WASL
Washington Assessment

WASL

WASL

Washington Assessment

Washington Assessment

of Student Learning

A Component of the Washington State Assessment Program

Science

Test and Item

Specifications

Grade 10

September 17, 2002

Grade 10 Test and Item Specificatio ns page 1 of 67 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 Ch oice 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 10 Test and Item Specificatio ns page 2 of 67 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 and Space 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 10 Test and Item Specificatio ns page 3 of 67 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 10 Test and Item Specificatio ns page 4 of 67 September 17, 2002

I. PURPOSE of ASSESSMENT TOOL

The purpose of this assessme nt tool is to m easure Washington tenth grade students� level of

proficiency in Benchmar k 3 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, space, and life scien ces. 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 10 Test and Item Specificatio ns page 5 of 67 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 10 Test and Item Specificatio ns page 6 of 67 September 17, 2002

III. TEST CONTENT ORGANI ZATION and CRITERION

The test forms for the tenth-grad e science test wi ll consist of 45 items, resu lting in 66 points per form.

Items will be written at a reading level appropriate for a tenth-grade audience. Test form s will include

four to six scenarios with five to eight items a ssociated 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 items and extended

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

Grade 10 Test and Item Specificatio ns page 7 of 67 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:

1. Item Code: a num ber for tracking purpose

2. Item Order in Scenario

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

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

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

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

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

7. Grade Level: 10, 8, or 5

8. Cognitive Le vel: (Category I or II)

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

10. Keyed Correct Answer Key

11. Word count and reading level from Microsoft Word

12. Latest Revision Date

13. Pilot Year and Form

14. Data Review Date

15. Fairness Review Date

16. Content Review Date

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

Grade 10 Test and Item Specificatio ns page 8 of 67 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 the following proportions: tw elve multiple-choice, six

short-answer, and one or two extended responses.

Test Scoring

Each multiple-choice ite m 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 10 Test and Item Specificatio ns page 9 of 67 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 & Characteristics

(5 targets on red pages)

conceptual understanding (I)

application/analysis (II)

1-2

0-1

1-3

6-8

SI Systems & Interconnections

(10 targets on oran ge pages)

conceptual understanding (I)

application/analysis (II)

2-3

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

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

28-30

NC Nature & Contexts

of Science & Technology

(8 targets on blue pages)

nature of science

science, technology,

& society

1-2

0-1

10-12 60%

Total Number of Items 30 12 3 45

Total Number of Points 30 24 12 66

Grade 10 Test and Item Specificati ons page 10 of 67 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 350 words.

5. Scenarios will not be a reading burden, written at 8

grade level.

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

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

that does not allow air in or out).

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

not forced, connections.

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

descriptio n).

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

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

mi sleading. Avoid titles that may have copyright issues.

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

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

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

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

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

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

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

points, 1.5 to 2 spaces).

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

19. Diagrams should be high quality with labels.

a. Bolded titles should be included as n eeded 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 10 Test and Item Specificati ons page 11 of 67 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 40 (i.e. 4x10, 5x8).

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 developm ent, scenarios must have a summar y sheet illustrating the desi gn of the scenario and

accompanying items as follows.

Title: Grade: 10

Description:

EALR Strand, Learning Target,

and Item Characteristic

Systems

Inquiry &

Problem Solving

Item Type

Item Description

Properties and

Characteristics

Systems and

Interconnections

Changes in

Matter & Energy

Inquiry and

Problem Solving

Nature and

Context Multiple Choice

Short Answer Extended Response

Note: Items must cover more than on e EALR strand

Total

Ideal Totals 3 to 6 1 to 2 1 to 0

Grade 10 Test and Item Specifications page 12 of 67 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 f ifth 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) sh all be the focus of the

assessment rather than vocabular y 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. Item s should elicit rich thinking even in multiple-choice items. 11. Item s 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 th e procedures and 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 10 Test and Item Characteristics 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,

Hypothesis, Materials, Procedure, Data, and Conclusion. The �Ques tion� and �Conclusion� sections

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

6. The Hypothesis mu st be included 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 succinct , approximately eight steps.

9. Procedures should state or im ply the following variables: controlled, ma nipulated (independent),

responding (dependent).

10. The investigation should include a control condition, an unchanged i nvestigative situation to serve

as a basis for comparison.

11. Procedures should describe how often measurements are taken.

Grade 10 Test and Item Characteristics 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 controlled, manipulat ed (independent), and responding (dependent).

5. Identify a control condition in an investigation as an unchanged situation to serve as a basis for

comparison.

6. Explain how an investigation is a fair test of a hypothesis or a cause-effect relationship.

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

inquiry.

8. 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.

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

AND

� Give data from the table to support your conclusion.

9. Identify safety precautions in investigations.

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

11. Summ arize an investigation to describe the da ta or results. This summary is different from a

conclusion.

12. Design tests to answer questions such as, �What chem ical is in the container?�

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

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

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

similar investigation.

Grade 10 Test and Item Characteristics page 15 of 65 September 17, 2002

Systems Scenarios

System s scenarios developed for these assessments are to conform to the following c onsiderations.

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 fo llowing 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 10 Test and Item Characteristics page 16 o f 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 10 Test and Item Characteristics 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 precede 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 10 Test and Item Characteristics 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 10 Test and Item Characteristics page 19 of 65 September 17, 2002

Extended Response Only 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 three level scoring guide (0�2); students ma y receive full

credit, partial credit, or no credit.

11. Extended response items will be scored with a fi ve 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 10 Test and Item Characteristics page 20 of 65 September 17, 2002

VII. ITEM DEVELOPMENT GUIDE for the Red

PROPERTIES and CHARACTERISTIC ST RAND

PC Strand Properties and Ch aracteristics of Systems

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 Attributes

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

Stimuli may include:

� The periodic table of elem ents.

� Common elements and com pounds described in words and conventional symbols (e.g. CO

, H

NaCl).

