Washington Assessment
of Student Learning
A Component of the Washington State Assessment Program
Science
Test and Item
Specifications
Grade 8
September 17, 2002
Grade 8 Science Test and Item Speci fications page 1 of 65 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 45-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 8 Science Test and Item Speci fications page 2 of 65 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 27
SI02 Earth and Space Systems 28
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 31
SI03 1.2.10 Human Biology 31
IX. ITEM DEVELOPMENT GUIDES for the
CHANGES in MATTER and ENER GY STRAND (yellow pages) 32
CH01 Changes in Matter and Energy in Physical Systems 32
CH01 1.3.1 Nature of Forces 32
CH01 1.3.2 Forces to Explain Motion 33
CH03 Changes in Matter and Energy in Earth�s Systems 34
CH02 1.3.3 Processes and Interactions in Earth Systems 34
CH02 1.3.4 History and E volution of Earth 35
CH02 1.3.5 Hydrosphere and Atmosphere 35
CH02 1.3.6 Interactions in th e Solar System and Beyond 35
CH03 Changes in Matter and Energy in Living Systems 36
CH03 1.3.7 Life Processes and the Flow of Matter and Energy 37
CH03 1.3.8 Biological Evolution 37
CH03 1.3.9 Interdependence of Life 37
CH03 1.3.10 Environm ental and Resource Issues 38
Grade 8 Science Test and Item Speci fications page 3 of 65 September 17, 2002
TABLE OF CONTENTS (continued)
Page
X. ITEM DEVELOPMENT GUIDES for the
SKILLS and PROCESSES STRAND (green pages) 39
IP01 2.1.1 Questioning 39
IP02 2.1.2 Designing and Conduc ting Investigations 40
IP03 2.1.3 Explanation 41
IP04 2.1.4 Modeling 42
IP05 2.1.5 Communication 43
IP06 2.2.1 Identifying Problems 44
IP07 2.2.2 Designing and Testing Solutions 45
IP08 2.2.3 Evaluating Potential Solutions 46
XI. ITEM DEVELOPMENT GUIDES for the
NATURE and CONTEXT STRAND (blue pages) 47
NC01 3.1.1 Intellectual Honesty 47
NC02 3.1.2 Lim itations of Science and Technology 48
NC03 3.1.3 Dealing with Inconsistencies 49
NC04 3.1.4 Evaluating Methods of Investigations 50
NCO5 3.1.5 Evolution of Scientific Ideas 51
NC06 3.2.1 All Peoples Contribute to Science and Technology 52
NC07 3.2.2 Relationship of Science and Technology 52
NC08 3.2.3 Careers and Occupa tions using Science,
Mathematics, and Technology 52
XII. SCORING CRITERIA 53
General Scoring Criteria for Short Answer Science Item 53
General Scoring Criteria for Ex tended Response Science Items 54
Generic Scoring Guide for Investigation Design Extended Response Items 58
XIII. SCIENTIFIC VOCABULARY SUMMARY 59
Grade 8 Science Test and Item Speci fications page 4 of 65 September 17, 2002
I. PURPOSE of ASSESSMENT TOOL
The purpose of this assessme nt tool is to m easure Washington eighth grade students� level of
proficiency in Benchmar k 2 of the science Esse ntial Academic Learning Requirements (science
EALRs approved July 17, 1998). These science EALRs c onsist of three standards. The first standard
focuses on the scien tific concepts and principles of the physical, earth, sp ace, and life sciences. The
second standard focuses on the skills and processe s of science and technology. The third standard
focuses on understanding the nature and context 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 8 Science Test and Item Speci fications page 5 of 65 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 8 Science Test and Item Speci fications page 6 of 65 September 17, 2002
III. TEST CONTENT ORGANI ZATION and CRITERION
The test forms fo r the eighth grade science test will consist of 45 items , resulting in 66 points per form.
Items will be written at a read ing level appropri ate for an eighth grade audience. Test forms will
include four to six scenarios with five to eight items associated with each and several stand alone
items.
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 30 multiple choice items per form, worth one point each.
Each multiple-choice item w ill have four responses:
� The correct answer and three distractors.
� Distractors will be deve loped based on the types of errors students are most likely to make.
� Correct responses will be approximately eq ually distributed among As, Bs, Cs, and Ds.
Short Answer Items (SA):
The student will co nstruct a short response. There will be 12 short answer
items per form, worth two 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 which the concept applies
� Provide a rationale for conclusion using scientific evidence
Extended Response Items (ER):
The student will construct a longe r response. There will be three
extended response items, worth f our 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 45-item Test
Type of Item Number of
Items
Total
Points
Percent of
Total Score
Multiple Choice 30 30 45%
Short Answer 12 24 37%
Extended Response 3 12 18%
Total 45 66 100%
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 and extended response
items will be used to asse ss targets in Cogn itive Category II: thinking and process skills.
Grade 8 Science Test and Item Speci fications page 7 of 65 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 16 � 18 16 � 18
(24 � 27%)
Category II
Application, Analysis, S ynthesis, and Evaluation 27 � 29 48 � 50
(73 � 76%)
Totals 45 66
Item Cards
An item card will acco mpany each item. The item card shall include the following information in the
following order:
Item Code: a num ber for tracking purpose
Item Order in Scenario
Scenario Title or Stand Alone Item name indicating content description
EALR Code: strand and lear ning target (i.e. PC01 1.1.1)
Item Characteristic: letter of characteristic (i.e. PC01 1.1.1 a)
Curricular Area: Phys ical (PS), Cont ext Physical (CPS), Earth/Space (ES), Context Earth/Space (CES), Life
(LS), Context Life (CLS), Integrat ed (IS), or Context Integrated (CIS)
Grade Level: 10, 8, or 5
Cognitive Level: (Categ ory I or II)
Item Type: (MC, SA, ER)
Keyed Correct Answer Key
Word count and reading level from Microsoft Word
Latest Revision Date
Pilot Year and Form
Data Review Date
Fairness Review Date
Content Review Date
Writer Inform ation: when, what organization or event (i.e. May 2002 Designing Scenarios)
Grade 8 Science Test and Item Speci fications page 8 of 65 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 two periods , each of which will
be about 80 minutes long , plus an additional 10 mi nutes per session for set-up and directions. It is
intended that each of the two parts of the test will contain 22 or 23 item s in approximately the
following proportions: fifteen multiple choice, six s hort answ er, and one or two extended responses.
Pilot Test Forms
Each pilot test forms usually fo llow the same speci fications as an operational except for the number of
items. Howe ver, pilot forms may be designed to test specific types of scenario s and items, therefore, a
pilot form may not cover the brea th of learning targ ets of an operational exam. Pilot forms will have 40
items to be admi nistered in two periods , each of which will be about 60 minutes long , plus an
additional 10 mi nutes per session for set-up and directi ons. It is intended that e ach of the two parts of
the test will contain 20 items in approximately th e following proportions: twelve multiple choice, six
short-answer, and one or two extended responses.
Test Scoring
Each multiple choice item is worth one point, each short answer item is worth two points, and each
extended response item is worth four points.
Scoring criteria will focus on the clear understanding of scientific ideas and concepts, effective
application of scientific inquiry, effective application of problem solving, and effective communication
of solutions based on inquiry.
� In cases of constructed-responses, there will be no attention to 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 8 Science Test and Item Speci fications page 9 of 65 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
1-2
0-1
1-3
6-8
SI Systems & Interconnections
(10 targets on oran ge pages)
conceptual u nderstanding (I)
applic ation/analysis (II)
2-3
1-2
1-2
2-3
0-1
8-12
CH Changes in Matter & Energy
(10 targets on yello w pages)
conceptual u nderstanding (I)
applic ation/analysis (II)
2-3
1-2
1-2
2-3
0-1
8-12 40%
IP Skills & Processes
of Science & Technology
(8 targets on green pages)
scientific inquiry
problem solving
3-4
2-3
3-5
1-2
0-1
0-1
28-30
NC Nature & Contexts
of Science & Technology
(8 targets on blue pages)
nature of science
science, technology, & society
1-2
1-2
1-2
1
0-1
10-12 60%
Total Number of Items 30 12 3 45
Total Number of Points 30 24 12 66
Grade 8 Science Test and Item Speci fications page 10 of 65 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 are not limited, to the following:
1. Scenarios will be real exam ples of what studen ts would encounter beyond school or investigations
of which they can relate.
2. Scenarios should be necessary but not sufficient for student response. Some questions may be
strongly related to the inquiry and can be asked in association w ith an inquiry scenario rather than
in a stand alone manner. These re lated questions w ill 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 than 200 words.
5. Scenarios will not be a reading burden, writte n at sixth grade level.
6. Scenarios should have a lot of �white space,� not a lot of text.
7. Vocabulary will be as co mmon 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 8 Science Test and Item Speci fications page 11 of 65 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 �dat a cells� to 30 (i.e. 3x10, 5x6).
