, allow light to pass through, or change the light�s path and direction.

Grade 5 Science Test and Item Speci fications page 22 of 63 September 17, 2002

PC02 Earth and Space Science Properties

Red

Dem onstrates an understanding of how to use properti es to identify, describe, and categorize Earth and

space substances.

Item Format

Multiple choice or shor t answer items may be used to assess this learning target.

Stimulus Attributes

� All stim uli must be age and grade appr opriate situations or phenomena.

Stimuli may include:

� Situations in which other students observe and examine the physical properties of Earth materials

such as rocks, soil, and water.

� Situations in which other students observe and examine the physical properties of the gases of the

atmosphere.

� Descriptions of situations or diagrams where water can go from one form of ma tter to another.

� Charts, or labeled diagrams that in clude the properties of soil, such as color, texture, capacity to

retain water, and ability to support the growth of many plants.

Scientific Vocabulary and Terms

� Terms that may be used:

condensation

evaporation

gas

liquid

precipitation

solid

vapor

wind

� Terms that ma y be used with definitions or examples: nutrients � Terms that ma y not be used: atmosphere, wind currents � All terms allowed and re stricted under other strands apply to Properties and Characteristics.

PC02 1.1.4 Nature & Properties of Earth Materials Discriminate am ong physical properties of Earth materials, such as rocks and soil, wa ter (as liquid, solid, and vapor) and the gases of the atmosphere. *

* The water cycle for Earth

Item Characteristics

Given a labeled picture or labeled diagram of an appropriate system, items ma y ask students to:

a) Apply their understandi ng of classification in the context real phenom ena.

b) Sort or describe pictures of rocks or soils based on color, shape, size, and texture.

c) Describe or identify the func tions of soils (retain water, support plant growth, provide plant

nutrients).

d) Identify or describe water�s stat e of matter in different situations.

e) Describe the processes th at change water�s state of matter.

f) Identify or describe st ates of air (s till, moving).

Grade 5 Science Test and Item Speci fications page 23 of 63 September 17, 2002

PC03 Life Science Characteristics

Red

Dem onstrates an understanding of how to use ch aracteristics to categorize living things.

Item Format

Multiple choice and shor t answer items may be used to assess this learning target.

Stimulus Attributes

� Stimuli mu st include age and grade a ppropriate situations or phenomena

� Stimuli may include diagrams , or charts, that include living organisms and nonliving objects.

Scientific Vocabulary and Terms

� Terms that ma y be used: charact eristic, energy, food, living, nonliving.

� Terms that ma y be used with definitions or examples:

� Terms that ma y not be used: photosynthesis

� All terms allowed and re stricted under other strands apply to Properties and Characteristics.

PC03 1.1.5 Basis of Biological Diversity

Distinguish living organisms from nonliving objects and use characteristics to sort common

organisms into plant and anim al groups.

Item Characteristics

Given a labeled picture or labeled diagram of an appropriate system, items ma y ask students to:

a) Apply their understandi ng of classification in the context real phenom ena.

b) Sort objects and organisms ba sed on whether they have the characteristics of living things.

c) Identify or describe the char acteristics of living organisms.

d) Identify or describe how plants make food and animals eat food.

Grade 5 Science Test and Item Speci fications page 24 of 63 September 17, 2002

VIII. ITEM DEVELOPMENT GUIDE fo r the Orange

SYSTEMS and INTERCONNECT IONS STRAND

SI Systems an d Interconnections Strand

Recognize the compone nts, structure, and organizati on of system s and the interconnections within and

among them.

SI01 Systems

Recognize the components, structur e, and organizati on of systems not explicitly expressed in other

learning targets and the interconn ections within and among them.

Item Format

Refer to item format under each di scipline�s section.

Stimulus/Scenario Attr ibutes

Refer to stimulus/scenario attri butes under each discipline�s section.

Scientific Vocabulary and Terms

Refer to scientific vocabulary and terms under each discipline�s section.

SI01 1.2.1 Physical Systems

Identify the parts of a physical system, how the parts go together, and how they depend on each

other. *

SI02 1.2.1 Earth and Space Systems

Identity the parts of Earth�s s ubsystems, how they go to togeth er, and how they depend on each

other. *

SI03 1.2.1 Living Systems

Identify the parts of a living system, how the parts go together, and how they depend on each

other. *

SI04 1.2.1 Integrated Systems

Identify the parts of phy sical, Earth, space, and/ or living systems go to together, and how they

depend on each other. *

*Other than the system s descri bed in other SI learning targets

Item Characteristics

Given a labeled picture or labeled diagram of an appropriate system, items ma y ask students to:

a) Identify or describe the inputs, outputs, and/or transfers of a system.

b) Identify or describe how the parts of the system go together.

c) Identify or describe the func tion of a part within a system.

d) Identify or describe how one part of the sy stem depends on other parts of the same system.

e) Identify or describe what would happen if one part of the subsystem was mi ssing or broken.

f) Identify or describe what humans can do with the system that they could not do without that

system.

Grade 5 Science Test and Item Speci fications page 25 of 63 September 17, 2002

SI01 Physical Systems and In terconnections

Orange

Recognize the com ponents, structure, and organizat ion of physical system s and the interconnections

within and among them.

Item Format

Multiple ch oice, short answers, and extended respons e items may be used to assess th ese learning

targets. Extended response items ma y be used only when students are asked to identify parts of a

system and describe ho w the parts of the syst em interconnect and/or depend upon one each other.

Stimulus/Scenario Attributes

� Stimuli mu st include age- and grade- appropriate situations and phenomena.

Stimuli may include:

� Graphics that show parts of a physical system including subsystems.

� Diagrams of ma tter in different forms.

� Diagrams of different form s of energy.

� Diagrams of parts of ma terials.

Scientific Vocabulary and Terms

� Terms that may be used:

cause

condense

depend

effect

electrical

electricity

energy of motion

evaporate

freeze

heat energy

inclined plane

lever

machine

melt

part

pulley

stored energy

system

thaw

� Terms that ma y be used with definitions or exam ples: transfer, states of matter, ma tter, states,

potential energy, kinetic energy, conduction, chemical, mechanical, circuit

� Terms that ma y not be used: subsys tem, transformation, impact, thermal � All term s allowed and restricted under other strands apply to System s and Interconnections.

SI01 1.2.2 Energy Sources and Kinds Understand that energy k eeps things running; and comes in many forms.

Item Characteristics

Given a labeled diagram or drawing of a simple p hysical or electrical system, items may ask students

to:

a) Identify or describe the source of energy for the system.

b) Identify or describe the form s of energy presen t in a system such as he at, light, electrical, sound,

stored (potential), or en ergy of motion (kinetic).

c) Identify or describe how energy keeps the system running, moving, ma king sound, working,

playing, etc.

Grade 5 Science Test an d Item Specifications page 26 of 63 September 17, 2002

SI01 1.2.3 Energy Transfer and Transformation Orange

Know that energy can be changed between various forms.

Item Characteristics

Given a labeled diagram or drawing of a simple p hysical or electrical system, items may ask students

to:

a) Identify or describe where an energy change occurs in the system.

b) Identify or describe the energy before and after a change has occurred such as the energy of motion

of a hands clapping changing into sound energy.

c) Identify or describe where stored energy is changed to another energy form such as energy of

motion, heat, light, or sound.

d) Identify or describe where an object has the greates t or least stored energy due to lift or falling in a

system.

e) Identify or describe where in a system an obj ect has the greatest (or leas t) stored energy and/or

energy of motion.

SI01 1.2.4 Structure of Matter

Know that matter is made of small particles.

Item Characteristics

Given a labeled diagram or drawing of a simple object or material, items may ask students to:

a) Identify or describe the smaller parts of the obj ect or material that cannot be seen with the naked

eye.

b) Identify or describe objects th at are made of only one kind of ma terial and objects made of several

kinds of material.