� Two-dimensional tim e/distance grids that repres ent relative positions, motions, and speed of

objects.

� Graphics of tools, such as rulers, balances, spring scales, and thermome ters, to measure length, area,

mass, weight, density and volume.

� 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 and eight h grade vocabulary and terms)

� Terms that may be used:

absorption

amplitude

atomic number

electron shell

family of elements

interference

neutron

periodic table

proton

radiation

refract

refraction

scattering

solubility

solute

solvent

� 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 targets at this and all pr evious grade levels

apply to Properties and Characteristics.

Grade 10 Test and Item Characteristics page 21 of 65 September 17, 2002

PC01 1.1.1 Properties of Substances Red

Examine the basis for the structur e and use of the periodic table

Item Characteristics

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

a) Use the periodic table to identify or name el ements that have the same properties as a given

element.

b) Describe what atomic change causes atomic number to increase.

c) Describe the properties shared by elements in a given vertical column (groups or families) of the

periodic table.

d) Predict the properties of elem ents based on th eir vertical location (groups or families) on the

periodic table.

PC01 1.1.2 Motion of Objects

Describe the average speed, direction of motion and acceleration of objects.

Item Characteristics

Given a graph, picture, table, or description of movement over time in a straight line, items may ask

students to:

a) Determine the average sp eed for a given unit of time.

b) Determine the direction of mo tion for a specific interval of time.

c) Determine the average accel eration of the object for a specific interval of time.

PC01 1.1.3 Wave Behavior

Describe relations between wavelength, speed, and frequency for water waves; describe ways

in which water waves, wa ves on springs, and the phenomena of sound and light exhibit wave-

like behavior.

Item Characteristics

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

a) Identify or describe what happens to sound or light as the frequency of wavelengths increases over

tim e when given a picture of a sound or light wave pattern.

b) Identify or describe what happens to the speed, frequency, or direction of wavelengths in different

mediums.

c) Identify or describe the re lationship between speed, amplitude, and frequency of wavelengths and

energy.

d) Identify or describe simila rities and/or differences between light, sound, and water waves.

Grade 10 Test and Item Characteristics page 22 of 65 September 17, 2002

PC02 Earth and Space Science Properties 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 stim uli must be age and grade ap propriate 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.

� Tables or charts that desc ribe the chemical composition of Earth materials, including rocks,

minerals, soils, water, and atmo spheric gases.

� Descriptions of situations wherein humans in teract with and/or use of Earth m aterials.

Scientific Vocabulary and Terms

(in addition to fifth and eighth grade vocabulary and terms)

� Terms that ma y be used: wind current

� 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 targets at this and all pr evious grade levels

apply to Properties and Characteristics.

PC02 1.1.4 Nature and Properties of Earth Materials

Correlate the chemical com position of Earth ma terials � rocks, soils, water, gases of the

atmo sphere � with properties that determine their use to humans.

Item Characteristics

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

a) Identify or describe why the total amount of a specific element rema ins constant in Earth�s system

when given a situation in which one or more el em ents undergo a change of state (e.g. burning of

wood).

b) How and/or why resources are useful to humans when given these Earth resources (e.g. fossil fuel,

metal, mineral, gems) with distinc tive physical and chemical properties.

Grade 10 Test and Item Characteristics page 23 of 65 September 17, 2002

PC03 Life Characteristics Red

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

Item Format

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

Stimulus Attributes

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

� Stimuli ma y include descriptions, charts, and graphics of the stru ctural, cellular, biochemical or

genetic characteristics of plants and animals.

Scientific Vocabulary and Terms

(in addition to fifth and eight h grade vocabulary and terms)

� Terms that may be used:

abiotic

biotic

circulatory system

digestive system

endocrine system

neurological system

ova

photosynthesis

reproductive system

respiratory system

skeletal system

sperm

spore

� Terms that ma y be used with definitions or examples: � Terms that ma y not be used: � All term s allowed and restricted und er other learning targets at this and all pr evious grade levels apply to Properties and Characteristics.

PC03 1.1.5 Basis of Biological Diversity Classify organism s into distinct groups according to structural, cellular, biochemical, and genetic characteristics Item Characteristics

Given background inform ation as to the evolutionary hi stories of several curren tly living species, items

may ask students to:

a) Identify related organisms.

b) Explain why different organisms are related.

c) Classify organism s based on their shared physical characteristics, reproduc tive processes, cellular

characteristics, and/or functional processes (respiratory, circulatory, endo crine, digestive, etc.)

systems when given background info rmation about different species.

Grade 10 Test and Item Characteristics page 24 of 65 September 17, 2002

VIII. ITEM DEVELOPMENT GUIDE for the Orange

SYSTEMS and INTERCONNECT IONS STRAND

SI Strand Systems an d Interconnections within and among them

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

Analyze physical systems, incl uding inputs and outputs of a system and its subsystems. *

SI02 1.2.1 Earth and Space Systems

Analyze Earth and space system s, including inputs and outputs of a system and its subsystems. *

SI03 1.2.1 Living Systems

Analyze living system s, including inputs and outputs of a system and its subsystems. *

SI04 1.2.1 Integrated Systems

Analyze physical, Earth, space, and /or living sy stems, including inputs and outputs of a system

and its subsystems. *

*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, electrical or biological

system, items ma y ask students to:

a) Describe the parts or components of a system.

b) Describe a subsystem wi thin a system.

c) Analyze the interconnections between the parts of a system.

d) Describe the inputs, and outputs of a system.

e) Analyze the transfers and/or transformations within a system.

Grade 10 Test and Item Characteristics page 25 of 65 September 17, 2002

SI01 Physical Systems Orange

Recognize the com ponents, 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 student s are asked to describe parts of a system and

analyze how the parts of the system in teract and/or depend upon one another.

Stimulus/Scenario Attributes

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

Stimuli may include:

� Graphics that show interactions between di fferent physical system s including subsystems.