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 m ust be clearly associated with their 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 are in the same science class and
both participate in track)
23. For development, scenarios m ust have a summar y sheet illustrating the desi gn of the scenario and
accompanying items as follows.
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
1
2
3
4
5
6
7
8
Note: Items must cover more than on e EALR strand
Total
Ideal Totals 3 to 6 1 to 2 1 to 0
Grade 8 Science Test and Item Speci fications page 12 of 65 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. Assessment items will fo cus on events, situations, and phenomena that are real world as well as
scientific and to which e ight h 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. Items assess ing application of a concept or skill will involve understandable, realistic situations to
which as many 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 eighth
grade.
5. Each assessment form will cont ain items assessi ng learning targets from all strands according to
the assessment 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 parts of systems
� Change in & interaction of systems
� Interdependence
� Model
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 indicate what is expected in a response. 18. Item s in each form are to be balanced by gender and are gender-neutral fo r active/passive roles. 19. Pictorial representations sh all be realistic and authentic for the respective grade.
Grade 8 Science Test and Item Speci fications page 13 of 65 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 br ief, two to five senten ces, 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. However, in some cases, information may be included to
clarify specific language (i.e. nam e of a bacteria) or explain connections between the data and
concepts (i.e. temp erature differences as a measure of relative humidity).
3. Inquiry scenarios shou ld model good invest igations. Initial in vestigations will not
be problematic.
However, questions ma y present flawed investiga tions as a follow-up to initial investigation in
order to ask what can be done to improve it.
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
(Hypothesis), Materials, Procedure, Data, and Conclusion. The �Question� and �Conclusion�
sections ma y be left out of the scenar io in order to ask students about them.
6. The Prediction (Hypothesis) mu st be include d in the description of the investigation.
7. Procedures of investigations s hould be easily read. Steps should be used for formal or controlled
investigations. However, observations in nature can be described without being in step format.
8. Procedures should be succin ct, approximately six steps.
9. Procedures should state or impl y the following variables: controlled (kept constant), manipulated
(changed), responding (measured).
10. Procedures should describe how often measurements are taken.
Grade 8 Science Test and Item Speci fications page 14 of 65 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.
3. Design an investigation based upon a given investigative question.
4. Identify variables as contro lled (kept constant), manipulated (changed), and responding
(measured).
5. Explain how an investigation is a fair test of a hypothesis or a cause-effect relationship.
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 items reads as follows:
Write a conclusion to the investigation.
Be sure to:
� Answer the inves tigative question. \
OR
� 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 an investigation to describe the data or results. This summary is different than a
conclusion.
11. Design tests to answer questions such as, �What chem ical is in a container?�
12. Describe how a model (physical and/or mathem a tical) can be used to represent a system.
13. Comp are the design of a different investig ation of the same investigative question.
14. Based upon data from the current investigation, pred ict the results of an extension of this or a
similar investigation.
Grade 8 Science Test and Item Speci fications page 15 of 65 September 17, 2002
Systems Scenarios
Systems scenarios deve loped for these assessments are to conform to the following considerations.
These considerations include, but are 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, transfers, a nd/or outputs of matter, inform ation, 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. However, if there is content that students must know
in order to analyze the system (i.e. a name of a pa rticular chemical or bact eria), it may be included
in a brief paragraph.
7. Some exam ples of systems are: bicycle & human leg, cell reproductive system , ecosystem, human
health, environmental health, human or gan system, Sun-Moon-Earth, windmills.
Systems Items
Systems scenarios deve loped for these assessments are to conform to the following considerations.
Systems items ask students to apply their conceptual understanding in the following manners:
1. Identify the parts or components of a system.
2. Describe interconnections with in and/or between systems.
3. Extract a component of a system , describe its properties/characteristics and/or explain its function.
4. Describe inputs, transfers, and/ or outputs of matter, informati on, and/or energy through a system
including the order of transfer.
5. Describe energy transformations (changing forms) 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 8 Science Test and Item Speci fications page 16 of 65 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 8 Science Test and Item Speci fications page 17 of 65 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. Assessment items will be independent in the sense that the answer for any assessment 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 an swer choices will be simila r 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 or der or according to the le ngth 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 8 Science Test and Item Speci fications page 18 of 65 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 th e scoring rule will be asked for in the item stem.
3. Short answer and extend ed response item stems will be short and succinct with simple syntax and
familiar words. Item stem s will contain no more th an three sentences (about 45 words): two to set
up the situation and one to prompt or question.
4. Short answer and extended response items should need a full thought or sentence, more than one
word, for a correct response .
5. All short answer items and extended response it ems will be developed with accompanying scoring
guides.
6. 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.
7. Any item that requires the student to use informa tion from a scenario will specifically ask fo r the
information from the scenario that was need ed to respond (e.g. �Support your response with
specific data (details, etc.) from the . . . �).
8. Graphic organizers (boxes with labels or minima l directions) ma y 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.
Grade 8 Science Test and Item Speci fications page 19 of 65 September 17, 2002
Extended Response On ly Item Rules
1. Item stem s for extended response items should cont ain no more than three se ntences: 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
diagrams , graphs, tables, and/or charts to exte nded explanations, justifications, com parisons, and
contrasts that include sufficient detail to show clear understanding.
Rules for Developing Sc oring Guides
1. An item-specific scoring 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 will be used to refine these scoring guides for use with the fi nal items.
4. Scoring guides generally follow an �analytical� model 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 it also re sults from focusing on several impor tant features of the student�s
performance.
6. Scoring guides for each item will follow from the scoring criteria given on pages 53 through 57.
7. Scoring guides for conceptual understanding will focus on level of conceptual development or
(emerging) understanding.
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 stimulus materi als, etc.
9. Scoring guides for investigation design items must follow the �Generic Sc oring Guide for
Investigation Design Extended Response Items� on page 58.
10. Short answer item s will be scored with a 3-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 5- level scoring guide (0�4 ); the levels may be
summarized:
4 Thorough, accurate, effective, shows accura te understanding, clear communication.
3 Mostly complete/mostly accurate , reasonable, mostly clear.
2 Somewhat complete/accurate, part ially supported, somewhat clear.
1 Attempted/minima l accuracy, little support, problematic communication.
0 Shows little or no unders tanding of the c oncepts or processes being assessed.
Grade 8 Science Test and Item Speci fications page 20 of 65 September 17, 2002
VII. ITEM DEVELOPMENT GUIDE fo r th e PROPERTIES a nd CHARACTERISTIC
STRAND
Red
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 this learning target.
Stimulus/Scenario Attributes
� All stimuli will be age a nd grade appropriate situations or phenomena.
� Stimuli may be two-dime nsional time/distance grid s that represent relativ e positions, motions, and
speed of objects. Grid s will only be in the first quadrant of the Cartesian plane.
Stimuli may include:
� Phenom ena, situations, diagrams, or charts with information about physical and chem ical
properties of objects and materials.
� Graphics of tools, such as rulers, balances, spring scales, and thermome ters, to measure length,
area, mass, weight, density, volume, and temperature.
� Situations and phenomen a in which experiences w ith sound and light are described or visually
represented.
� Situations describing and gr aphics of wave behavior.
Scientific Vocabulary and Terms
(in addition to fifth gr ade vocabulary and terms)
� Terms that may be used:
density
description
electron
frequency
groundwater
magnetic force
mass
millimeter (mm)
nucleus
property
reflect
reflection
relative speed
transmit
volume
water table
wavelength
� Terms that ma y be used with definitions or examples: aquifer, interference, refraction � Terms that may not be used: � All terms allowed and re strict ed under other learning targets apply to Properties and Characteris tics.
Grade 8 Science Test and Item Speci fications page 21 of 65 September 17, 2002
PC01 1.1.1 Properties of Substances Red
Use physical and chem ical properties to sort and identify substances; for example, density,
boiling point, and solubility.
Item Characteristics
Given a labeled picture or labeled diagram of an appropriate system, items ma y ask students to:
a) Use physical properties, includ ing density, boiling point, freezing poi nt, and solubility to identify,
categorize, or descri be the substances.
b) Use chemical properties, includ ing pH to describe substances.
c) Measure and use length, area, a nd volume to describe objects.
d) Differentiate between me thods used to obt ain measures of mass, weight, and density.
PC01 1.1.2 Motion of Objects
Describe the position s, relative speeds, and changes in speed of objects .
Item Characteristics
:
Given a position or speed and tim e graph or table, items may ask students to:
a) Describe the relative speeds of objects during a given amount of time.
b) Determ ine whether an object is speeding up, sl owing down, or m oving with constant speed during
a given interval of time.
c) Determ ine whether an object is speeding up, sl owing down, or m oving with constant speed at a
given instant of time.