SI01 1.2.5 Physical an d Chemical Changes

Know that matter can undergo changes of stat e such as evaporation, cond ensation, or freezing

and thawing. *

*The water cycle when not part of the Earth sciences.

Item Characteristics

Given a labeled diagram or drawing of a simple object, material, or material within a system, items

may ask students to:

a) Identify or describe the different stat es of matter for the object or ma terial.

b) Identify or describe what happe ns to matter as it changes state.

c) Identify or describe what happens to the sh ape or the matter or object as it changes state.

Grade 5 Science Test and Item Specifications page 27 of 63 September 17, 2002

SI02 Earth and Space Systems and Interconnections

Orange

Recognize the compone nts, structure, and orga nization of Earth and space systems and the

interconnections within and am ong them.

Item Format

Multiple choice, short an swer, and extended response items may be used to assess these learning

targets. Extended response item s ma y be used only when students are asked to identify parts of a

system and describe ho w the parts of the syst em interconnect and/or depend upon one each other.

Stimulus/Scenario Attributes

� Stimuli mu st include age and grade appropriate situations and phenomena

Stimuli may include:

� Graphics that show parts of Earth�s subsystems (a landmass and its topography, vegetation, and

bodies of water or oceans and landmasses, in cluding landmass topography, and bodies of water or

a side-view of Earth�s core, landforms, and atmosphere).

� Graphics that show Earth in relation to the Sun, the Moon, or both.

� Graphics that show the Ea rth in relati on to other planets in the solar system.

Scientific Vocabulary and Terms

� Terms that may be used:

continent

Earth

forest

grassland

lake

Moon

mountain

ocean

pattern

planet

river

sea

stream

Sun

� Terms that ma y be used with definitions or exam ples: crust, core, sphere, landm ass, body of water � Terms that ma y not be used: metall ic, spherical, topography, mantle � All term s allowed and restricted under other strands apply to System s and Interconnections.

SI02 1.2.6 Components and Patterns of Earth Systems Recognize that Earth is a spherical planet with a mainly solid in terior and a surface composed of landforms, bodies of water, and an atmo sphere. Item Characteristics

Given a map or labeled diagram of a part of Eart h�s oceans and landmasses, items may ask students to:

a) Identify or describe patterns found in the map or diagram.

b) Identify the function of a gi ven part of the Earth system.

c) Identify or describe how one part of the Ea rth system depends on another part of the system.

d) Identify or describe what would happen if one part of Earth�s subsystem was m issing.

Grade 5 Science Test and Item Speci fications page 28 of 63 September 17, 2002

SI02 1.2.7 Components of the Solar System and Beyond Orange

Know that Earth is one of several planets that orbit the Sun, and th e Moon orbits Earth.

Item Characteristics

Given a map or labeled diagram Earth-Sun- Moon system, items may ask students to:

a) Identify or describe how the parts of the system go together.

b) Identify or describe how one part of the sy stem depends on another part of the same system.

c) Identify or describe what would happen if one part of the system were mi ssing.

d) Identify or describe how the part s of the system appear from Earth.

e) Identify or describe the Moon�s cycle, how long the cycle lasts, and/or why the Moon looks

different at different times.

f) Identify or describe Earth�s solar cycle and how long it lasts.

Grade 5 Science Test and Item Speci fications page 29 of 63 September 17, 2002

SI03 Living Systems and Interconnections

Orange

Recognize the compone nts, structure, and organizat ion of living systems and the interconnections

within and among them.

Item Format

Multiple choice, short an swer, and extended response items may be used to assess this learning target.

Extended response items m ay be used only when stude nts are asked to identify parts of a system and

describe how the parts of the system interact and/or depend upon one another.

Stimulus/Scenario Attributes

� Stimuli mu st include age and grade a ppropriate situations and phenomena.

Stimuli may include diagrams or pictures of:

� Parts of plant subsystems (e.g. flower, leaf, stem; stamen, pistils, and ova).

� Human body subsystems (e.g. lungs , windpipe, mouth and nose; heart, veins and arteries; brain,

spinal cord, and nerves; skin; mouth, t eeth, esophagus, stom ach, and intestines).

Scientific Vocabulary and Terms

� Terms that may be used:

acquired

bone

brain

cell

egg

flower

function

heart

inherited

leaf

lung

muscle

nutrient

organism

oxygen

reproduction

root

seed

skeleton

special

sprout

stem

structure

substance

waste

� Terms that ma y be used with definitions and ex amples: offspring, organ, ecosystem , factors blood

vessel, intestine

� Terms that ma y not be used: tissues, subsyste m, specialized, esophagus, pistil, stame n, ova, photosynthesis, carbon dioxide, names of any cell pa rts (nucleus, cell walls, cell membranes, etc.) � All term s allowed and restricted under other strands apply to System s and Interconnections.

SI03 1.2.8 Structure and Organization of Living Systems Know that living things are composed of parts made of cells. Item Characteristics

Given a picture or labeled diagram of the parts of a plant or animal, items may ask students to:

a) Identify or describe how the parts of the organism go together.

b) Identify or describe how one part of the organism depends on other parts.

c) Identify or describe what would happe n if one part of the subsystem was mi ssing.

d) Identify or describe how cells are arranged into body structures.

Given a picture or labeled diagram of plant or animal cells, items may ask students to:

e) Describe how the cells look different.

f) Identify or describe the f unctions of cells.

Grade 5 Science Test an d Item Specifications page 30 of 63 September 17, 2002

SI03 1.2.9 Molecular Basis of Heredity Orange

Describe the life cycles of plants and animals, and recognize the differences between inherited

and acquired characteristics.

Item Characteristics

Given a labeled picture or labeled diagram of an appropriate system, items ma y ask students to:

a) Identify or explain which given traits and char acteristics of plants or anim als are likely to be

inherited or acquired.

b) Describe the life cycle of a plant or animal when given a labeled picture or diagram of that plant or

animal.

SI03 1.2.10 Human Biology

Understand the organization and function of hum an body structures and internal organs, and

how they work together.

Item Characteristics

Given a labeled picture or labeled diagram of an appropriate system, items ma y ask students to:

a) Describe that the human body breathes in air and use the oxygen in order to live.

b) Describe that the hum an body obtains energy an d substances from food for living, growth, and

body repair.

c) Identify or describe that the skin protect s the human body from harmful substances, unhealthy

organisms, and from drying out.

Given a simp lified picture or labeled diagram of human body subsystems, items ma y ask students to:

d) Identify or describe that the brain gets signals from the parts of the human body, controls the life

functions, and sends signals out to the body parts.

e) Identify or describe that one part of the subsystem depend on other parts of the same system.

f) Identify or describe what would happe n if one part of the subsystem was mi ssing.

Grade 5 Science Test and Item Speci fications page 31 of 63 September 17, 2002

IX. ITEM DEVELOPMENT GUIDE fo r the Yellow

CHANGES in MATTER and ENER GY STRAND

CH Changes in Matter and Energy Strand

Understand how interactions within and among systems cause changes in ma tter and energy.

CH01 Physical Changes in Matter and Energy

Understand how interactions with in and among physical systems cause changes in matter and energy:

Item Format

Multiple choice and shor t answer items may be used to assess this learning target. Extended response

items ma y be used only when students are asked to identify interaction w ithin and among physical

systems.

Stimulus/Scenario Attributes

� Stimuli mu st include age and grade a ppropriate situations and phenomena.

Stimuli may include:

� Labeled graphics that show various forces, the direction of a for ce, or the effects of a force.

� Labeled graphics showing ma gnetic forces electric al forces, or forces from colliding or moving

objects.

Scientific Vocabulary and Terms:

� Terms that ma y be used: force, magnetic, pull, push, strength

� Terms that ma y be used with examples or definitions: attract, opposing, opposite, repel

� Terms that may not be used:

� All term s allowed and restricted under other strands apply to Changes in Matter and Energy.