� Pictures or descriptions of objects or matter in different energy states.

� 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)

� Simple diagrams of atom ic structures including electrons, neutrons, and protons.

Scientific Vocabulary and Terms

(in addition to fifth and eighth grade vocabulary and terms)

� Terms that may be used:

contraction

diffusion

kinetic energy

mechanical energy

nuclear energy

phase change

potential energy

state

state of matter

thermal energy

transformation

work

� 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 targets at this and all pr evious grade levels apply to Systems and Interconnections

SI01 1.2.2 Energy Sources and Kinds Understand many form s of energy as they are found in common situations on Earth and in the universe.

Item Characteristics

Given a description, picture, or diagram of interactions among differe nt physical systems, items may

ask students to:

a) Describe the kinetic or potentia l energy of the parts of a system.

b) Describe the therma l (heat) energy of a system, subsystems, or parts of a system.

c) Describe the work done to or by a system.

Grade 10 Test and Item Characteristics page 26 of 65 September 17, 2002

SI01 1.2.3 Energy Transfer and Transformation Orange

Understand that total energy is energy is conserved: analyze decreases and increases in energy

during transfers in terms of total energy conservation.

Item Characteristics

Given a labeled picture or labeled diagram of a physical system (m echanical, electrical, magnetic,

thermal (heat), nuclear, chemical, light, sound, etc.) its parts and subsystems, items may ask students

to:

a) Describe or explain conditions likely to increase or decrease the amount of potential or kinetic

energy of the parts of a system.

b) Describe or explain conditions likely to increase or decrease the am ount of thermal (heat) energy of

the parts or subsystems of a system .

c) Identify or describe how chemical or nuc lear reactions give off energy in a system.

d) Describe how transformations result in thermal energy and how thermal energy is transferred

within and among systems.

e) Identify or describe what happens to the syst em�s total energy as it m oves from one part of the

system to another.

f) Determine whether the system is an open or closed system.

g) Describe how electrical charge or energy moves through a system.

h) Describe how a wave�s energy (sound, light , etc.) m oves through and between systems.

SI01 1.2.4 Structure of Matter

Relate the structural charact eristics of atoms to the pr inciples of atomic bonding.

Item Characteristics

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

a) Describe the role of the el ectrons, neutrons, and/or protons in the atom or between atoms.

b) Describe the characteristics of electrons, neutrons, and/or protons.

c) Identify or describe what occurs at the electron level during atom ic bonding.

d) Identify or describe what conditions are n ecessary for the given mo lecule to be stable.

e) Describe the cause of the decay.

Grade 10 Test and Item Characteristics page 27 of 65 September 17, 2002

SI01 1.2.5 Physical and Chemical Changes Orange

Analyze and explain the factors that affect physical and chemi cal changes and how matter and

energy are conserved in a closed sy stem.

Item Characteristics

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

a) Describe whether the system is an open or closed system.

b) Describe the effect of differ ent factors (pressure, temperature, nuclear stability, surface area) upon

a rate of change.

c) Describe wh at changes take place at the molecular level during a phase change.

d) Describe the effects of differe nt factors (atmospheric pressure, temp erature, nuclear stability) on

physical change, chem ical change, or nuclear change.

e) Determ ine whether the change is a physical change, chem ical change, or nuclear change.

f) Identify or describe why the total mass and/ or the total atomic weight rema ins the same.

Grade 10 Test and Item Characteristics page 28 of 65 September 17, 2002

SI02 Earth and Space Systems and Interactions Orange

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

interconnections within and am ong them.

Item Format

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

Extended response items m ay be used only when student s are asked to describe parts of a system and

analyze how the parts of the system in teract and/or depend upon one another.

Stimulus/Scenario Attributes

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

Stimuli may include:

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

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

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

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

� Graphics or data that show Earth in rela tion to other planets in the solar system.

Scientific Vocabulary and Terms

(in addition to fifth and eighth grade vocabulary and terms)

� Terms that may be used:

atmospheric

celestial

expansion

galaxy

hydrosphere

spherical

topography

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

� Terms that may not be used:

� All term s allowed and restricted und er other learning targets at this and all pr evious grade levels

apply to Systems and Interconnections

SI02 1.2.6 Components and Patterns of Earth Systems

Explain how natural processes determine patterns and arrangements of continents, landfor ms,

and oceans; explain how the theory of plate te ctonics accounts for move ment of continents,

landforms, and oceans over time.

Item Characteristics

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

a) Describe the interactions am ong the parts of Earth�s system(s), such as the atmosphere and the

hydrosphere (weather) or the hydrosphere and the lithosphere (p late tectonics/rock cycle).

b) Identify or describe sources of Eart h�s internal or external thermal energy.

c) Identify or describe the processes that cau se the movement of mate rial on Earth�s surface.

Grade 10 Test and Item Characteristics page 29 of 65 September 17, 2002

SI02 1.2.7 Components of the Solar Systems and Beyond Orange

Understand the solar system as part of a galaxy as part of an expanding universe composed of

immense numbers of stars, ga laxies, and celestial bodies.

Item Characteristics

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

a) Describe role of gravity in intera ctions among parts of the solar system.

b) Identify or describe how the Big Bang theo ry explains form ation of stars and planets.

c) Identify factors that are thought to be comm on am ong all stars or factors that are unique to

different stars.

d) Identify or describe stag es of the life cycle of a star.

e) Identify or describe the next or proceeding st age of a star�s lif e cycle when given one stage.

f) Identify or describe what changes occur as th e star moves from one stage of its life cycle to

another.

Grade 10 Test and Item Characteristics page 30 of 65 September 17, 2002

SI03 Living Systems Orange

Recognize the com ponents, structure, and organizat ion of living 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 student s are asked to describe parts of a system and

analyze how the parts of the system in teract and/or depend upon one another.