PC01 1.1.3 Wave Behavior
Describe sound, water waves, and light, using wave properties such as wavelength, reflection,
refraction, transmission, absorpti on, scattering, and interference
Item Characteristics
Given a labeled picture or labeled diagram of an appropriate system, items ma y ask students to:
a) Differentiate between the motion of a wave a nd the motion of the partic les in the medium along
which the wave is traveling.
b) Identify examples of situations that demonstrate that the speed of light is greater than the speed of
sound and that sound has a speed.
c) Identify or describe changes in speed or direct ion as a wave goes from one me dium into another.
d) Identify or describe the behavior of light wa ves when they hit clear, translucent, opaque, or
absorbing substances.
e) Identify or describe the behavior of sound wave s when they hit reflecting or absorbing surfaces.
f) Identify or describe what happens when two waves collide.
Grade 8 Science Test and Item Speci fications page 22 of 65 September 17, 2002
PC02 Earth and Space Science Pro perties Red
Dem onstrates an understanding of how to use pr operties to identify, de scribe, and categorize
Earth/space substances.
Item Format
Multiple choice and shor t answer items may be used to assess this learning target.
Stimulus/Scenario Attributes
� All stimuli will be age a nd grade appropriate situations or phenomena.
Stimuli may include:
� Situations in which other students observe and examine the physical and chem ical properties of
earth materials such as rocks, soil, and water.
� Charts or diagrams that include the properties of soil, such as co lor, texture, capacity to re tain
water, and ab ility to support the growth of many plants.
� Descriptions of situations that describe rocks in different stages of the ro ck cycle.
Scientific Vocabulary and Terms
(in addition to fifth grade vocabulary and terms)
� Terms that may be used:
atmosphere
igneous
metamorphic
mineral
rock cycle
sedimentary
� Terms that ma y be used with definitions or examples: � Terms that ma y not be used: wind current � All terms allowed and re stricted under other learning targets apply to Properties and Characteristics
PC02 1.1.4 Nature and Propert ies of Earth Materials Classify rocks and soils into groups based on their chem ical and physical properties; describe the processes by which rocks and soils are formed.
Item Characteristics
Given a labeled picture or labeled diagram of an appropriate system, items ma y ask students to:
a) Identify or describe the processes that create different types of rocks.
b) Identify or describe the properties of soils , such as chemical co m position and texture.
c) Identify or describe processes that contribu te to the com position of soil (e.g., weathering rock,
decomposition via decomposers).
Grade 8 Science Test and Item Speci fications page 23 of 65 September 17, 2002
PC03 Life Characteristics Red
Dem onstrates an understanding of how to use characteristics to categorize living things.
Item Format
Multiple choice, short an swer, and extended response items may be used to assess this learning target.
Stimulus/Scenario Attributes
� All stimuli will be age a nd grade appropriate situations or phenomena.
Stimuli may include:
� Diagrams or charts that include li ving organisms and nonliving objects.
� Descriptions, charts, and graphics of the physical characteristics or in ternal structures of plants and
animals.
Scientific Vocabulary and Terms
(in addition to fifth grade vocabulary and terms)
� Terms that ma y be used: cold-blooded, warm-blooded
� Terms that ma y be used with definitions or examples:
� Terms that ma y not be used:
� All terms allowed and re strict ed under other learning targets apply to Properties and
Characteristics.
PC03 1.1.5 Basis of Biological Diversity
Categorize plants and anim als into groups accord ing to how they accomplish life processes and
by sim ilarities and differences in ex ternal and internal structures.
Item Characteristics
Given a labeled picture or labeled diagram of an appropriate system, items ma y ask students to:
a) Categorize plants and/or animals into groups acco rding to how they accomp lish life processes such
as food production or consumption and reproduction.
b) Categorize plants and/or an im als into groups by similarities and differences in physical
characteristics, functional char acteristics, and/or internal and external structures.
c) Assess whether animals or pl ants have a biological relationship or common ancestry based on
given characteristics.
Grade 8 Science Test and Item Speci fications page 24 of 65 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
Describe ho w the parts of a physical syst em interact and influence each other. *
SI02 1.2.1 Earth and Space Systems
Describe how the parts of Earth� s and/or space systems interact and influence each other. *
SI03 1.2.1 Living Systems
Describe ho w the parts of living systems interact and influence each other. *
SI04 1.2.1 Integrated Systems
Describe how the parts of physi cal, Earth, space, and/or living systems interact and influence
each other. *
*Other than the systems descri bed in other SI learning targets
Item Characteristics
Given a description, diagram, or drawing of a simp le physical, mechanical, el ectrical or living system,
items ma y ask students to:
a) Identify the parts or components of a system.
b) Describe the interconnections between the parts of a system.
c) Identify the inputs, and outputs of a system.
d) Describe the transfers and/or transformations within a system.
Grade 8 Science Test and Item Speci fications page 25 of 65 September 17, 2002
SI01 Physical Systems and In terconnections Orange
Recognize the compone nts, structure, and organizat ion of physical system s 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
� All stimuli will be age a nd grade appropriate situations or phenomena.
Stimuli may include:
� Graphics that show parts of a physical system, including subsystems.
� Pictures or diagrams that show objects in di fferent energy states (potential, kinetic).
� Pictures or diagrams that s how transfer of heat energy.
� Diagrams of ma tter in different forms (e .g. puddles of water, ice cubes, steam).
Scientific Vocabulary and Terms
� Terms that may be used:
chemical
circuit
conduction
convection
conversion
heat
matter
mixture
particle
solution
stored energy
subsystem
transfer
� Terms that ma y be used with definitions or exam ples: potential (stored ener gy), kinetic (energy of motion), thermal (heat), diffusion. � Terms that ma y not be used: elastic potential energy. � All terms allowed and restri cted under other learning targets apply to Systems and Interconnections.
SI01 1.2.2 Energy Sources and Kinds Understand that energy is a property of substances and systems and comes in ma ny forms, including stored energy, energy of moti on, heat energy, and other forms of energy. Item Characteristics
Given a diagram, drawing, or description of one or more objects, items may ask students to:
a) Comp are the sources of stored (potential) energy for different obj ects (e.g. springs, batteries, fuel,
ball held up from floor, catapult).
b) Compare the energy of motion (kine tic) at various locations or times.
c) Describe heat energy sources such as light, electrical, mechan ical, sound, nuclear, and chemical.
Grade 8 Science Test and Item Speci fications page 26 of 65 September 17, 2002
SI01 1.2.3 Energy Transfer and Transformation Orange
Determ ine factors that affect rate and amount of energy transfer; asso ciate a decrease in one
form of energy with an increase in another.
Item Characteristics
Given a labeled diagram, drawing, or description of a simple syst em, items may ask students to:
a) Identify or describe the transfer of energy of motion (kinetic) from one object to another.
b) Identify or describe the physical characteristics of an object that determ ine the amount of energy of
motion that will be transf erred to another object.
c) Identify or describe where energy is transfor med from stored energy to energy of motion or vice
versa.
d) Identify or explain the processes by which heat is transferred from one object to another.
e) Identify or describe the motion of the pa rticles of a substance as heat increases.
f) Identify or describe the direc tion heat will fl ow and what will happen to the final temperature of
the two objects.
g) Identify or provide examples of materials that are heat conductors and ma terials that are heat
insulators.
h) Describe the role of wave s in the transfer of energy.
i) Explain what happens to the total amount of energy in a given situation.
SI01 1.2.4 Structure of Matter
Understand that all matter is ma de up of atom s, which may be combined in various kinds,
ways, and numbers.
Item Characteristics
Given a labeled picture or labeled diagram of an appropriate system, items ma y ask students to:
a) Identify, describe, or diagram what happens as atoms form compounds when given a diagram
involving atoms that may form compounds.
b) Discrimi nate between the char acteristics of a compound, a mixtur e, and a solution when given a
situation involving mixtures, comp ounds and solutions.
c) Explain why one solution has greater concentra tion than another when given a situation involving
solutions.
Grade 8 Science Test and Item Speci fications page 27 of 65 September 17, 2002
SI01 1.2.5 Physical an d Chemical Changes Orange
Understand physical and chem ical changes at the particle level; know that matter is conserved. *
* Wa ter cycle in physical, non-Earth, systems
Item Characteristics
Given a labeled picture or labeled diagram of an appropriate system, items ma y ask students to:
a) Identify or describe the differences in the mo tion of the particles of the substance when given a
substance in different states of ma tter.
b) Identify or describe how the movement of pa rticles accounts fo r the pressure of the gas on the
walls of the container when given a substance in the gas state with in a container (closed system).
c) Distinguish between physical changes and chemical changes wh en given substances undergoing
changes.
d) Identify or describe how chem ical cha nges produce matter with di fferent properties and
characteristics form the original.
e) Explain that ma tter is neithe r created nor destroyed during a change when given substances
undergoing (non-nuclear) physical and/or chemical changes.
f) Describe how some chem ical changes can d ecompose materials (e.g. burning, rusting, acid/base
reactions).