CH01 1.3.1 Nature of Forces

Describe forces in terms of strength and direction.

Item Characteristics

Given a labeled diagram of one or more objects and forces acting, items may ask students to:

a) Decide if a force is actin g on an object.

b) Identify or describe the dire ction in which the force is acting.

c) Identify the force that is acting on the object(s).

d) Comp are the strength of one force with the st rength of another force in the same or opposite

direction.

e) Comp are the strength of a for ce given different opposing forces.

Grade 5 Science Test and Item Speci fications page 32 of 63 September 17, 2002

CH01 1.3.2 Forces to Ex plain Motion Yellow

Investigate and recognize factor s that determine the effects of a push or pull on the motion of

objects.

Item Characteristics

Given a scenario involving one or m ore objects and forces, items may ask students to:

a) Determ ine whether an object is likely to sp eed up, slow down, or ma intain speed over time.

b) Determine which force is likely to cause an object to m ove in a particular direction.

c) Determine how the same force causes di fferent mass objects to move differently.

d) Determine how much motion an object gets from a force acting over different amounts of time.

e) Determine which object requ ires the greatest force to move.

Grade 5 Science Test and Item Speci fications page 33 of 63 September 17, 2002

CH02 Earth and Space Changes in Matter and Energy

Understand how interactions with in and among Earth and space systems cause changes in matter and

energy.

Item Format

Multiple choice, short an swer, and extended response items may be used to assess this learning target.

Extended response items m ay be used only when stude nts are asked to identify interaction within and

am ong Earth and space systems.

Stimulus/Scenario Attributes

� Stimuli mu st be age and grade appr opriate situations and phenomena.

Stimuli may include:

� Simplified graphics that show landforms of Earth.

� Labeled pictures, charts and graphics showing or representing changes th at occur to the surface of

the earth.

� Labeled pictures or descriptions of situations that show plant and/or anim al fossils.

� Labeled diagrams of the Earth-Moon-S un system with indications of motion.

� Charts, graphs, or tables indicating locations of the Sun (from the Ea rth�s perspective) at different

times of the year or of the Moon (from the Earth�s perspective) at different times of the month.

� Charts, graphs, or tables showing evidence of weather patterns (precipitation, snowfall,

temp eratures, wind directions, wind speed).

Scientific Vocabulary and Terms

� Terms that may be used:

cycle

earthquake

erosion

eruption

fossil remains

fossil

glacier

gravity

orbit (revolution)

orbit (revolve)

spin (rotate)

temperature

volcano

weather

� Terms that ma y be used with definitions or examples: weathering � Terms that ma y not be used: glaciology, meteorology � All term s allowed and restricted under other strands apply to Changes in Matter and Energy.

CH02 1.3.3 Processes and Interactions in Earth System Identify processes that slowly change the surface of Earth such as er osion and weathering, and those that rapidly change the surface of Ea rth such as landslides, volcanic eruptions, and earthquakes.

Item Characteristics

Given a labeled picture or labeled diagram of an appropriate system, items ma y ask students to:

a) Identify or describe the pull of Earth�s gravity on objects near Earth.

b) Identify or describe the causes of erosion.

c) Identify or describe how weathering and/or erosion change Ea rth�s surface.

d) Identify or describe how volcanic erupti ons and earthquakes change Earth�s surface.

Grade 5 Science Test and Item Speci fications page 34 of 63 September 17, 2002

CH02 1.3.4 History and Evolution of Earth Yellow

Recognize how fossils provide evidence of plants, animals, and environm ents that existed long

ago.

Item Characteristics

Given a labeled picture or labeled diagram of an appropriate system, items ma y ask students to:

a) Identify or describe fossils as the re mains of prehistoric plants and anim als.

b) Identify or describe fossils as any ev idence of prehistoric plants and anim als.

c) Identify or describe what fossil remains can tell us about environm ents and animal in the past.

CH02 1.3.5 Hydrosphere and Atmosphere

Observe and m easure weather indicators such as temperature, wind di rection and speed, and

precipitation; noting changes and patterns of change from day to day and over the seasons.

Item Characteristics

Given a labeled picture or labeled diagram of an appropriate system, items ma y ask students to:

a) Identify or describe weather patt erns from simple tables of data.

b) Predict future weather from sim ple tables of data.

c) Identify or describe how the Sun provides th e light and heat energy necessary to maintain the

temperature on Earth.

CH02 1.3.6 Interactions in the Solar System and Beyond

Observe and describe the patterns of movement of the Sun and Moon relative to each other and

Earth, and relate them to Earth�s rotation.

Item Characteristics

Given a labeled picture or labeled diagram of an appropriate system, items ma y ask students to:

a) Identify or describe patterns of the Sun or Moon in the sky based upon labeled diagrams or simple

tables of data.

b) Identify or describe how the spin (ro tation) of Earth determ ines day and night.

Grade 5 Science Test and Item Specifications page 35 of 63 September 17, 2002

CH03 Changes in Matter and Energy of Living Systems Yellow

Understand how interactions with in and among living systems cause changes in matter and energy.

Item Format:

Multiple choice, short an swer, and extended response items may be used to assess this learning ta rget.

Stimulus/Scenario Attributes:

� Stimuli mu st include age and grade a ppropriate situations and phenomena.

Stimuli may include:

� Charts and labeled graphics that show matter an d energy (food, light, wate r) being transferred from

one organism to another.

� Labeled graphics that show how matter and energy (food, light, water) are exchanged between

organisms and their phy sical environment.

� Situations and labeled graphics where energy is changed from one form to another in an organism.

� Charts with labeled pictures showing plant and/or animal fossils in rocks from different time

periods or timelines with pictures of fossils.

� Descriptions (stories) of organisms affected by ch anges in environm ental conditions such as fire,

flood, drought, clim ate change, increase or decrease in predators, decomposers, producers, etc.

Scientific Vocabulary and Terms:

� Terms that may be used:

air

climate

consumer

decomposer

food chain

molecule

producer

reproduce

soil

water

� Terms that ma y be used with definitions or ex amples: body of water, carbon dioxide, chem ical, ecosystem, factor, offspring, organ, transfer � Terms that ma y not be used: impact, subsystem, thermal, transformation � All term s allowed and restricted under other strands apply to Changes in Matter and Energy.

Grade 5 Science Test and Item Speci fications page 36 of 63 September 17, 2002

CH03 1.3.7 Life Processes and th e Flow of Matter and Energy Yellow

Recognize that living things need constant energy supplied from food or light and that, in

ecosystem s, substances such as air, water, nutr ients, and the chem icals in food are continually

recycled.

Item Characteristics

Given a labeled picture or labeled diagram of an appropriate system, items ma y ask students to:

a) Identify or describe the sources of en ergy used by plants and anim als to live.

b) Identify or describe how plants use water, lig ht, air (carbon dioxide), a nd nutrients to produce food

molecules.

c) Identify or describe how plants re lease oxygen when producing food mo lecules.

d) Identify or describe how animals take in wa ter, oxygen, and the food mo lecules produced by plants

to live.

e) Identify a simple path of ma tter and/or en ergy when it is being exchanged between organisms

and/or between their environm ent in a food web or chain.

f) Identify or describe the exchange of oxyge n and carbon dioxide between plants and animals.

g) Identify or describe how substances such as ai r, water, nutrients, and the chemicals in food are

recycled.

h) Identify or describe the role of soil to a plant.

CH03 1.3.8 Biological Evolution

Know how fossil records show patterns of structural change in organism s over time.

Item Characteristics

Given a labeled picture or labeled diagram of an appropriate system, items ma y ask students to:

a) Identify or describe how fossils are used to trace changes in organism s over time.

b) Comp are and contrast the remains of existing or ganisms with fossil rema ins for similar organisms.