Stimulus/Scenario Attributes

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

Stimuli may include:

� Diagrams or pictures of parts of plant subsystems (e.g. flower, leaf, stem; 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; sk in; mouth, teeth, esophagus, stomach, intestines).

� Descriptions and graphics that show an offspring and its parent(s).

� Descriptions and graphics that describe genetic information.

� Descriptions, charts, and graphics that describe an organism�s charac teristics that have been

influenced by its environment.

Scientific Vocabulary and Terms

(in addition to fifth and eighth grade vocabulary and terms)

� Terms that may be used:

asexual

cell membrane

cell nucleus

cell wall

hormone

offspring

pistil

reproduce

reproduction

reproductive system

sexual

spinal chord

stamen

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

� Terms that may not be used:

� All term s allowed and restricted und er other learning targets at this and all pr evious grade levels

apply to Systems and Interconnections

SI02 1.2.8 Structure and Organization of Living Systems

Understand that specific genes re gulate the functions performed by structures within the cells

of multi-cellular organisms.

Item Characteristics

Given a labeled picture or labeled diagram of a li ving system (or cell), item s may ask students to:

a) Identify or describe how speci alization of cells defi nes different functions of the parts of living

systems.

b) Identify or describe different cell pr ocesses controlled by th e parts of the cell.

Grade 10 Test and Item Characteristics page 31 of 65 September 17, 2002

SI02 1.2.9 Molecular Basis of Heredity Orange

Describe how genetic inform ation (DNA) in the cell is controlled at the molecular level and

provides genetic continu ity between generations.

Item Characteristics

Given a labeled picture or labeled diagram of a li ving system (or cell), item s may ask students to:

a) Identify or describe how speci alization of cells defi nes different functions of the parts of living

systems.

b) Identify or describe how genes influence specialization of cells.

c) Identify or describe how genes are combin ed from egg and sperm to create offspring.

d) Identify or describe the role of chromo somes in determ ining the sex of an offspring.

e) Identify or describe the relati onship between genes and chromosomes.

f) Identify or describe an exam ple of how gene combinations can lead to positive or negative

outcomes for an organism.

SI02 1.2.10 Human Biology

Compare and contrast th e specialized structur al and functional systems that regulate and

maintain human growth and developm ent, and maintain health.

Item Characteristics

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

a) Describe how the system helps maintain human health.

b) Identify or describe the role of the systems in human growth and developm ent.

c) Identify or describe the role of hormone s in regulating the processes of the system.

d) Items ma y ask students to identify the major f unctions of the pituitary, hypothalamu s, or thyroid

glands in supporting human growth, development, or health.

e) Identify or explain the role of the immune system in fighting disease when given a human illness

caused by microorganisms.

f) Identify or explain the ro le of the immune syst em in causing the illness when given a human illness

caused by a breakdown of the immune system.

g) Identify or describe the f unctions of the ner vous system that are crit ical to human survival.

h) Identify or describe the role of the ne rvous system in maintaining hum an body systems.

i) Identify or predict the potential effects of th e drug mimicking or blocki ng neurotransmitters brain

function.

j) Explain how environm ental factors can affect normal embryo development.

Grade 10 Test and Item Characteristics page 32 of 65 September 17, 2002

IX. ITEM DEVELOPMENT GUIDE for the Yellow

CHANGES in MATTER and ENER GY STRAND

CH Strand Change in Matter and Energy in and among Systems

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

CH01 Changes in Matter and Energy in Physical Systems

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 target.

Stimulus/Scenario Attributes

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

Stimuli may include:

� Graphics that show various forces, the direction of a force, or the effects of a force.

� Graphics showing magnetic fo rces, electrical forces , or forces from colliding or moving objects

Scientific Vocabulary and Terms

(in addition to fifth and eighth grade vocabulary and terms)

� Terms that may be used:

electrical charge

electrical force

frictional force

gravitational force

magnetic pole

nuclear force

� Terms that ma y be used with examples or definitions: � Terms that ma y not be used: normal force CH01 1.3.1 Nature of Forces Identify various forces and their relative magn itudes; explain everyday si tuations in terms of force.

Item Characteristics

Given a labeled picture or labeled diagram of an appropriate physical system, items may ask students

to:

a) Identify or describe the fo rces acting on an object.

b) Describe the sum of all forces acting on an object.

c) Describe the effect of the direction and magnitude of for ce acting on an object.

d) Identify, describe, or predict th e forces between electrical charges.

e) Identify, describe, or predict the forces between magnetic poles.

Grade 10 Test and Item Characteristics page 33 of 65 September 17, 2002

CH01 1.3.2 Forces to Ex plain Motion Yellow

Explain the effects of unba lanced forces in changing the direction of motion.

Item Characteristics

Given a labeled picture or labeled diagram of an appropriate physical system, items may ask students

to:

a) Identify or describe the ma gnitude and directi on of a force needed to speed up an object with a

given ma ss in a given distance or time.

b) Identify or describe the ma gnitude and directi on of a force needed stop an object within a given

distance or time.

c) Describe the forces acting on an object trav eling a constant speed in a stra ight line.

d) Describe the forces acting on an object traveling a constant speed in a circular path or orbit.

e) Identify or describe the ma gnitude and direction of a force needed turn an object given the mass of

the object and the desired turning arc or orbit.

Grade 10 Test and Item Characteristics page 34 of 65 September 17, 2002

CH02 Changes in Matter and Energy in Earth and Space Systems Yellow

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

energy.

Item Format

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

Stimulus/Scenario Attributes

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

Stimuli may include:

� Simplified graphics that show landforms of Earth.

� Pictures, charts and grap hics showing or represen ting changes that occur to the surface of Earth.

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

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

temp eratures, wind directions, wind speed).

� Pictures, diagrams or descripti ons of nebulae, a �Big Bang�, star s, and other celestial events.