Grade 8 Science Test and Item Speci fications page 28 of 65 September 17, 2002
SI02 Earth/Space Systems and System Interactions Orange
Recognize the components, structur e, and organization of Earth/space systems and the
interconnections within and among t hem.
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
� All stimuli must includ e age and grade appropriate situatio ns and phenomena.
Stimuli may include:
� Graphics that show parts of Earth�s subsystems such as:
a landmass and its topography, ve getation, and bodies of water
oceans and landm asses, including landma ss topography, and bodies of water
a side-view of Earth�s core, landforms, and atmosphere
� Graphics that shows Earth in relation to the Sun, the Moon, or both.
� Data that sh ows the Earth in relation to other planets in the solar system
Scientific Vocabulary and Terms
(in addition to fifth gr ade vocabulary and terms)
� Terms that may be used:
body of water
crust
core
landmass
mantle
relative position
river system
sphere
solar system
� Terms that ma y be used with definitions or ex amples: hydrosphere, topography (shape or contour)
� Terms that ma y not be used: metallic, spherical � All terms allowed and restri cted under other learning targets apply to Systems and Interconnections.
SI02 1.2.6 Components and Patterns of Earth Systems Describe the com ponents and relationships of the Earth system, including the solid earth (crust, hot convecting ma ntle, and dense metallic core), the hydrosphere (oceans, seas, lake s, rivers, and streams), and the atmosphe re (a mixture of gases) Item Characteristics
Given a labeled picture or labeled diagram of an appropriate system, items ma y ask students to:
a) Describe the interactions among the parts of Earth�s system(s), such as the atmosphere and the
hydrosphere (weather) or the hydros phere and the lithosphere (plate tectonics/rock cycle).
b) Describe each of the com ponents of the Earth�s system.
Grade 8 Science Test and Item Speci fications page 29 of 65 September 17, 2002
SI02 1.2.7 Components of the Solar System and Beyond Orange
Describe the relationship of th e Earth to the Sun, the Moon, the other planets and their moons,
and smaller objects such as asteroids and comets.
Item Characteristics
Given a diagram of the solar system or Eart h and Moon system, items may ask students to:
a) Describe the interactions am ong the components of the solar system , such as Earth and the Sun (an
eclipse) or Earth and the Moon (tides).
b) Identify or describe how one part of the syst em affects or impacts anot her part of the system.
c) Identify or describe the interactions of aste roids and come ts with other components of the solar
system.
Grade 8 Science Test and Item Speci fications page 30 of 65 September 17, 2002
SI03 Living Systems and Interactions 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
� All stimuli ma y include age and grade appropriate situations and phenomena.
Stimuli may include:
� Diagrams or pictures of parts of plant subsystems (e.g. flower, leaf, stem; stam en, pistils, and ova)
� Diagrams or pictures of huma n body subsystems (e.g. lungs, windpipe, mouth, and nose; heart,
veins, and arteries; brain, spinal cord, and nerves; skin; m outh, teeth, esophagus, stomach, and
intestines).
� Descriptions and graphics of living organisms that reproduce.
� Descriptions and graphics that show an offspring and its parent(s).
� Descriptions and graphics that describe genetic information.
� Descriptions, charts, and graphics that describe how an organism �s characteristics have been
influenced by its environment.
Scientific Vocabulary and Terms
(in addition to fifth gr ade vocabulary and terms)
� Terms that may be used:
artery
asexual
blood vessel
carbon dioxide
cell
ecosystem
environment
factor
genetic
intestine
nitrogen
organ
specialized
stomach
tissue
vein
� Terms that ma y be used with definitions and examples: esophagus, ova, pistil, stamen
� Terms that may not be used:
� All terms allowed and restri cted under other learning targets apply to Systems and Interconnections.
SI03 1.2.8 Structure and Organization of Living Systems Know that specialized ce lls wi thin multi-cellular organisms form different kinds of tissues, organs, and organ systems to carry out life functions
Item Characteristics
Given a labeled picture or labeled diagram of an appropriate system, items ma y ask students to:
a) Identify or describe the role of cell di vision in plant and anim al growth and health.
b) Identify or describe the early a nd later stages of fetal development.
Grade 8 Science Test and Item Speci fications page 31 of 65 September 17, 2002
SI03 1.2.9 Molecular Basis of Heredity Orange
Understand that all living thi ngs reproduce and pass on genetic information and that an
organism�s characteristics are de termined by both genetic and environmental influences.
Item Characteristics
Given a labeled picture or labeled diagram of an appropriate system, items ma y ask students to:
a) Identify or describe the role of reproducti on in the survival and maintenan ce of a species.
b) Identify or describe how genes, obtained fr om parents, are combined in their offspring.
c) Identify or describe the relati onship between genes and chromosomes.
d) Identify or describe how physical traits of livi ng things can be affected by genetic information and
by interactions with the environm ent (e.g., nutriti on, disease, sanitation).
e) Identify or describe the role of sperm and egg in reproduction.
SI03 1.2.10 Human Biology
Identify and describe huma n life functions and the interconnecting systems necessary to
maintain hum an life, such as digestion, re spiration, reproduction, circulation, excretion,
moveme nt, disease prevention, control, and coordination.
Item Characteristics
Given a labeled picture or labeled diagram of an appropriate system, items ma y ask students to:
a) Identify or describe the re lationships between or among the systems in accom plishing a process
necessary for human life when given a picture or diagram of two or more huma n body systems.
b) Identify or describe the co mponents and steps necessary for hu ma n body processes (e.g. digestion,
reproduction, respiration, elim ination of wa ste, circulation) to function properly.
c) Discrimi nate between diseases caused by micr oorganisms and those caused by a breakdown of an
organ or body system.
d) Identify or describe the f unction of hormones in the functioning of human systems and processes.
e) Identify or describe the role of the senses in human survival.
f) Identify or describe the role of the ne rvous system in maintaining hum an body systems.
Grade 8 Science Test and Item Speci fications page 32 of 65 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 ter 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, short an swer, and extended response items may be used to assess this learning ta rget.
Stimulus/Scenario Attributes
� All stimuli must includ e age- and grade- appropriate situations and phenomena.
Stimuli may include:
� Graphics that show various forces, the direction of a force, or the effects of a force.
� Scenarios or graphics de scribing magnetic forces, electrical forces, or forces from colliding or
moving objects.
Scientific Vocabulary and Terms
(in addition to fifth grade vocabulary and terms)
� Terms that may be used:
acceleration
applied force
attract
charge
electrical force
friction
magnetism
repel
� Terms that ma y be used with examples or definitions: � Terms that may not be used: � All terms allowed and re stricted under other learning targets apply to Changes in Matter and Energy.
CH01 1.3.1 Nature of Forces Know the factors that determ ine the strength of various forces.
Item Characteristics
Given a labeled picture or labeled diagram of an appropriate system, items ma y ask students to:
a) Identify or describe the inte raction among the forces when given a situation involving two or more
forces.
b) Identify or describe the affects of distance and strength of the magnet on the strength of the
ma gnetic forces when given a situ ation involving magnetic forces.
c) Identify or describe the effect s of distance and charge on the strength of the electrical forces when
given a situation involv ing electrical forces.
d) Identify or describe the effects of distance and ma ss on the strength of the gravitational forces
when given a situation i nvolving gravitational forces.
e) Identify or describe the eff ects of distance and current on the strength of the magnetic force when
given a situation involving electrical currents and magnets.
Grade 8 Science Test and Item Speci fications page 33 of 65 September 17, 2002
CH01 1.3.2 Forces to Ex plain Motion Yellow
Understand the effects of balanced and unbalanced forces on the mo tion of objects along a
straight line.
Item Characteristics
Given a labeled picture or labeled diagram of an appropriate system, items ma y ask students to:
a) Identify or describe the effects of an unbala nced force on an object m oving in a straight line.
b) Identify or describe how unbalanced forces can change the speed of an object or how mass can
affect the speed of an object.
c) Describe the effect a change in fo rce on an object has on the object�s mo tion.
d) Describe the effect a change in the mass of an object has on the object�s mo tion when an
unbalanced force is applied.
e) Identify or describe the characteristic s of a situation involving balanced forces.
Grade 8 Science Test and Item Speci fications page 34 of 65 September 17, 2002
CH02 Earth and Space Changes in Matter and Energy Yellow
Understand how interactions with in and among Earth�s 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.
Stimulus/Scenario Attributes
� All stimuli must includ e age- and grad e-appropriate situations and phenomena.
Stimuli may include:
� Simplified graphics that show landforms of Earth.
� Pictures, charts, and grap hics showing or repres enting changes that occur to the surface of the
Earth.
� Pictures or descriptions of situations that show plant and/or animal fossils.