CH03 1.3.9 Interdepen dence of Life

Describe how an organism�s beha vior and ability to survive is influenced by its environment,

other life forms, and availability of food and/or other resources.

Item Characteristics

Given a labeled picture or labeled diagram of an appropriate system, items ma y ask students to:

a) Explain what animals need to sustain life.

b) Explain what plants need to sustain life.

c) Identify or describe the role of animal senses in their survival.

d) Identify or describe how an organism�s role (predator, prey, consum er, producer, decomposer,

scavenger, etc.) contributes to the balance of an ecosystem.

e) Analyze or predict the effects of a major increase or decrease (or eliminati on) of an organism from

a simple food chain.

f) Analyze or predict the effects of a major environmental change on the maintenance or survival of a

species.

Grade 5 Science Test and Item Speci fications page 37 of 63 September 17, 2002

CH03 1.3.10 Environmental and Resource Issues Yellow

Know how humans and other liv ing things depend on the natural environment; and can cause

changes in their environment that affect their ability to survive.

Item Characteristics

Given a labeled picture or labeled diagram of an appropriate system, items ma y ask students to:

a) Analyze or predict the e ffects of huma n behaviors on the health of an ecosystem.

b) Describe how humans or othe r living things depend on the living and non-living environment for

their survival.

c) Describe how resources can be conser ved through reusing, reducing and recycling.

Grade 5 Science Test and Item Speci fications page 38 of 63 September 17, 2002

X. ITEM DEVELOPMENT GUIDE fo r the Green

SKILLS and PROCESSES STRAND

IP Strand Inquiry and Problem Solving in Science and Technology

Develop abilities necessary to do scientific inquiry and apply science knowledge and skills to solve

problems or meet challenges.

IP01 2.1.1 Questioning

Ask questions about objects, organisms, and events in the environment.

Item Format

Multiple choice and shor t answer items may be used to assess this learning target.

Stimulus/Scenario Attributes

� Stimuli mu st include age- and gr ade-appropriate investigations.

� Descriptions of scientific investigations must have an indication that the investigation was guided

by a question.

� All form al or controlled investig ations must include a prediction, ma terials, procedure, and data

section.

Scientific Vocabulary and Terms

� Terms that may be used:

chart

classify

conclude

conclusion

data

diagram

event

graph

investigate

investigation

material

milliliter (mL)

observation

observe

organize

predict

prediction

procedure

question

report

result

sort

table

variable

� Terms that ma y be used with definitions or examples:

� Terms that ma y not be used: experiment, depende nt, independent, infer, inference, phenom enon

� All terms allowed and rest ricted under other strands apply to Questioning.

Item Characteristics

Given a description of a scientific investigation, items may ask students to:

a) Identify one question that was investigated through investigation.

b) Identify a new question that can be investigated with the same materials.

Grade 5 Science Test and Item Speci fications page 39 of 63 September 17, 2002

IP02 2.1.2 Designing and Conducting Investigations Green

Plan and conduct simp le investigations, using a ppropriate tools, measures, and safety rules.

Item Format

Multiple choice, short an swer, and extended response items may be used to assess this learning target.

Stimulus/Scenario Attributes

� Stimuli mu st include age and gr ade appropriate investigations.

� Descriptions of scientific investigations must have an indication that the investigation was guided

by a question.

� All form al or controlled investig ations must include a prediction, ma terials, procedure, and data

section.

� All descriptions of investigation must include the variables that were kept the same (controlled)

and changed (manipulated).

� All descriptions of investigation must incl ude what is being measured and how often.

� All tables, charts, and/or graphs must have in formative titles, appropria te labels, units, and

appropriate scales.

� Tables, graphs, and char ts will NOT include irrelevant data or data designed to �trick� st udents into

giving an incorrect response.

� Stimuli ma y include descriptions, charts, and labe led graphics that show a repeated or related

scientific investigation that includes the results and conclusions.

� Stimuli may include labe led diag rams or labeled pictures of objects used in a scientific

investigation.

Scientific Vocabulary and Terms

� Terms that may be used:

balance scale

describe

design

hand lens

magnifying glass

spring scale

thermometer

variable changed (manipulate)

variable kept the same (controlled)

� Terms that ma y be used with definitions or examples:

� Terms that ma y not be used: � All terms allowed and restri cted under other strands apply to Designing and Conducting Investigations.

Item Characteristics

Given a complete description of a scientific investigation, item s may ask students to:

a) Design a second study for a different investigat ive question and involving a minimal change in

original design.

c) Identify one variable kept the same (controlled).

d) Identify the one variable changed (manipulated).

e) Identify what variab le is being measured.

f) Identify safety requirements that would be needed in the investigation.

Grade 5 Science Test and Item Speci fications page 40 of 63 September 17, 2002

IP03 2.1.3 Explanation Green

Use data to construct reasonable explanations.

Item Format

Short answers and extended response items ma y be used to assess this learning target.

Stimulus/Scenario Attributes

� Stimuli mu st include age and gr ade appropriate investigations.

� All descriptions of scientific investigations must have either a clearly stated question that guides

the investigation OR an i ndication that the investigation was guided by a question.

� All descriptions of investigations must include the prediction, ma terials, procedure, and data.

� All descriptions of investigation must include the variables that were kept the same (controlled)

and changed (manipulated).

� All descriptions of investigation must incl ude what is being measured and how often.

Stimuli may include:

� Charts and labeled graphics that show the results of a scient ific investigation.

� Descriptions, charts, and labeled graphics that show a repeated or related sc ientific investigation

that includes the results and conclusions.

Scientific Vocabulary and Terms

� Terms that ma y be used: explain, explanation

� Terms that ma y be used with definitions or ex amples: compare (similar) , contrast (different)

� Terms that ma y not be used:

� All terms allowed and rest ricted under other strands apply to Explanation.

Item Characteristics

Given a complete description of a scientific investigation, item s may ask students to:

a) Write a conclusion. A standard item reads as follows:

Write a conclusion to the investigation.

Be sure to:

� Answer the inves tigative question.

� Explain whether or not the hypothesis is supported by the data.

AND

�

Give data from the table to support your conclusion.

b) Identify or describe a scientific interpre tation based on the results of an investigation.

c) Compare the results drawn from repeated or two related investigations.

d) Identify or generate an interp retation based on results and support that gene ralization with specific

data.

e) Identify or give a rationale for a given conc lusion or interpretation using evidence from the

investigation.

f) Predict what logically mi ght occur if the investigation lasted longer.

Grade 5 Science Test and Item Speci fications page 41 of 63 September 17, 2002

IP04 2.1.4 Modeling Green

Model objects, events, or proce sses by representing them with concrete objects, metaphors,

analogies, or other conceptual or physical constructs.

Item Format

Multiple choice, short an swer, and extended response items may be used to assess this learning target.

Stimulus/Scenario Attributes

� Stimuli mu st include age and grade a ppropriate situations or phenomena.

Stimuli may include:

� Background inform ation about a scientific issue or phenomena.

� A description of a scientific phenomenon.

� Labeled diagrams or graphics that sh ow a model of a scientific phenomenon.

Scientific Vocabulary and Terms

� Terms that may be used:

amount

direction

identify

model

object

picture

process

� Terms that ma y be used with definitions or ex amples: contrast (different), compare (sim ilar), image, metaphor � Terms that ma y not be used: analogy, con ceptual, construct, experiment, phenomenon � All term s allowed and restricted und er other strands apply to Modeling.

Item Characteristics

Given an appropriate labe led picture or diagram, items may ask students to::

a) Identify or describe how a m odel can be used to investigate a described phenomenon.

b) Identify or describe a specific example of a given phenom enon for which is it most efficient and

effective to investigate using m odels (e.g. proc esses that happen too slowly or too quickly;

phenomenon that are too sm all for direct observa tion, or too vast to be seen; phenomenon that

cannot be controlled deliberatel y, or are potentially dangerous).

c) Identify or describe the simila rities or differences between a model, event or object and a scientific

phenomenon (e.g. comp are a hinge and an elbow; a spinning a globe and Earth�s rotations; steam

from a tea kettle and evaporation).