Scientific Vocabulary and Terms

(in addition to fifth and eighth grade vocabulary and terms)

� Terms that may be used:

meteorology nuclear fission nuclear fusion thermal

� Terms that ma y be used with examples or de finitions: biosphere, hydrosphere, lithosphere

� Terms that may not be used:

CH02 1.3.3 Processes and Interactions in Earth Systems

Understand that patterns of moveme nt in the plates that comprise Earth�s surface are the result

of outward transfer of Earth�s in ternal heat and that historical patterns of movement can be

identified from clues in rock form ations ; describe how volcanoes and Earthquakes in

Washington State occur becau se of this interaction.

Item Characteristics

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

a) Identify the likely causes of a change in Earth�s surface.

b) Describe the likely outcome of a geologic even t (Earthquakes, volcanoes, mountain ranges, islands,

etc.) based on the location of the event (undersea or on land).

c) Identify or describe the body waves [primary (P), secondary (S)] and surface waves that occur

during the Earthquake.

d) Identify or describe the source of matt er (magma) and energy (therm al) of a volcano.

Grade 10 Test and Item Characteristics page 35 of 65 September 17, 2002

CH02 1.3.4 History and Evolution of Earth Yellow

Understand how fossils and radio active elements are used to correlate and determine the

sequence of geological events.

Item Characteristics

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

a) Identify or describe how decay rates of radioactive isotopes in ro ck layers are used to estimate the

age of fossil rema ins or the time of geological events.

b) Determ ine the sequence of geologic events given ages of fossils in rock layers.

CH02 1.3.5 Hydrosphere and Atmosphere

Correlate global clim ate with energy transfer by the Sun, cloud cover Earth�s rotation, positions

of m ountain ranges, and positions of oceans.

Item Characteristics

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

a) Identify, describe, or explain how heat tr ansfer between the atmosphere, hydrosphere, and

lithosphere affect clim ate or weather patterns.

b) Identify, describe, or explain how the gravit y working on the density of the atmosphere and

hydrosphere affect clim ate or weather patterns.

c) Identify, describe, or explain how Earth�s rotation affect climate or weather patterns.

d) Identify, describe, or explain how the stationary nature of landform s and bodies of water affect

climate or weather patterns.

e) Identify, describe, or explain how the gases in the atmosphere affect clim ate or weather patterns.

CH02 1.3.6 Interactions in the Solar System and Beyond

Understand that Earth, planets, Sun, and the rest of the celestial bodies in the universe are

continuing to evolve because of the interactions between ma tter and forces of nature.

Item Characteristics

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

a) Identify or describe how gravity worked on cel estial matter in a nebular cloud to form the solar

system according to the �Big Bang� theory.

b) Identify or describe how the nuclear fusion of hydrogen to helium is the so urce of energy of a star.

c) Identify or describe how helium , generated through nuclear fusion, could undergo other nuclear

reactions that generate other elem ents.

Grade 10 Test and Item Characteristics page 36 of 65 September 17, 2002

CH03 Changes in Matter and Energy in 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

� Stimuli mu st include age and grade 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 show how ma tter and energy (food, 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 show plant and/or animal fossils in rocks from differe nt time periods or

tim elines with pictures of fossils.

� 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 things using natural resources.

� Descriptions, charts, and graphics that describe how living things can cause changes in their

environment.

� Descriptions, charts, and graphics that describe how resources are recycled.

Scientific Vocabulary and Terms

(in addition to fifth and eighth grade vocabulary and terms)

� Terms that may be used:

diversity

energy chain

host

parasite

relationship

scavenger

succession

� Terms that ma y be used with definitions or examples: biome, community, speciation � Terms that ma y not be used:

Grade 10 Test and Item Characteristics page 37 of 65 September 17, 2002

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

Explain how organism s can sustain life by obt aining, transporting, transforming, releasing, and

eliminating ma tter and energy.

Item Characteristics

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

a) Identify or describe, at a conceptual level, the matter and energy inputs and outputs of

photosynthesis.

b) Identify or describe, at a c onceptual level, how chemical r eactions in the cell create energy.

c) Identify or describe, at a c onceptual level, the matter and ener gy inputs and outputs of animals.

d) Identify or describe how ch anges in certain factors (water , oxygen, carbon dioxide, minerals,

energy, recycling of dead organic m ate rials) can support or diminish life.

CH03 1.3.8 Biological Evolution

Investigate and examine scientif ic evidence used to develop theories of evolution, speciation,

adaptation, and biological diversity.

Item Characteristics

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

a) Explain how mo lecular and anatomical similari ties and differences among organism s is used to

determ ine common ancestry.

b) Create a lineage that shows evolution over time based upon molecular and an atomical similarities

and differences among organisms.

c) Predict the likely im pact on survival and/or extinction of certain organisms based upon the

principles of natural selection as envi ronmental conditions change over time.

d) Identify or provide an explanat ion for the benefits of speciation in the survival of organisms as

environm ental conditions change over time.

e) Identify or describe the characte ristics of organisms that are likely to be heritable and/or those that

are likely to be the effect of environmental conditions.

f) Identify or describe characteristics that are inherited and those that are learned.

g) Identify or describe how the physical charac teristics ma y help one organism to adapt to

environm ental conditions better than another organism.

h) Discrimi nate between adaptations that help organisms survive widely varying environm ental

conditions and those that limit adaptation.

CH03 1.3.9 Interdepen dence of Life

Compare and contrast the comp lex factors (bioti c and abiotic) that affect living organisms�

interactions in biomes, ecosystem s, communities, and populations.

Item Characteristics

Given a labeled picture or labeled diagram of an appropriate ecosystem system , items may ask students

to:

a) Identify, describe, or explain the dire ctional flow of ener gy through the system.

b) Identify or describe how the change of one factor can affect organism s in an ecosystem.