� Diagrams of the Earth-Moon-Sun sy stem 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
(in addition to fifth gr ade vocabulary and terms)
� Terms that may be used:
landslide weathering wind direction wind speed
� Terms that ma y be used with definitions or examples: revolution (orbit), rotation (spin)
� Terms that ma y not be used: biosphere, gl aciology, hydrosphere, lithosphere, meteorology
� All terms allowed and re stricted under other learning targets apply to Changes in Matter and
Energy
CH02 1.3.3 Processes and Interactions in Earth Systems
Describe constructive and destru ctive processes at work and how they continually change
landforms on Earth.
Item Characteristics
Given a description or pictur e of a change in the Earth�s surface, items may ask students to:
a) Differentiate between changes that happened qui ckly and those that have occurred over a long
period of time.
b) Identify or describe a change that occu rred rapidly (e.g. a mountai n created by a volcano).
c) Identify or describe a change that occurred slowly (e.g. a glacial m eadow).
d) Identify or describe the effects of volcanic eruptions on landforms and/or the atmosphere.
e) Identify or describe how heat flow and moveme nt beneath the Earth�s cr ust causes earthquakes and
volcanoes.
f) Identify or describe how rocks change in fo rm, composition, and location during the rock cycle.
g) Identify or describe how human activities cause changes in landforms , bodies of water, and the
atmosphere.
Grade 8 Science Test and Item Speci fications page 35 of 65 September 17, 2002
CH02 1.3.4 History and Evolution of Earth Yellow
Know the importance of fossils in documen ting life and environm ental changes over time.
Item Characteristics
Given examples of fossil eviden ce, items may ask students to:
a) Identify or describe how the evidence can be used to document past life on Earth.
b) Identify or describe how the evidence can be used to document environmen tal changes, extinction,
evolution, and major climatic changes.
CH02 1.3.5 Hydrosphere and Atmosphere
Relate global atmospheric movement and the fo rmation of ocean currents to weather and
climate.
Item Characteristics
Given a diagram, drawing, or description of one or more objects, items may ask students to:
a) Describe the role of oceans in cooling the Earth�s surface.
b) Identify the role of heat from the Sun in winds, ocean currents, and the water cycle.
c) Describe the relationship between landforms, the water cycle, and climate.
d) Identify or describe how ma jor changes in the Earth�s surface (e.g. volcanic ash, dust created by
me teors) can cause climatic changes.
CH02 1.3.6 Interactions in the Solar System and Beyond
Describe how the regular and predictable motions of mo st objects in the solar system account
for such phenome na as the day, year, and pha ses of the Moon, eclipses, seasons, and ocean
tides.
Item Characteristics
Given a diagram, drawing, or description of one or more objects, items may ask students to:
a) Describe ho w the tilt of the Eart h causes seasonal changes on Earth.
b) Identify or describe why seasonal change differs at different latitudes on the Earth.
c) Identify or describe the causes of the phase s of the Moon or the loca tion of the Sun, Earth, and
Moon during different phases of the Moon.
d) Identify or describe the ca uses of lunar or solar eclipses or the location of the Sun, Earth, and
Moon during lunar or solar eclipses.
e) Identify or explain the ro le of gravity on life on Earth.
f) Identify or explain the role of Moon�s gravity on tidal movements.
Grade 8 Science Test and Item Speci fications page 36 of 65 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 target.
Stimulus/Scenario Attributes
� All stimuli must includ e age- and grad e-appropriate situations and phenomena.
Stimuli may include:
� Charts and graphics that show matter and energy (food, light, wate r) being transferred from one
organism to another.
� Graphics that shows how ma tter and energy (foo d, light, water) are exchanged between organisms
and their physical environment.
� Situations and graphics where energy is changed from one form to another in an organism.
� Charts with pictures that show plant and/or animal fossils in rocks from different time periods or
timelines with pictures of fo ssils.
� Descriptions, charts, and graphics that show a change in an organism over tim e.
� Descriptions or graphics that describe or show an organism�s abil ity to ad apt to its environment,
such as camouflage.
� Descriptions of how a species has become extinct.
� Descriptions and graphics that show organisms in competitive relationships.
� Descriptions and graphics th at show organisms in mutua lly beneficial relationships.
� Descriptions, charts, and graphics that show humans and other living organism s using natural
resources.
� Descriptions, charts, and graphics that describe how living organism s can cause changes in their
environment.
� Descriptions, charts, and graphics that describe how resources are recycled.
Scientific Vocabulary and Terms
(in addition to fifth gr ade vocabulary and terms)
� Terms that may be used:
adaptation
affect
camouflage
evolution
host
impact
natural selection
predator
prey
recycle
resource
� Terms that ma y be used with definitions or examples: thermal (heat), mimicry. � Terms that ma y not be used: � All terms allowed and re stricted under other learning targets apply to Changes in Matter and Energy.
Grade 8 Science Test and Item Speci fications page 37 of 65 September 17, 2002
CH03 1.3.7 Life Processes and th e Flow of Matter and Energy Yellow
Understand that individual organism s use matter and energy processes; understand the
mechanisms that accomplish these pr ocesses are complex, integrated, and regulated.
Item Characteristics
Given the fact that the total am ount of energy in a system does not change, items may ask students to:
a) Identify or describe how energy is transformed into energy or food for the growth of an organism.
b) Identify or describe how ener gy is transferred from organism to organism within a food chain.
c) Identify or describe the role of the Sun in energy for a food chain.
d) Identify or describe all of the places energy goes as it moves through a food chain.
e) Identify or describe the process of how nutrients are cycl ed through a food chain.
CH03 1.3.8 Biological Evolution
Describe how biological evolution accounts for species diversit y, adaptation, natural selection,
extinction, and change in organism s over time.
Item Characteristics
Given a diagram, drawing, or description of one or more objects, items may ask students to:
a) Identify or explain how natura l selection could lead to a change in species when given a major
environmental change.
b) Explain how the species could evolve from the same ancestor hen given sim ilarities in physical
structures among different species.
c) Identify or explain how the change could lead to the extinction of one species or the presence of a
new species given a major environm ental change.
d) Identify or describe the role of the fossil reco rd in helping us track th e evolution of species.
CH03 1.3.9 Interdepen dence of Life
Explain how organisms interact with their envi ronment and with other organism s to acquire
energy, cycle matter, influence behavior, and es tablish competitive or mu tually beneficial
relationships.
Item Characteristics
Given a description or picture of an ecosystem and so me of the species in it, items may ask students to:
a) Identify or describe how various fact ors sustain the health of the ecosyst em.
b) Identify or describe how incr eases or decreases in the population of one species in an ecosystem
can affect other species in the ecosystem.
c) Identify or describe how comp etition among speci es can affect the population of one or the other
species in an ecosystem.
d) Identify or describe one or mo re mutually beneficial relationsh ip am ong species in an ecosystem.
Grade 8 Science Test and Item Speci fications page 38 of 65 September 17, 2002
CH03 1.3.10 Environmental and Resource Issues Yellow
Understand how human societies� us e of natural resources affects the quality of life and the
health of ecosystems.
Item Characteristics
Given a description of the interplay between natural and human systems, items may ask students to:
a) Identify or describe how and why various human activities (e.g. consumpti on of natural resources,
waste management, urban growth, land use decisions, pesticide, herbicide, or fertilizer use) can
affect the health of the system.
Grade 8 Science Test and Item Speci fications page 39 of 65 September 17, 2002
X. ITEM DEVELOPMENT GU IDE for the Green
SKILLS and PROCESSES STRANDS
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
Generate questions that can be answer ed through scientific investigations
Item Format
Multiple choice item s may be used to assess this learning target.
Stimulus/Scenario Attributes
� All stimuli must includ e age- and grade-appropriate investigations.
� All form al or controlled investig ations must include a prediction ( hypothesis), ma terials, procedure,
and data section.
Scientific Vocabulary and Terms
(in addition to fifth gr ade vocabulary and terms)
� Terms that may be used:
controlled variable (k ept the same)
ma nipulated variable (changed)
prediction (hypothesis)
responding variable (measured)
valid
� Terms that ma y be used with definitions or examples: infer, inference � Terms that may not be used: � All terms allowed and re strict ed under the other learning targets apply to Questioning. Item Characteristics
Given a description of an invest igation, items may ask students to:
a) Identify the investigative question.
b) Select a new investigative question that can be answered using the same ma terials described in the
original investigation.
Grade 8 Science Test and Item Speci fications page 40 of 65 September 17, 2002
IP02 2.1.2 Designing and Conducting Investigations Green
Design, conduct, and evaluate scientific i nvestigations, using appropriate equipment,
mathem atics, and safety procedures.
Item Format
Multiple choice, short an swer, and extended response items may be used to assess this learning target.
Stimulus/Scenario Attributes
� All stimuli ma y include age and gr ade appropriate investigations.
� All form al or controlled investig ations must include a prediction ( hypothesis), ma terials, procedure,
and data section.
� All descriptions of scientific investigations must have either a clearly stated question that guides
the investigation or indication that the investigation was guided by a question.
� 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� students into
giving an incorrect response.