Grade 5 Science Test and Item Speci fications page 42 of 63 September 17, 2002

IP05 2.1.5 Communication

Record and report observations, explanations , and conclusions, using oral, written, and

mathematical expression.

Item Format

Short answer and extended response items ma y be used to assess this learning target.

Stimulus/Scenario Attributes

� Stimuli mu st include age and gr ade appropriate investigations.

� All descriptions of scientific investigations must have either a clearly stated question that guides

the investigation OR an i ndication that the investigation was guided by a question.

� All descriptions of investigations must include the prediction, ma terials, procedure, and data.

� All descriptions of investigation must include the variables that were kept the same (controlled)

and changed (manipulated).

� All descriptions of investigation must incl ude what is being measured and how often.

� All grids to be used for graphs must include an informative title, scale(s), and labels for axes.

Stimuli may include:

� Charts and labeled graphics that show the results of a scientific investigation in numeric and/or

descriptive form.

� Descriptions, charts, and labeled graphics that show a repeated or related sc ientific investigation

that includes the results.

Scientific Vocabulary and Terms

� Terms that ma y be used: report, summary

� Terms that ma y be used with definitions or examples:

� Terms that ma y not be used:

� All terms allowed and rest ricted under other strands apply to Communication.

Item Characteristics

Given a complete description of a scientific investigation, item s may ask students to:

a) Write a summary of the data of an inve stigation. A standard item is as follows:

Wr ite a summary of the data from the investigation.

� Use your own words to report the data.

� Give data for all c onditions investigated.

b) Describe connections between the results, prediction, and phenomenon.

Grade 5 Science Test and Item Speci fications page 43 of 63 September 17, 2002

IP06 2.2.1 Identifying Problems Green

Identify problems found in fam iliar contexts in which science/technology can be or has been

used to design solutions.

Item Format

Multiple choice and shor t answer items may be used to assess this learning target.

Stimulus/Scenario Attributes

� Stimuli mu st include age and grade appropriate situations.

Stimuli may include:

� Descriptions, charts, and/or labeled graphics that include background inform ation about a

social/environmental problem re lated to scientific phenomena.

� Familiar ob jects or tools that have be en invented through science and technology.

Scientific Vocabulary and Terms

� Terms that ma y be used: problem, solve

� Terms that ma y be used with definitions or examples:

� Terms that may not be used :

� All terms allowed and restri cted under other strands apply to Identifying Problems

Item Characteristics

Given an environmental or social problem, items may ask students to:

a) Identify one way in which science/te chnology could be used to find a solution.

b) Describe and support one way in which science and/or technology coul d be used to find a solution.

c) Determ ine how they help to solve problems or what kinds of problem s they can be used to solve.

Given a familiar object or t ool, items may ask students to:

d) Identify or describe what scientific process or principal is used in th eir design (e.g. identify a pry

bar as a lever).

e) Identify what scientific process or principal is at work as they function (e.g. a stretched spring in

terms of push/pull forces).

Grade 5 Science Test and Item Speci fications page 44 of 63 September 17, 2002

IP07 2.2.2 Designing and Testing Solutions

Propose, design, and test a solution to a problem.

Item Format

Multiple choice, short an swer, and extended response items may be used to assess this learning target.

Stimulus/Scenario Attributes

� Stimuli mu st include age and grade appropriate situations.

� Stimuli ma y include descriptions, charts, and/ or labeled graphics th at include background

information about a social/environmental pr oblem related to scientific phenom ena.

Scientific Vocabulary and Terms

� Terms that ma y be used: plan

� Terms that ma y be used with definitions or examples:

� Terms that may not be used:

� All terms allowed and re stricted under other strands apply to Designing and Testing Solutions.

Item Characteristics

Given an environmental or social problem, items may ask students to:

a) Identify or describe possible difficulties that could arise related to a proposed scientific or

technological solution to the problem.

b) Identify a physical solution to the problem (e .g. preventing an injury on the playground by creating

a softer landing at the bottom of a slide).

c) Identify or describe a solution using e ngineering or technological design pr ocesses.

Grade 5 Science Test and Item Speci fications page 45 of 63 September 17, 2002

IP08 2.2.3 Evaluating Potential Solutions Green

Evaluate how well a design or a product solves a problem.

Item Format

Multiple choice and shor t answer items may be used to assess this learning target.

Stimulus/Scenario Attributes

� Stimuli mu st include age and grade appropriate situations

Stimuli may include:

� Descriptions, charts, and labeled graphics that include background informa tion about a

social/environmental problem, a de sign or product that has been us ed to solve the problem, and the

results of the design or product.

� A set of criteria upon wh ich a solution is to be evaluated.

Scientific Vocabulary and Terms

� Terms that may be used:

� Terms that ma y be used with definitions or examples:

� Terms that may not be used:

� All terms allowed and re stricted under other strands apply to Evaluating Potential Solutions.

Item Characteristics

Given a problem, attempted solution, results, and criteria for evaluation, items ma y ask students to:

a) Identify the reason why the design or product has or has not been successful in solving the

problem.

b) Modify a design or product to improve its effect iveness using scientific concepts or processes.

Grade 5 Science Test and Item Speci fications page 46 of 63 September 17, 2002

XI. ITEM DEVELOPMENT GUIDE fo r the Blue

NATURE and CONTEXT STRAND

NC Strand Nature and Context of Science and Technology

Understand the nature of scien tific inquiry and know that science and technology are human

endeavors, interrelated to each othe r, to society, and to the workplace.

NC01 3.1.1 Intellectual Honesty

Understand that all scientific observations should be reporte d accurately even when they

contradict expectations.

Item Format

Multiple choice and shor t answer items may be used to assess this learning target.

Stimulus/Scenario Attributes

� Stimuli mu st include age and grade appropriate investigation results.

Stimuli ma y include a situation in which:

� Charts and labeled graphics contain unexpected results from an investigation.

� The researcher draws co nclusions before results are obtained.

� The researcher is placed in a situation where others � results differ substantially from hers or his.

� A person must decide whether to give credit for a discovery to the person who first made the

discovery but didn�t report it.

Scientific Vocabulary and Terms

� Terms that ma y be used: fair test

� Terms that ma y be used with definitions and examples:

� Terms that may not be used:

� All terms allowed and restri cted under other strands apply to Intellectual Honesty.

Item Characteristics

Given a clear description of the investigation, items may ask students to:

a) Identify an appropriate scient ific response to unexpected results.

b) Identify or describe an appropriate scientific response when a person obtains results very different

from others� results.

c) Identify an appropriate scient ific response when another has ma de a discovery first but has not

reported it.

Grade 5 Science Test and Item Speci fications page 47 of 63 September 17, 2002

NC02 3.1.2 Limitations of Science and Technology Blue

Distinguish between questions that can be answered with scie nce and technology and those that

cannot.

Item Format

Multiple choice and shor t answer items may be used to assess this learning target.

Stimulus/Scenario Attributes

� Stimuli mu st include age and grade appropriate situations

� Stimuli may include descrip tions of situations that contain a question that ma y or may not lead to a

scientific investigation.

Scientific Vocabulary and Terms

� Terms that may be used:

� Terms that ma y be used with definitions or examples:

� Terms that may not be used:

� All term s allowed and restricted under other strands apply Limita tions of Science and Technology.

Item Characteristics

Given a clear description of the question or phenomenon, items ma y ask students to:

a) Identify whether a question about a given a phenome non or situation can be answered through

scientific inquiry.

b) Identify reasons why (or why not) a question can (or cannot) be answered through scientific

inquiry.