Grade 10 Test and Item Characteristics page 38 of 65 September 17, 2002

CH03 1.3.10 Environmental and Resource Issues Yellow

Analyze the effects of natural events and human activities on the Earth�s capacity to sustain

biological diversity.

Item Characteristics

Given a labeled picture or labeled diagram of an appropriate ecosystem system including humans,

items may ask students to:

a) Discriminate between normal fluctuations in po pulations and fluctuations in populations that could

lead to extinction, overpopulation or both.

b) Give specific predictions of potential consequen ces of overuse of resources in an ecosystem.

c) Discrimi nate between renewable and non-renewable resources in an ecosystem.

d) Explain how carrying capacity of an ecosystem can be affected by factors such as population

growth, technological advancem ents, disease, recycling, resource management, and/or other

factors.

e) Identify or explain how ma jor environmental shifts (e.g. global warming, el Nino, volcanoes,

Earthquakes) can threaten huma n survival.

Grade 10 Test and Item Characteristics page 39 of 65 September 17, 2002

X. ITEM DEVELOPMENT GUIDE for the Green

SKILLS and PROCESSES STRAND

IP Strand Inquiry and Problem Solving in Science and Technology

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

problems or meet challenges.

IP01 2.1.1 Questioning

Identify and formulate qu estions and related c oncepts that guide scientific investigations

Item Format

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

Stimulus/Scenario Attributes

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

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

section.

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

appropriate scales.

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

giving an incorrect response

Scientific Vocabulary and Terms

(in addition to fifth and eighth grade vocabulary and terms)

� Terms that ma y be used: experiment al control, infer, inference, investigative contro l, investigative

question

� Terms that ma y be used with definitions or exam ples: dependent variable, independent variable,

� 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 a scientific investigation and the resu lts of the investigation, items may ask students

to:

Identify the investigative question.

Select a new investigative question that can be answered using the same ma terials described in the original

investigation.

Grade 10 Test and Item Characteristics page 40 of 65 September 17, 2002

IP02 2.1.2 Designing and Conducting Investigations Green

Design, conduct, and evaluate systematic a nd complex scientific investigations, using

appropriate technology, multiple-me a sures, and safe approaches.

Item Format

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

Stimulus/Scenario Attributes

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

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

section.

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

appropriate scales.

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

giving an incorrect response.

� Stimuli mu st include a brief description of b ackground information about a scientific issue or

phenomenon related to the investigation.

� Stimuli may include diagrams or pictures of objects used in a scientific 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 and eighth grade vocabulary and terms)

� Terms that may be used: controlled variable, experim ent, hypothesis, logical, manipulated variable,

responding variable

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

� Terms that may not be used:

� All term s allowed and restricted under the other learning targets apply to Designing and Conducting

Investigations.

Item Characteristics

Given a description of a scientific investigation and the results of the investigation, items may ask

students to:

a) Identify the investigative control.

b) Design a second investigation for a different inve stigative question that can be answered using a

similar design.

c) Identify possible sources of error in the investigation.

d) Identify the manipulated (independent) variable.

e) Identify two controlled variables.

f) Identify the responding (dependent) variable.

g) Identify or describe safety requirements that would be needed in the investigation.

h) Select an appropriate tool to gather data for the investigation.

i) Identify or describe how one or more vari ables affected the respondi ng (dependent) variable.

j) Identify or describe how a specific change in one variable might affect the responding (dependent)

variable.

k) Identify or describe the causes of unexpected variability in results.

l) Identify or describe one or mo re strategi es for improving the quality of the investigation.

Grade 10 Test and Item Characteristics page 41 of 65 September 17, 2002

IP03 2.1.3 Explanation Green

Form ulate and revise scientific explanations and models using logic and evidence; recognize

and analyze alternative explanations and predictions.

Item Format

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

Stimulus/Scenario Attributes

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

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

section.

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

appropriate scales.

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

giving an incorrect response.

� Stimuli mu st include a brief description of b ackground information about a scientific issue or

phenomenon related to the investigation.

� Stimuli may include diagrams or pictures of objects used in a scientific 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 and eighth grade vocabulary and terms)

� Terms that may be used:

� Terms that ma y be used with de finitions or examples: phenomenon

� Terms that may not be used:

� All term s allowed and restricted under the ot her learning targets ap ply 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.

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

AND

�

Give data fr om 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) Compare the results drawn from repeated or two related investigations.

g) Determine whether a given conc lusion supports a given hypothesis.

h) Identify evidence that supports a conclusion or interpretation.

i) Identify ways to im prove the quality of the investigation to obtain clearer results.

j) Predict what logically mi ght happen if the investigation lasted longer.

Grade 10 Test and Item Characteristics page 42 of 65 September 17, 2002

IP04 2.1.4 Modeling Green

Use mathematics, comp uters, and/or related technology to model the behavior of objects,

events, or processes.

Item Format

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

Stimulus/Scenario Attributes

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

� Stimuli mu st include a brief description of b ackground information about a scientific issue or

phenomenon related to the investigation.

� Stimuli may include diagrams or pi ctures of a scientific phenomenon.

� Stimuli may include diagrams or graphics th at show a model of a scientific phenomenon.

Scientific Vocabulary and Terms

(in addition to fifth and eighth grade vocabulary and terms)

� Terms that may be used: me taphor

� Terms that ma y be used with definitions or examples: analogy, conceptual, construct

� Terms that may not be used:

� All terms allowed and restri cted under the other learning targets apply to Modeling.

Item Characteristics:

a) Items ma y ask students to identify a mathematical model to represent result s from an investigation.

b) Given possible phenomena for which is it efficien t and effective to repres ent using mathematical

models, items may ask students to identify or describe a specific exam ple of the phenomenon.

c) Given a mathematical model for a phenomenon, items may as k students identify or describe how

the model fits the observations.

Grade 10 Test and Item Characteristics page 43 of 65 September 17, 2002

IP05 2.1.5 Communication Green

Research, interpret, and defe nd scientific invest igations, conclusions, or arguments; use data,

logic, and analytical thinking as investigative tools; express ideas through oral, written, and

mathematical expressions.