Stimuli must include:
� A brief description of background information about a scientific issue or phe nomenon related to the
investigation.
� Charts and graphics that show the results of a scientific investigation.
� Descriptions, charts, and graphics that show a repeated or relate d scientif ic investigation that
includes the results and conclusions.
� Diagrams or pictures of objects us ed in a scientific investigation.
Scientific Vocabulary and Terms
(in addition to fifth gr ade vocabulary and terms)
� Terms that may be used: mi croscope, meter stick, telescope
� Terms that ma y be used with definitions or examples:
� Terms that may not be used:
� All terms allowed and re strict ed under the other learning targets apply to Designing and
Conducting Investigations.
Item Characteristics
Given a complete description of an investigation, items may ask students to:
a) Design a second investigati on involving a minimal change.
b) Identify possible sources of error in the investigation.
c) Identify the ma nipulated (changed) variable.
d) Identify one controlled variable (kept the same).
e) Items ma y ask students to identify the responding variable (measured).
f) Items ma y ask students to identify safety require ments that would be need ed in the investigation.
Grade 8 Science Test and Item Speci fications page 41 of 65 September 17, 2002
IP03 2.1.3 Explanation Green
Use evidence from scientific inve stigations to think critically a nd logically to develop
descriptions, explanations, and predictions.
Item Format
Short answers and extended response items ma y be used to assess this learning target.
Stimulus/Scenario Attributes
� All stimuli ma y include age and gr ade appropriate investigations.
� All descriptions of scientific investigations must have either a clearly stated question that guides
the investigation or indication that the investigation was guided by a question.
� All descriptions of investigations must in clude the ma terials, procedure, and data.
� All tables, charts, and/or graphs must have in formative titles, appropria te labels, units, and
appropriate scales.
� Stimuli ma y include charts and graphics that sh ow the results of a sc ientific investigation.
� Stimuli ma y include descriptions, ch arts, and graphics that show a repeated or related scientific
investigation that includes the results and conclusions.
Scientific Vocabulary and Terms
(in addition to fifth gr ade vocabulary and terms)
� Terms that may be used:
compare
contrast
evidence
interpret
interpretation
opinion
relationship
� Terms that ma y be used with definitions or examples: � Terms that may not be used: � All terms allowed and restri cted under other learning targets apply to Explanation. Item Characteristics
Given a completed investigati on, items may ask students to:
a) Wr ite a conclusion. A standard item reads as follows:
Write a conclusion to the investigation.
Be sure to:
� Answer the inves tigative question.
OR
� Explain whether or not the prediction 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 interpretation based on results and support that inte rpretation 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 8 Science Test and Item Speci fications page 42 of 65 September 17, 2002
IP04 2.1.4 Modeling Green
Correlate models of behavior of objects, events, or processes to the behavior of actual things
under investigation; test mode ls by predicting and observing actual behaviors or processes.
Item Format
Multiple choice, short an swer, and extended response items may be used to assess this learning target.
Stimulus/Scenario Attributes
� All stimuli must includ e age and grade appropriate situations or phenomena.
Stimuli may include:
� Background inform ation about a scientific issue or phenomena.
� A description of a scientific phenomenon.
� Diagrams or graphics that show a model of a scientific phenomenon.
Scientific Vocabulary and Terms
� Terms that may be used: accu racy, image
� Terms that ma y be used with definitions or examples: metaphor
� Terms that ma y not be used: analogy, conceptual, construct
� All terms allowed and restri cted under other learning targets apply to Modeling.
Item Characteristics
Given an appropriate phenom ena or model for a phenomena, items may ask students to:
a) Identify or describe how a m odel can be used to investigate the phenomenon.
b) Describe how manipulating a m odel is an eff ective way to investigate the phenomena (i.e. an
Earth-Moon-Sun model to investigat e phases of the Moon or eclipses).
c) Identify or describe how to m odify the mode l to investigate predicted changes in a system.
d) Use geometric figures, numb er sequences, graphs , diagrams, number lines, or maps to make a
model of scientific systems, events , and processes in the real world.
e) Identify or describe simi larities/difference between a model and the actual phenomena.
Grade 8 Science Test and Item Speci fications page 43 of 65 September 17, 2002
IP05 2.1.5 Communication Green
Communicate scientific procedures , investigations, and explanations orally, in writing, with
computer-based technology, and in the language of mathematics.
Item Format
Short answer, and extended response items ma y be used to assess this learning target.
Stimulus/Scenario Attributes
� All stimuli must includ e age- and grade-appropriate investigations.
� All descriptions of scientific investigations must have either a clearly stated question that guides
the investigation or indication that the investigation was guided by a question.
� All descriptions of investigations must include the prediction (hypothesis), materials, procedure,
and data.
� All tables, charts, and/or graphs must have in formative titles, appropria te labels, units, and
appropriate scales.
� Stimuli may include summ aries of previous st udies on a given scientific issue or question.
� Stimuli ma y include charts and graphics that show the results of a scientific investig ation in
nume ric and/or descriptive form.
� Stimuli may descriptions , charts , and graphics that show a repeated or related scientific
investigation that includes the re sults.
� All grids to be used for student-generated graphs must include an inform ative title, scale(s), and
labels for axes.
Scientific Vocabulary and Terms
(in addition to fifth gr ade vocabulary and terms)
� Terms that may be used: summ arize
� Terms that ma y be used with definitions or examples:
� Terms that ma y not be used:
� All terms allowed and re strict ed under other learning targets apply to Communication.
Item Characteristics
Items may ask students to:
a) Write a summ ary of the data of an inve stigation. A standard item reads as follows:
Write a summ ary of the data from the investigation.
� Use your own words to report the data.
� Give data for all c onditions investigated.
b) Identify or describe limita tions to a given investigation.
c) Describe connections be tween the results, prediction (hypothesis), and phenomenon.
d) Explain the purpose of each st ep in a given investigation.
e) Identify or describe patterns found in results of an investigation.
Grade 8 Science Test and Item Speci fications page 44 of 65 September 17, 2002
IP06 2.2.1 Identifying Problems Green
Identify and exam ine common, everyday challeng es or problems in which science and/or
technology can be or have 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
� All stimuli must includ e age and grade appropriate situations.
Stimuli may include:
� Descriptions, charts, and/or graphics that include background inform ation about a
social/environmental problem re lated to scientific phenomena.
� Familiar ob jects or tools that have been invented through science and technology.
Scientific Vocabulary and Terms
(in addition to fifth gr ade 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 learning targets apply to Identifying Problems.
Item Characteristics
Given a social/environmental pr oblem, items may ask students:
a) Define the parts of the problem .
b) Identify or describ e the criteria for an acceptable solution to the problem.
Given a familiar tool or pr ocess developed through science, items may ask students to:
c) Determ ine how they help to solve problems or what kinds of problem s they can be used to solve.
d) Identify or describe what scientific process or principle is used in th eir design (e.g. identify a pry
bar as a lever).
e) Identify what scientific pr ocess or principle is at work as they function (e.g. a stretched spring in
terms of pus h/pull forces).
Grade 8 Science Test and Item Speci fications page 45 of 65 September 17, 2002
IP07 2.2.2 Designing and Testing Solutions Green
Identify, design, and test alternative solutions to a challenge or problem.
Item Format
Multiple choice or shor t answer items may be used to assess this learning target.
Stimulus/Scenario Attributes
� All stimuli must includ e age and grade appropriate situations.
Stimuli may include:
� Descriptions, charts, and/or graphics th at include background inform ation about a
social/environmental problem re lated to scientific phenomena.
� Scientific details on at le ast two proposed solutions to a social/environmental problem related to
scientific phenomena.
Scientific Vocabulary and Terms
(in addition to fifth gr ade 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 learning targets apply to Designing and Testing
Solutions.
Item Characteristics
Given a problem and a proposed scientif ic solution, items may ask students to:
a) Identify the constraints to im plementing proposed alternative solutions to a challenge or problem.
b) Draw simple m odels of proposed soluti ons to a social/environmental problem.
c) Identify or describe a so lution to a challenge or problem using engineerin g or technological design
processes.
Grade 8 Science Test and Item Speci fications page 46 of 65 September 17, 2002
IP08 2.2.3 Evaluating Potential Solutions Green
Compare and contrast multiple so lutions to a problem.
Item Format
Multiple-choice and shor t answer items may be used to assess this learning target.
Stimulus/Scenario Attributes
� All stimuli must includ e age and grade appropriate situations.
Stimuli may include:
� Descriptions, charts, and graphics that include background inform ation 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
(in addition to fifth gr ade 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 learning targets 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) Determine which solution was mo st effectiv e using criteria for evaluation and results.
c) Use scientific concepts or processes to modify the design or product to im prove its effectiveness.
Given a problem and the technology or design inte nded to solve the problem, items ma y ask students
how to:
d) Use scientific principles to improve the technology or design.