Grade 5 Science Test and Item Speci fications page 48 of 63 September 17, 2002

NC03 3.1.3 Dealing wi th Inconsistencies Blue

Explain why similar investigations may not produce similar results.

Item Format

Multiple choice, short an swer, and extended response items may be used to assess this learning target.

Stimulus/Scenario Attributes

� Stimuli mu st include age and gr ade appropriate investigations.

� All descriptions of scientific investigations must have either a clearly stated question that guides

the investigation OR indi cation that the investigation was guided by a question.

� All descriptions of investigations must include the prediction, ma terials, procedure, and data.

� All descriptions of investigation must include the variables that were kept the same (controlled)

and changed (manipulated).

� All descriptions of investigation must incl ude what is being measured and how often.

Stimuli may include:

� Charts and graphics that show the results of a scientific investigation.

� Descriptions, charts, and labeled graphics that show a repeated or related sc ientific investigation

that includes the results and conclusions.

� The procedure, results, and conclusions for tw o investigations or studies about the same

phenomenon.

Scientific Vocabulary and Terms

� Terms that may be used:

� Terms that ma y be used with definitions or examples:

� Terms that may not be used:

� All term s allowed and restrict ed under other strands apply to Evidence and Explanation.

Item Characteristics

Given a clear description of the investigation, items may ask students to:

c) Identify or explain whether sufficient inform ation has been obtained to draw a conclusion.

d) Identify or explain why two sim ila r studies produced different results.

e) Decide whether an investig ation is valid and explain why.

f) Identify or describe ways to ma ke increas e the validity of an inve stigation. For example:

What should students do to be mo re sure of their results?

a. Rewrite the prediction

b. Repeat the investigation

c. Change the data

Grade 5 Science Test and Item Speci fications page 49 of 63 September 17, 2002

NC04 3.1.4 Evaluating Methods of Investigations Blue

Recognize when results of scien tific investigations have come from expected and unexpected

sources.

Item Format

Short answer and extended response items ma y be used to assess this learning target.

Stimulus/Scenario Attributes

� Stimuli mu st include age and gr ade appropriate investigations.

� All descriptions of scientific investigations must have either a clearly stated question that guides

the investigation OR indi cation that the investigation was guided by a question.

� All descriptions of investigations must include the prediction, ma terials, procedure, and data.

� All descriptions of investigation must include the variables that were kept the same (controlled)

and changed (manipulated).

� All descriptions of investigation must incl ude what is being measured and how often.

Stimuli may include:

� Charts and graphics that show the results of a scientific investigation.

� Descriptions, charts, and labeled graphics that show a repeated or related sc ientific investigation

that includes the results and conclusions.

� The procedure, results, and conclusions for tw o investigations or studies about the same

phenomenon.

� Comp eting explanations for a phenomenon.

� Descriptions of an investigation with results that are incons istent with previous findings.

Scientific Vocabulary and Terms

� Terms that may be used:

� Terms that ma y be used with definitions or examples:

� Terms that may not be used:

� All term s allowed and restricted under other strands apply to Evaluating Met hods of Investigation.

Item Characteristics

Given clear descriptions of expl anations, phenomena, or investigations, items may ask students to:

a) Identify or describe one or mo re scientific stra tegies that could be used to resolve a disagreement

between two given explanations for a simple phenomenon.

b) Identify an appropriate scientific response when gi ven a description of a scientific discovery that is

inconsistent with previous thinking .

c) Evaluate the design of a given investigation for flaws when the data is inc onsistent with the

prediction.

d) Identify or describe ways to improve the design of an investigation when the data is inconsistent

with a second investigation.

e) Identify or describe one event that could have led to unexpected data in a given investigation.

Grade 5 Science Test and Item Speci fications page 50 of 63 September 17, 2002

NCO5 3.1. 5 Evolution of Scientific Ideas Blue

Know how id eas in science change as new sc ientific thinking, theori es, and evidence arise.

Item Format

Multiple choice item s may be used to assess this learning target.

Stimulus/Scenario Attributes

� Stimuli mu st include age and grade appropriate situations.

� Stimuli ma y include descriptions of situations, charts, or labeled graphics that contain background

information regarding histor y of a scientific idea.

� Stimuli ma y include descriptions of situations in which scientific evidence is used to support a

theory or explain an phenomenon.

Scientific Vocabulary and Terms

� Terms that may be used:

� Terms that ma y be used with definitions or examples:

� Terms that may not be used:

� All terms allowed and re stricted under other strands apply to Evolution of Scientific Ideas.

Item Characteristics

Given clear descriptions of ideas or investigations, items may ask students to:

a) Identify evidence from the stimuli/scenario that was important in changi ng a theory or scientific

thinking.

b) Identify why a scientific idea changed based on ev idence when given a descri ption of a change in a

simple theory.

c) Determ ine whether an investigation that resu lted in unexpected findings was of value and why.

Grade 5 Science Test and Item Speci fications page 51 of 63 September 17, 2002

NC06 3.2.1 All Peoples Contribute to Science & Technology Blue

Know that science and technology have been practiced by all peoples throughout history.

Classroom-based Assessment Only

NC07 3.2.2 Relationship of Science & Technology

Recognize that people have invented tools for ev eryday life and for scientific investigations.

Item Format

Multiple choice, short an swer, and extended response items may be used to assess this learning ta rget.

Stimulus/Scenario Attributes

� Stimuli mu st include age and grade appropriate situations.

Stimuli may include:

� Descriptions of situations, charts and labeled graphics that show te chnological development

supporting science and/or science supporting technological development.

� Descriptions of situations, charts, and labeled graphics that de pict a social or environmental

problem.

� Descriptions of situations and graphics of tools for everyday life and science investigations.

Scientific Vocabulary and Terms

� Terms that ma y be used: invent, inventions, tool

� Terms that ma y be used with definitions or examples:

� Terms that may not be used:

� All terms allowed and re stricted under other strands apply to Relationship of Science and

Technology.

Item Characteristics

Given labeled diagram of the te chnology, items may ask students to:

a) Identify ways in which technology supports scientific investigations.

b) Explain how both science and technology help create tools to extend human ability.

c) Identify ways in which technology helps scientis ts design solutions to hum an problems and invent

ways to adapt to the environment.

d) Use the results of a scientif ic investigation to solve human problems.

NC08 3.2.3 Careers & Occupations using Scie nce, Mathematics, & Technology

Identify the knowledge and skills of science, mathem atics, and technology used in common

occupations.

Classroom-based Assessment Only

Grade 5 Science Test and Item Speci fications page 52 of 63 September 17, 2002

XII. SCORING CRITERIA

General Scoring Criteria for Short Answer Science Items

Science Conceptual Understanding

2 A 2-point response shows general understanding (e.g. a simple explan ation) of the concept or task,

as well as use of applicable inform ation and/or procedures.

1 A 1-point response shows rote unde rstanding (e.g. names or defines) of the concept or task. There

may be mi nor errors in the use of app licable information and/or procedures.

0 A 0-point response shows little or no understanding (e.g. restates task or event) of the concept.

Science Application of Concepts

2 A 2-point response shows an appropriate, simple an alysis or application of the concept to a given

situation.

1 A 1-point response shows a flawed application or ro te analysis of the conc ept to a given situation.

0 A 0-point response shows little or no understanding of the concep t or no understanding of how to

apply the concept in the give n situation (e.g. describes or restates task or event).

Scientific Inquiry: investigations and problem solving (analyses, interpretations, predictions,

evaluations, comparison & contrast)

2 A 2-point response shows effective analysis , interpretation, evalua tion, prediction from,

comparison and/or contrast of scientific info rmation from a given investigation or problem

situation; reasonable claims ; support of claims with appropriate evidence.

1 A 1-point response shows weak or minimal anal ysis, interpretation, eval uation, prediction from,

comparison and/or contrast of scientific info rmation from a given investigation or problem

situation; claims that are related to but not necessarily supported by inform ation given in the

investigation or problem situation; and/or only partial support of claims with evidence.