Item Format

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

Stimulus/Scenario Attributes

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

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

section.

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

appropriate scales.

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

giving an incorrect response

� Stimuli mu st include a brief description of b ackground information about a scientific issue or

phenomenon related to the investigation.

Stimuli may include:

� Diagrams or pictures of objects used in a scientific investigation.

� Descriptions, charts, and graphics that show a repeated or relate d scientif ic investigation that

includes the results and conclusions.

� Summaries of previous studies on a given scientific issue or question.

� Diagrams or graphics that show a model of a scientific phenomenon.

Scientific Vocabulary and Terms

(in addition to fifth and eighth grade vocabulary and terms)

� Terms that may be used:

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

� Terms that may not be used:

� All term s allowed and restrict ed under the other learning ta rgets apply to Communication.

Item Characteristics

Given a description of an investigation and the results, items may ask stud ents to:

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

Write a summary of the data from the investigation.

� Use your own words to report the data.

� Give data for all c onditions investigated

b) Identify or give a rationale for one or more steps in the investigation.

c) Write a summ ary of an investigative procedure.

d) Identify or describe patterns found in results using words, numbers, sym bols, graphics, and tables.

e) Use the scientific informati on to support a position on a scientific issue (e.g. dangers of smoking,

problem s with nuclear power plants, need for wide ning riparian zones near stream s and rivers).

Grade 10 Test and Item Characteristics page 44 of 65 September 17, 2002

IP06 2.2.1 Identifying Problem Green

Study and analyze challenges or problems from lo cal, regional, national or global contexts in

which science/technology can or has been used to design a solution.

Item Format

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

Stimulus/Scenario Attributes

� Stimuli mu st include age and grad e appropriate investigations.

� Stimuli ma y include descriptions, charts, and/or graphics that include ba ckground information about

a social/environmental problem related to scientific phenomena.

� Stimuli ma y include familiar object s or tools that have been in vented through science/technology.

Scientific Vocabulary and Terms

(in addition to fifth and eighth grade 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 the other learning targets apply to Identifying Problems.

Item Characteristics

Given a social/environm ental problem, items may ask students to:

a) Define the parts of the problem that can be addressed through scientific research/investigation.

Given a technological problem , items may ask students to:

b) Define the problem includi ng constraints or restrictions.

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

c) Identify or describe a change th at could improve the tool or technology.

d) Identify what scientific concept is at work as they function (e.g. a stre tched spring in terms of

push/pull forces)

Grade 10 Test and Item Characteristics page 45 of 65 September 17, 2002

IP07 2.2.2 Designing and Testing Solutions Green

Research, model, simu late, and test alternative solutions to a problem.

Item Format

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

Stimulus/Scenario Attributes

� Stimuli mu st include age and grad e appropriate investigations.

Stimuli may include:

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

social/environmental problem rela ted 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 and eighth grade 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 the 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 the proposed solution.

b) Identify the trade-offs fo r the alternative solutions.

c) Identify the risks for implem enting the proposed solution.

d) Analyze the effectiveness of proposed solu tions to a problem using a simple m odel.

Grade 10 Test and Item Characteristics page 46 of 65 September 17, 2002

IP08 2.2.3 Evaluating Potential Solutions Green

Propose, revise, and evaluate th e possible constraints, applications, and consequences of

solutions to a problem or challenge.

Item Format

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

Stimulus/Scenario Attributes

� Stimuli mu st include age and grad e appropriate investigations.

Stimuli may include:

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

social/environmental problem rela ted to scientific phenomena.

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

Scientific Vocabulary and Terms

(in addition to fifth and eighth grade vocabulary and terms)

� Terms that ma y be used: constraint, criteria

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

� Terms that may not be used:

� All terms allowed and re stricted under the other learning targets apply to Evaluating Potential

Solutions.

Item Characteristics

Given a problem, two attemp ted solution, results, a nd criteria for evaluation, items may ask students

to:

a) Compare the two solutions in te rms of their effectiveness in solving the problem.

b) Comp are the two solutions in terms of their cost effectiveness, safe ty, huma n factors, and

sustainability.

Given a problem, attempted solution, unsuccessful or partially succes sful results, and criteria for

evaluation, items may as k students to:

c) Use scientific concepts or processes to modify the design or product to im prove its effectiveness.

Given a problem and the technological product inte nded to solve the problem, items ma y ask students

how to:

d) Use scientific principles to improve the technological product.

Grade 10 Test and Item Characteristics page 47 of 65 September 17, 2002

XI. ITEM DEVELOPMENT GUIDE 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

Analyze and explain why curiosity, honesty, openness, and skepticism are inte gral to scientific

inquiry.

Item Format

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

Stimulus/Scenario Attributes

� Stimuli mu st include age and grade appropriate investigation results

Stimuli may include:

� A situation in which charts and graphics contain unexpected results from an investigation.

� An investigation wherein unavoidable events interf ered with the controls in the investigation.

� Two identical investigations that have different results.

� 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 and eighth grade vocabulary and terms)

� Terms that ma y be used: honesty, incons istent, investigative design, skeptical

� Terms that ma y be used with defi nitions and examples: plagiarize

� Terms that may not be used:

� All terms allowed and re stricted under the 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 appropriate response when result s are inconsistent with established theories.

b) Describe or identify an intellectually honest response to questionable research results.

c) Identify an appropriate res ponse when unavoidable factors disturbed an investigative control or

controlled variables.

Given two identical stud ies with differe nt results, items may ask students to:

d) Write an appropriate summa ry for the diverse results.

Given a replication of a scientif ic investigation and results, items may ask to:

e) Identify an appropriate scient ific response when the first researcher has not published the results.