Grade 8 Science Test and Item Speci fications page 47 of 65 September 17, 2002
XI. ITEM DEVELOPMENT GU IDE for 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 other, to society, and to the workplace.
NC01 3.1.1 Intellectual Honesty
Understand the operational and ethical traditions of science and technology such as skepticism,
cooperation, intellect ual honesty, and proprietary discovery.
Item Format
Multiple choice and shor t answer items may be used to assess this learning target.
Stimulus/Scenario Attributes
� All stimuli must includ e age and grade appropriate investigation results.
Stimuli may include:
� A situation in which charts and graphics contain unexpected results from an investigation.
� Two investigations: one well developed and one with flaws, in cluding results and conclusions.
� A situation in which the researcher draws conclusions before results are obtained.
� A situation in which the researcher is placed in a situation where others � results differ substantially
from hers or his.
� A situation in which a person must decide whether to give credit for a discovery to the person who
first ma de the discovery but didn�t report it.
Scientific Vocabulary and Terms
(in addition to fifth gr ade vocabulary and terms)
� Terms that ma y be used: honesty, issue, unexpected
� Terms that ma y be used with definitions and examples:
� Terms that may not be used:
� All terms allowed and re stricted under other learning targets apply to Intellectual Honesty.
Item Characteristics
Given a description of a scientif ic investigation and result s, items may ask students to:
a) Identify an intellectually honest resp onse to questionable research results.
b) Identify a flaw in a scientific response to the research based on lim ited data or a flawed conclusion.
c) Differentiate between proof of and evidence for a theory or prediction (hypothesis) when given a
scientific situation.
Grade 8 Science Test and Item Speci fications page 48 of 65 September 17, 2002
NC02 3.1.1 Limitations of Science and Technology Blue
Understand that scientific inves tigation is limited to the natural world.
Item Format
Multiple choice item s may be used to assess this learning target.
Stimulus/Scenario Attributes
� All stimuli must includ e age- a nd grade-appropriate situations.
Stimuli may include:
� Descriptions of situations that contain a question that may or ma y not lead to a scientific
investigation.
� Descriptions of investigations that may or may not be appropriate for the dom ain of investigation.
Scientific Vocabulary and Terms
(in addition to fifth gr ade 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 learning targets apply to Limitations of Science and
Technology.
Item Characteristics
Given a clear description of the question or phenomenon, items ma y ask students to:
a) Identify the relationship between a question and the type of research.
b) Identify the relationship betw een the domain of research and the me thods used to investigate
questions (e.g. for astronomy, m odeling is used to investigate questions).
Grade 8 Science Test and Item Speci fications page 49 of 65 September 17, 2002
NC03 3.1.3 Dealing wi th Inconsistencies Blue
Provide mo re than one explanation for events or phenom ena; defend or refute the explanations
using evidence.
Item Format
Multiple choice, short an swer, or extended response items may be used to assess this learning target.
Stimulus/Scenario Attributes
� All stimuli must includ e age and grade appropriate investigations.
� All descriptions of scientific investigations must have either a clearly stated question that guides
the investigation or indication that the investig ation was guided by a question.
� All descriptions of investigations must in clude the ma terials, procedure, and data.
� All tables, charts, and/or graphs must have in formative titles, appropria te labels, units, and
appropriate scales.
Stim uli must include:
� Background inform ation about a scientific issue or phenomenon related to the investigation.
� Charts and graphics that show the results of a scientific investigation.
� Descriptions, charts, and graphics that show a repeated or relate d scientif ic investigation that
includes the results and conclusions.
� The procedure, data, and conclusions for two inve stigations or studies about the same phenomenon.
Scientific Vocabulary and Terms
(in addition to fifth gr ade 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 learning targets apply to Dealing with Inconsistencies.
Item Characteristics
Given a complete investigati on, items may ask students to:
a) Determ ine whether the conclusion is supported by the evidence and explain why, even when the
conclusions are inconsistent with prevailing views.
b) Identify or explain why the results from a single investigation are not conclusive about a
phenomenon.
c) Decide whether an investig ation is valid and explain why.
d) Identify or describe inconsistencies in the results from a second investigation.
e) Identify an alternative explanation of the results.
f) Identify or describe data that support alternative explanation of the results.
Given an appropriate diagram of an even t or phenomena, items may ask students to:
g) Defend or refute explanations for the event or phenomenon, using evidence.
Grade 8 Science Test and Item Speci fications page 50 of 65 September 17, 2002
NC04 3.1.4 Evaluating Methods of Investigation Blue
Describe how methods of inves tigation relate to the validity of scientific experiments,
observations, theoretical m odels, and explanation.
Item Format
Multiple choice, short an swer, or extended response items may be used to assess this learning target.
Stimulus/Scenario Attributes
� All stimuli must includ e age and grade appropriate investigations.
� All descriptions of scientific investigations must have either a clearly stated question that guides
the investigation or indication that the investigation was guided by a question.
� All descriptions of investigations must include the prediction (hypothesis), materials, procedure,
and data.
� All tables, charts, and/or graphs must have in formative titles, appropria te labels, units, and
appropriate scales.
� Stimuli mu st include background information about a scientific issue or phenom enon related to the
investigation.
Stimuli m ay include:
� Charts and graphics that show the results of a flawed scientific investigation; flaws may include
design flaws (e.g. design doesn�t fit with question; obvious flaws in converting observations to data
tables, graphs, charts).
� Descriptions of an investigation with results that are incons istent with previous findings.
Scientific Vocabulary and Terms
(in addition to fifth gr ade vocabulary and terms)
� Terms that may be used:
� Terms that ma y be used with definitions or examples:
� Terms that ma y not be used:
� All term s allowed and restricted under other learning targets apply to Evaluating Methods of
Investigation.
Item Characteristics
Given a complete investigati on, items may ask students to:
a) Identify or explain whether the data suppor ts the given conclusion when given a complete
investigation.
b) Identify faulty reasoning in the conclusions or explanations (e.g. opinions, unrelated evidence, lack
of controls, lack of randomness in assignment during experiments) when given conclusions or
explanations made about a scientific phenomenon.
Grade 8 Science Test and Item Speci fications page 51 of 65 September 17, 2002
NC05 3.1.5 Evolution of Scientific Ideas Blue
Explain how scientific theo ry, prediction (hypothesis), generation, experimentation, and
observation are interrelated and m ay lead to changing ideas.
Item Format
Multiple choice and shor t answer items may be used to assess this learning target.
Stimulus/Scenario Attributes
� All stimuli must includ e age and grade appropriate situations.
Stimuli may include:
� Descriptions of situations, charts, or graphics that contain background inform ation regarding
history of a scientific idea.
� Descriptions of situations in which scientific evidence is used to support a theory or explain a
phenomenon.
Scientific Vocabulary and Terms
(in addition to fifth gr ade 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 und er other learning target s apply to Evolution of Scientific Ideas.
Item Characteristics
Given a clear description of the question or phenomenon, items ma y ask students to:
a) Identify why multiple tests are needed before accepting a scientific idea.
b) Evaluate whether sufficient evidence is provide d to support a scientific prediction (hypothesis)
when given a description of an investigation.
c) Identify an appropriate response when given a description of an accepted scientific explanation
supported by substantial evidence that is contradicted by new evidence.
Grade 8 Science Test and Item Speci fications page 52 of 65 September 17, 2002
NC06 3.2.1 All People Contribute to Science and Technology Blue
Know that science and technology have been developed, used, and affected by ma ny diverse
individuals, cultures, and societies throughout human history.
Classroom-based Assessment Only
NC07 3.2.2 Relationship of Science and Technology
Compare and contrast scientific inquiry and technological design in terms of activities, results,
and influence on individuals and society; know that science supports technological
development and vice versa.
Item Format
Multiple choice, short an swer, and extended response items may be used to assess this learning ta rget.
Stimulus/Scenario Attributes
� All stimuli must includ e age and grade appropriate situations.
� Stimuli ma y include descriptions of situations, charts, and gr aphics that show technological
developm ent supporting science and/or scie nce supporting technological development.
� Stimuli ma y include descriptions of situations, charts, and graphics that de pict a social or
environm ental problem.
Scientific Vocabulary and Terms
(in addition to fifth gr ade 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 learning targets apply to Relationship of Science and
Technology.
Item Characteristics
Given a clear description of the question or phenomenon, items ma y ask students to:
a) Identify or describe an example of the diffe rent purposes of technology and research given an
appropriate description of the area of focus.
b) Describe the similarities and differences between technological design and scientific inquiry in
terms of their ultimate purposes.
c) Identify or describe how technol ogy supports scientific investigations.
d) Identify or describe how scientific research supports technology in specif ic fields of work (e.g.
architecture, engineering, medicine, agriculture, manu facturing, creating energy).
e) Explain how both science and technology infl uence solutions to problem s in the world (e.g.
me dicine, agriculture, energy shortages).