0 A 0-point response shows little or no understanding of how to analy ze, interpret, evaluate, predict

from, compar e and/or contrast scientific info rmation from a given investigation or problem

situation.

Scientific Inquiry: communica tion (Communication, Arguments, and Representations)

2 A 2-point response shows skill in effectively a nd clearly organizing and representing information

from a given investigation; writing clear explan ations and justifications; pr eparing effective,

system atic, and clear arguments and rationales.

1 A 1-point response shows limited skill in organi zing and representing inform ation from a given

investigation; writing explanations and justifications; preparing arguments.

0 A 0-point response shows little or no skill in organizing and repres en ting information from a given

investigation; writing ex planations and justifications; preparing arguments.

Nature of Science and Science, Technology & Society (ana lyses, evaluations, comparison &

contrasts, critique)

2 A 2-point response shows effective analysis, comp arison and/or contrast of results from one or

more given investigations; critique and evaluation of procedures and claims; analysis of influences.

1 A 1-point response shows weak or limited analysis, comp arison and/or contrast of results from one

or mo re given investigations; critique and evalua tion procedures and claims; analysis influences.

0 A 0-point response shows no analysis, comparison a nd/or contrast of results from one or more

given investigations; no attemp t at critique or eval uation of procedures and claims; no analysis of

influences.

Grade 5 Science Test and Item Speci fications page 53 of 63 September 17, 2002

General Scoring Criteria for Ext ended Response Science Items

Science Conceptual Understanding:

4 Meets all

relevant criteria

� response is thorough and addresses all aspects of the task

� comp lex and detailed understandin g of the relevant concept(s)

� effective and appropriate use of applicable information

� all supporting information and details provided give support for the response

3 Meets most

relevant criteria

� response is thorough and addresses most aspects of the task

� general understanding of the relevant concept(s)

� appropriate use of applicable information

� most supporting inform ation and details provided give support for the response

2 Meets some

relevant criteria

� response addresses ma ny aspects of the task

� simple or one-dim ensional understanding of the concept(s) (e.g. gives definitions)

� use of applicable inform ation may show conceptual confusion

� some inform ation and details provid ed give support for the response

1 Meets few

relevant criteria

� response addresses few aspects of the task

� rote or lim ited understanding of the c oncept(s) (e.g. gives names or labels)

� use of applicable informati on shows conceptual confusion

� little or no inform ation and details pr ovided give support for the response

Application of Science Concepts:

4 Meets all

relevant criteria

� response is thorough and addresses all aspects of the task

� comp lex and detailed understandin g of the relevant concept(s)

� effective and appropriate a pplication of the concept(s) to the given situation

� all supporting information and details provided give support for the response

3 Meets most

relevant criteria

� response is thorough and addresses most aspects of the task

� general understanding of the relevant concept(s)

� appropriate application of the concept(s) to the give situation

� most supporting inform ation and details provided give support for the response

2 Meets some

relevant criteria

� response addresses ma ny aspects of the task

� simple or one-dim ensional understanding of the concept(s) (e.g. gives definitions)

� shows difficulties with application of the concept(s) to the given situation

� some supporting inform ation and details provided give support for the response

1 Meets few

relevant criteria

� response addresses few aspects of the task

� rote or lim ited understanding of the c oncept(s) (e.g. gives names or labels)

� attempt to apply the con cept(s) to the given situation may be ineffective

� little or no supporting informa tion and details provided gi ve support for the response

Grade 5 Science Test and Item Speci fications page 54 of 63 September 17, 2002

Scientific Inquiry: investigations and problem solving (analyses, interpretations, predictions,

evaluations, comparison & contrasts)

4 Meets all

relevant criteria

� response thoroughly addresses all aspects of the task

� gives insightful, detailed, and complete analys is, interpretation, eval uation, prediction from,

comparison and/or contrast of scientific info rmation from a given investigation or problem

situation

� makes reasonable claims

� all claims supported with appropria te, well-chosen, specific evidence

3 Meets most

relevant criteria

� response is thorough and addresse s most aspects of the task

� gives expected, detailed, and comp lete analysis, interpreta tion, evaluation, prediction from,

comp arison and/or contrast of scientific info rmation from a given investigation or problem

situation

� makes reasonable claims

� most claims supported w ith appropria te, well-chosen, specific evidence

2 Meets some

relevant criteria

� response addresses ma ny aspects of the task

� gives general but reasonable analysis, interp retation, evaluation, pred iction from, comparison

and/or contrast of scientific information fr om a given investigation or problem situation

� makes plausible claims

� claims supported with appropriate but limited evidence

1 Meets few

relevant criteria

� response addresses few aspects of the task

� gives general analysis, interpre tation, evaluation, prediction from, comparison and/or contrast

of scientific information from a given inve stigation or problem situation, although response

may have serious flaws in thinking

� claims, if given, ma y not be supportable

� attemp ts at support use genera lities rather than evidence

Scientific Inquiry: communica tion (communication, arguments, and representations)

4 Meets all

relevant criteria

� effectively and clearly organizes informati on and/or data from a given investigation

� clearly, comp letely, and accurately represents ideas in words, diagrams, charts, graphs, tables,

visual m odels, using appropriate scientific and mathematical terms, symb ols, and conventions

� clearly and system atically presents suppor t for explanations and justifications

� effectively, system atically, and clearly presents arguments and rationales

3 Meets most

relevant criteria

� organizes inform ation and/or data from a given investigation in an acceptable and

understandable manner; there ma y be minor errors in transfer of information

� comp letely and accurately represents ideas and/ or data in words, diagrams , charts, graphs,

tables, visual models, using scientific and math ematical terms, sym bols; there may be minor

errors in conventions, terms, or symbols

� supports for explanations a nd justifications are evid ent but not always clear

� understandably presents arguments and rationales

Grade 5 Science Test and Item Speci fications page 55 of 63 September 17, 2002

Scientific Inquiry: communication (commu nication, arguments, and representations) continued

2 Meets some

relevant criteria

� organizes inform ation and/or data from a given investigation in a confusing manner

� representations of ideas and/or data in words, diagrams , charts , graphs, tables, visual models

have several problem s with incorrect or missing conventions, symbols, and/or incorrectly used

terms

� supports for explanations and justif ications are difficult to ascertain

� argum ents and rationales are unclear

1 Meets few

relevant criteria

� information and/or data from a given investigat ion is given but disorganized or only partially

complete

� representations of ideas and/or data in words, diagrams , charts , graphs, tables, visual models

are confusing, incomp lete, and/or have many pr oblems with incorrect or missing conventions,

sym bols, and/or incorrectly used terms

� supports for explanations a nd justifications are mi ssing

� argum ents and rationales are vague or missing

Nature of Science and Science, Technology & Society (ana lyses, evaluations, comparison &

contrasts, critique)

4 Meets all

relevant criteria

� response thoroughly addresses all aspects of the task

� gives insightful, detailed, and complete analysis , comp arison and/or contrast of results from

one or more given investigations

� gives effective and detailed critique and/or evaluation of procedures and claims

� accurate and detailed analysis of influences on outcomes

� all ideas supported with appropria te, well-chosen, specific ev idence

3 Meets most

relevant criteria

� response is thorough and addresse s most aspects of the task

� gives expected, detailed, and complete analysis, co mp arison and/or contrast of results from one

or more given investigations

� gives expected critique and/or ev aluation of procedures and claims

� detailed analysis of influences on outcomes is mo stly a ccurate

� most ideas supported with appropria te, well-chosen, specific evidence

2 Meets some

relevant criteria

� response addresses ma ny aspects of the task

� gives general but reasonable analysis, comparison a nd/or contrast of results from one or more

given investigations

� gives expected critique and/ or evaluation of procedures and claims with minor flaws

� analysis of influences on outcomes is partially accurate

� claims supported with appropriate but limited evidence

1 Meets few

relevant criteria

� response addresses few aspects of the task

� gives general analysis, comp arison and/or cont rast of results from one or more given

investigations, although response m a y have serious flaws in thinking

� gives vague or general cr itique and/or evaluati on of procedures and claims with significant

flaws

� analysis of influences on out come s has significant errors

� attemp ts at support use genera lities rather than evidence

Grade 5 Science Test and Item Speci fications page 56 of 63 September 17, 2002

Generic Scoring Guide for Invest igat ion Design Extended Response Items

All inquiry scenarios will have an investigation that models the ar eas awarded the value points of the

scoring guide described below.