NC08 3.2.3 Careers and Occupations Using Science, Mathematics, and Technology
Investigate the use of science, ma thematics, and technology within occupational/career areas of
interest.
Classroom-based Assessment Only
Grade 8 Science Test and Item Speci fications page 53 of 65 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.
Grade 8 Science Test and Item Speci fications page 54 of 65 September 17, 2002
Nature of Science and Science, Technology & So ciety (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.
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
Grade 8 Science Test and Item Speci fications page 55 of 65 September 17, 2002
Application of Science Concepts: (continued)
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
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 addresses most aspects of the task
� gives expected, detailed, and comp lete analysis, interpretation, 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, interpretation, 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, interpretation, evaluation, prediction from, comp arison and/or contrast of
scientific information from a gi ven investigation or problem situ ation, 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
Grade 8 Science Test and Item Speci fications page 56 of 65 September 17, 2002
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, symbols, and conv entions
� 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 understand able
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 m odels, using scientific and mathematical terms, symbols; there ma y be mi nor errors in
conventions, terms, or symbols
� supports for explanations a nd justifications are evident but not always clear
� understandably presents arguments and rationales
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, gr aphs, tables, visual models have
several problems with incorrect or missing conventions, symbols, and/or incorrectly used terms
� supports for explanations and justifications 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, gr aphs, tables, visual models are
confusing, incomp lete, and/or have many probl ems with incorrect or missing conventions,
sym bols, and/or incorrectly used terms
� supports for explanations a nd justifications are missing
� argum ents and rationales are vague or missing
Grade 8 Science Test and Item Speci fications page 57 of 65 September 17, 2002
Nature of Science and Science, Technology & So ciety (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, co mp 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 appropriate, well-chosen, specific evidence
3 Meets most
relevant criteria
� response is thorough and addresses most aspects of the task
� gives expected, detailed, and comple te analysis, comparison and/or co ntrast of results from one or
more given investigations
� gives expected critique and/or evaluation of procedures and claims
� detailed analysis of influences on outcomes is mo stly accurate
� most ideas supported with appropriate, 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 evaluation of procedures and claims with significant flaws
� analysis of influences on outcomes has significant errors
� attemp ts at support use genera lities rather than evidence
Grade 8 Science Test and Item Speci fications page 58 of 65 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 design a scientific investigation. The student
designs an investigation that earns Q value points for a four-point response.
Question: (0-2 value point)
Prediction (Hypothesis): (1-2 value points)
Materials: (1-2 value points)
Procedure: (up to 6 value points, 1 per bulleted feature)
� The steps of the investig ation are logical.
� At least one variab le is identified or implie d controlled, kept the same, or constant.
� A variable is identified or implied as manipulated, inde pendent, or changed.
� A variable is identified or implied as responding or dependent.
� Measurements are repeated, m ore than trail is planned.
� Measurem ents are recorded periodic ally throughout the investigation.
Note : If a student ma kes up a new, different quest ion than the ones given, points may be awarded
for an accurate design for the student�s question.
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 8 Science Test and Item Speci fications page 59 of 65 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.
A
10
th
Grade
abiotic
absorption
amplitude
asexual
atmospheric
atomic number
8
th
Grade
acceleration
accuracy
adaptation
affect
applied force
artery
atmosphere
attract
5
th
Grade
acquired
air
amount
amount of time
B
10
th
Grade
biotic
8
th
Grade
blood vessel
body of water
5
th
Grade
balance scale
bone
brain
C
10
th
Grade
celestial
cell membrane
cell nucleus
cell wall
circulatory system
constraint
contraction
controlled variable
criteria
8
th
Grade
camouflage
carbon dioxide
cell
charge
chemical
circuit
cold-blooded
compare
conduction
contrast
controlled variable (kept the same )
convection
conversion
core
crust
5
th
Grade
cause
cell
centimeter (cm)
characteristic
chart
classify
climate
color
conclude
conclusion
condensation
condense
consumer
continent
cycle
Grade 8 Science Test and Item Speci fications page 60 of 65 September 17, 2002
D
10
th
Grade
diffusion
digestive system
diversity
8
th
Grade
density
description
5
th
Grade
data
decomposer
depend
describe
design
diagram
direction
E
10
th
Grade
electrical charge
electrical force
electron shell
endocrine system
energy chain
expansion
experiment
experimental control
8
th
Grade
electron
ecosystem
electrical force
environment
evidence
evolution
5
th
Grade
Earth
earthquake
echo
effect
egg
electrical
electricity
energy
energy of motion
erosion
eruption
evaporate
evaporation
event
explain
explanation
F
10
th
Grade
family of elements
frictional force
8
th
Grade
frequency
friction
factor
5
th
Grade
fair test
feet
flower
food
food chain
force
forest
fossil remains
fossil
freeze
function
Grade 8 Science Test and Item Speci fications page 61 of 65 September 17, 2002
G
10
th
Grade
galaxy
gravitational force
8
th
Grade
genetic
groundwater
5
th
Grade
gas
glacier
gram
graph
grassland
gravity
H
10
th
Grade
honesty
hormone
host
hydrosphere
hypothesis
8
th
Grade
heat
5
th
Grade
hand lens
hardness
heart
heat energy
I
10
th
Grade
impact
inconsistent
infer
inference
interference
investigative control
investigative design
investigative question
8
th
Grade
igneous
image
interpret
interpretation
intestine
issue
5
th
Grade
identify
inch (in)
inclined plane
invent
invention
investigate
investigation
inherited
K
10
th
Grade
kinetic energy
8
th
Grade 5
th
Grade
kilogram (kg)
kilometer (km)
Grade 8 Science Test and Item Speci fications page 62 of 65 September 17, 2002
L
10
th
Grade
law
logical
8
th
Grade
landslide
landmass
5
th
Grade
lake
leaf
lever
liquid
liter (L)
living
lung
M
10
th
Grade
magnetic pole
manipulated variable
mechanical energy
metaphor
meteorology
8
th
Grade
magnetic force
magnetism
manipulated variable (changed)
mantle
mass
matter
metamorphic
meter stick
microscope
millimeter (mm)
minerals
mixture
5
th
Grade
machine
magnetic
magnifying glass
material
melt
meter (m)
mile (mi)
milliliter (mL)
model
molecule
Moon
mountain
muscle
N
10
th
Grade
neurological system
neutron
nuclear energy
nuclear fission
nuclear force
nuclear fusion
8
th
Grade
natural selection
nitrogen
nucleus
5
th
Grade
nonliving
nutrient
Grade 8 Science Test and Item Speci fications page 63 of 65 September 17, 2002
O
10
th
Grade
offspring
ova
8
th
Grade
opinion
organ
5
th
Grade
object
observe
observation
ocean
orbit (revolve)
orbit (revolution)
organism
organize
ounce
oxygen
P
10
th
Grade
parasite
periodic table
phase change
photosynthesis
pistil
potential energy
principle
proton
8
th
Grade
particle
pattern
predator
prediction (hypothesis)
prey
property
5
th
Grade
part
pattern
picture
pitch
plan
planet
pound
precipitation
predict
prediction
problem
procedure
process
producer
property
pull
pulley
push
Q
10
th
Grade 8
th
Grade 5
th
Grade
question
Grade 8 Science Test and Item Speci fications page 64 of 65 September 17, 2002
R
10
th
Grade
radiation
refract
refraction
relationship
reproduce
reproduction
reproductive system
research question
respiratory system
responding variable
8
th
Grade
recycle
reflect
reflection
relationship
relative position
relative speed
repel
report
resource
responding variable (measured)
river system
rock cycle
5
th
Grade
rate
report
reproduce
reproduction
result
river
root
S
10
th
Grade
scattering
scavenger
sexual
skeletal system
skeptical
solubility
solute
solvent
sperm
spherical
spinal cord
spore
stamen
state
state of matter
succession
8
th
Grade
scientist
sedimentary
solar system
solution
specialized
sphere
stomach
stored energy
subsystem
summarize
5
th
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 8 Science Test and Item Speci fications page 65 of 65 September 17, 2002
T
10
th
Grade
theory
thermal
thermal energy
topography
transformation
transmission
8
th
Grade
telescope
tissue
transfer
transmit
5
th
Grade
table
temperature
texture
thaw
thermometer
tool
U
10
th
Grade 8
th
Grade
unexpected
5
th
Grade
V
10
th
Grade
validate
validity
8
th
Grade
valid
vein
volume
5
th
Grade
vapor
variable
variable changed (manipulated)
variable kept the same (controlled)
vibration
volcano
W
10
th
Grade
wind direction
wind speed
wind current
work
8
th
Grade
warm-blooded
water table
wavelength
weathering
wind direction
wind speed
5
th
Grade
waste
water
weather
weight
wind
X
10
th
Grade 8
th
Grade 5
th
Grade
Y
10
th
Grade 8
th
Grade 5
th
Grade
yard
Z
10
th
Grade 8
th
Grade 5
th
Grade