A 4-point response : The student shows the ability to plan a simp le investigation. The student designs

an investigation that earns Q value points for a four-point response.

Question: (1 value point)

Prediction: (1 value point)

Materials: (1-2 value points)

Procedure: (up to 5 value points, 1 per bulleted feature)

� The steps of the investig ation are logical.

� At least one variab le is identified or implied as kept the same, constant, or controlled.

� A variable is identified or im plied as changed or manipulated.

� At least one variab le is identified or imp lied as being observed, measured, and recorded.

� Observations are recorded periodically throughout the investigation.

Note : If a student ma kes up a diffe rent question than the ones given, points may be awarded for

an accurate design for th e student�s question. No points should be awarded to a student who

selects the original investiga tive question and re-states the original design.

A 3-point response : The student designs an investigation that earns R value points.

A 2-point response : The student designs an investigation that earns S value points.

A 1-point response : The student designs an investigation that earns T value points.

A 0-point response : The student designs an investigation that earns U value points.

Note : Q, R, S, T, a nd U are ranges of value poi nts depending upon the weight of a section in a

particular item.

Grade 5 Science Test and Item Speci fications page 57 of 63 September 17, 2002

XIII. SCIENTIFIC VOCABULARY SUMMARY

The following term s are a summary of the vocabulary that may be used on the sc ience WA SL at each grade

level without definitions. More terms may be used w ith definitions or exampl es as noted in the item

specifications. The plural form of all these words is assume d useable. However, other forms of these are

not accepted unless specified. Every word from a lower grade level may be used at a hi gher grade level.

This list of scientif ic vocabulary identifies concepts and processes described in the science EALRs that all

students should know without explanation at these grade levels. These ar e not meant to be exclusive terms

used in the science curriculum . The science curr iculum should build in-depth understanding of these

concepts and processes using ma ny instructional activities and other supporting terms.

Grade

abiotic

absorption

amplitude

asexual

atmospheric

atomic number

Grade

acceleration

accuracy

adaptation

affect

applied force

artery

atmosphere

attract

Grade

acquired

air

amount

amount of time

Grade

biotic

Grade

blood vessel

body of water

Grade

balance scale

bone

brain

Grade

celestial

cell membrane

cell nucleus

cell wall

circulatory system

constraint

contraction

controlled variable

criteria

Grade

camouflage

carbon dioxide

cell

charge

chemical

circuit

cold-blooded

compare

conduction

contrast

controlled variable (kept the same )

convection

conversion

core

crust

Grade

cause

cell

centimeter (cm)

characteristic

chart

classify

climate

color

conclude

conclusion

condensation

condense

consumer

continent

cycle

Grade 5 Science Test and Item Speci fications page 58 of 63 September 17, 2002

Grade

diffusion

digestive system

diversity

Grade

density

description

Grade

data

decomposer

depend

describe

design

diagram

direction

Grade

electrical charge

electrical force

electron shell

endocrine system

energy chain

expansion

experiment

experimental control

Grade

electron

ecosystem

electrical force

environment

evidence

evolution

Grade

Earth

earthquake

echo

effect

egg

electrical

electricity

energy

energy of motion

erosion

eruption

evaporate

evaporation

event

explain

explanation

Grade

family of elements

frictional force

Grade

frequency

friction

factor

Grade

fair test

feet

flower

food

food chain

force

forest

fossil remains

fossil

freeze

function

Grade 5 Science Test and Item Speci fications page 59 of 63 September 17, 2002

Grade

galaxy

gravitational force

Grade

genetic

groundwater

Grade

gas

glacier

gram

graph

grassland

gravity

Grade

honesty

hormone

host

hydrosphere

hypothesis

Grade

heat

Grade

hand lens

hardness

heart

heat energy

Grade

impact

inconsistent

infer

inference

interference

investigative control

investigative design

investigative question

Grade

igneous

image

interpret

interpretation

intestine

issue

Grade

identify

inch (in)

inclined plane

invent

invention

investigate

investigation

inherited

Grade

kinetic energy

Grade 5

Grade

kilogram (kg)

kilometer (km)

Grade 5 Science Test and Item Speci fications page 60 of 63 September 17, 2002

Grade

law

logical

Grade

landslide

landmass

Grade

lake

leaf

lever

liquid

liter (L)

living

lung

Grade

magnetic pole

manipulated variable

mechanical energy

metaphor

meteorology

Grade

magnetic force

magnetism

manipulated variable (changed)

mantle

mass

matter

metamorphic

meter stick

microscope

millimeter (mm)

minerals

mixture

Grade

machine

magnetic

magnifying glass

material

melt

meter (m)

mile (mi)

milliliter (mL)

model

molecule

Moon

mountain

muscle

Grade

neurological system

neutron

nuclear energy

nuclear fission

nuclear force

nuclear fusion

Grade

natural selection

nitrogen

nucleus

Grade

nonliving

nutrient

Grade 5 Science Test and Item Speci fications page 61 of 63 September 17, 2002

Grade

offspring

ova

Grade

opinion

organ

Grade

object

observe

observation

ocean

orbit (revolve)

orbit (revolution)

organism

organize

ounce

oxygen

Grade

parasite

periodic table

phase change

photosynthesis

pistil

potential energy

principle

proton

Grade

particle

pattern

predator

prediction (hypothesis)

prey

property

Grade

part

pattern

picture

pitch

plan

planet

pound

precipitation

predict

prediction

problem

procedure

process

producer

property

pull

pulley

push

Grade 8

Grade 5

Grade

question

Grade 5 Science Test and Item Speci fications page 62 of 63 September 17, 2002

Grade

radiation

refract

refraction

relationship

reproduce

reproduction

reproductive system

research question

respiratory system

responding variable

Grade

recycle

reflect

reflection

relationship

relative position

relative speed

repel

report

resource

responding variable (measured)

river system

rock cycle

Grade

rate

report

reproduce

reproduction

result

river

root

Grade

scattering

scavenger

sexual

skeletal system

skeptical

solubility

solute

solvent

sperm

spherical

spinal cord

spore

stamen

state

state of matter

succession

Grade

scientist

sedimentary

solar system

solution

specialized

sphere

stomach

stored energy

subsystem

summarize

Grade

sea

seed

shape

size

skeleton

soil

solid

solve

sort

sound

special

speed

spin (rotate)

spring scale

sprout

stem

stored energy

stream

strength

structure

substance

summary

Sun

system

Grade 5 Science Test and Item Speci fications page 63 of 63 September 17, 2002

Grade

theory

thermal

thermal energy

topography

transformation

transmission

Grade

telescope

tissue

transfer

transmit

Grade

table

temperature

texture

thaw

thermometer

tool

Grade 8

Grade

unexpected

Grade

validate

validity

Grade

valid

vein

volume

Grade

vapor

variable

variable changed (manipulated)

variable kept the same (controlled)

vibration

volcano

Grade

wind direction

wind speed

wind current

work

Grade

warm-blooded

water table

wavelength

weathering

wind direction

wind speed

Grade

waste

water

weather

weight

wind

Grade 8

Grade 5

Grade

Grade 8

Grade 5

Grade

yard

Grade 8

Grade 5

Grade