Grade 10 Test and Item Characteristics page 48 of 65 September 17, 2002

NC02 3.1.2 Limitations of Science and Technology Blue

Identify and analyze factors that limit th e extent of a scient ific investigation.

Item Format

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

Stimulus/Scenario Attributes

� Stimuli mu st include age and grade appropriate situations.

Stimuli may include:

� Descriptions 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 and eight h grade vocabulary and terms)

� Terms that may be used: im pact

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

� Terms that may not be used:

� All term s allowed and restricted und er the other learning targets appl y to Lim itations of Science and

Technology.

Item Characteristics

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

a) Identify reasons for re plicating the investigation.

b) Identify an appropriate scientific response when given two competing theories (e.g. construct

investigations to test competing explanations).

c) Identify what kind of evidence is needed to support a given hypothesis.

d) Determ ine whether a conclusion logically follo ws from the results of a given investigation.

e) Explain whether a given hypot hesis is testable and why.

Grade 10 Test and Item Characteristics page 49 of 65 September 17, 2002

NC03 3.1.3 Dealing with Inconsistencies Blue

Comp are, contrast, and critique divergent resu lts from scientific i nvestigations based on

scientific arguments and explanations.

Item Format

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

Stimulus/Scenario Attributes

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

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

section.

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

appropriate scales.

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

giving an incorrect response

� Stimuli mu st include a brief description of b ackground information about a scientific issue or

phenomenon related to the investigation.

Stimuli may include:

� Diagrams or pictures of objects used in 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, results, and conclusions for tw o investigations or studies about the same

phenomenon.

Scientific Vocabulary and Terms

(in addition to fifth and eighth grade vocabulary and terms)

� Terms that may be used:

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

� Terms that may not be used:

� All term s allowed and restricted under the ot her learning targets ap ply to Dealing with

Inconsistencies.

Item Characteristics

Given an investigation, results, and conclusions, items may ask students to:

a) Evaluate the overall quality of the investigation pro cedures, quality of the evidence, or soundness

of reasoning.

b) Identify or explain why the results from a single investigation are not conclusive about a

phenomenon.

c) Identify an alternative explanation of the results.

d) Identify or describe data that support alternative explanat ion of the results.

e) Determine whether data support the conclusions.

Given a description of an event or phenomenon, items may ask students to:

f) Defend or refute explanations for the event or phenomena using evidence.

Grade 10 Test and Item Characteristics page 50 of 65 September 17, 2002

NC04 3.1.4 Evaluating Metho ds of Investigation Blue

Analyze and evaluate the quality and standa rds of investigative design, processes, and

procedures.

Item Format

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

Stimulus/Scenario Attributes

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

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

section.

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

appropriate scales.

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

giving an incorrect response.

� Stimuli mu st include a brief description of b ackground information about a scientific issue or

phenomenon related to the investigation.

Stimuli may include:

� Diagrams or pictures of objects used in a scientific investigation.

� Descriptions, charts, and graphics that show a repeated or relate d scientif ic investigation that

includes the results and conclusions.

� Charts and graphics that show the results of a flawed scientific investigation; flaws may include

design flaws (design doesn�t fit with question; ob vious flaws in converting observations to data

tables, graphs, charts).

Scientific Vocabulary and Terms

(in addition to fifth and eighth grade vocabulary and terms)

� Terms that ma y be used: logical

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

� Terms that may not be used:

� All term s allowed and restricted under the other learning targets apply to Evaluating Methods of

Investigation.

Item Characteristics

Given an investigation, results, and conclusions, items may ask students to:

a) Evaluate the appropriateness of tools used in the research.

b) Determ ine whether the design of the investigation was appropriate for the investigative question.

Given a research question and two proposed inve stigative designs (one observational and one

experimental), items ma y ask students to:

c) Determine which design is most appr opriate for the resear ch question and why.

Grade 10 Test and Item Characteristics page 51 of 65 September 17, 2002

NC05 3.1.5 Evolution of Scientific Ideas Blue

Know why science involves tes ting, revising and occasionally di scarding theories; understand

how scientific inquiry and inve stigation lead to a better understanding of the natural world and

not to absolute truth.

Item Format

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

Stimulus/Scenario Attributes

� Stimuli ma y include age and grade appropriate investigations.

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 ev idence is used to support a theory or explain an

phenomenon.

Scientific Vocabulary and Terms

(in addition to fifth and eighth grade vocabulary and terms)

� Terms that ma y be used: law, principle, theory

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

� Terms that may not be used:

� All terms allowed and re stricted under the other learning targets apply to Evolution of Scientific

Ideas.

Item Characteristics

Given an investigation or id ea, items may ask students to:

a) Identify or e xplain why multiple tests ar e needed before accepting a scientific idea.

b) Identify likely reasons for rejecting a previous theory when given the cu rrently accepted theory.

c) Identify an appropriate scient ific response with surprising but pleasing results (e.g. teeth kept in a

cola drink have stronger enamel than teeth kept in water).

Given a description of a theory and some related principles or laws, items ma y ask students to:

d) Explain whether or not the laws or principles apply to location or situation different from one

location or situation in whic h the research was conducted.

e) Determine whether th e principles or laws are logically consistent.

f) Determ ine whether the principles or laws can be verified through em pirical evidence.

Given results of an investigation and two written conclusions, one that is empirically verifiable and one

that makes large leaps in logic, items may ask students to:

g) Select the more appropriate conclusion and explain why it is more appropriate.

Grade 10 Test and Item Characteristics page 52 of 65 September 17, 2002

NC06 3.2.1 All People Contribut e to Science and Technology Blue

Analyze how scientific knowledge and technological advances discove red and developed by

individuals and communities in all cultures of the world contribute to ch anges in societies.

Classroom-based Assessment Only

NC07 3.2.2 Relationship of Science and Technology

Analyze how the scientific enterp rise and techno logical advances influence and are influenced

by human activity, for exam ple societal, envir onmental, economical, political, or ethical

considerations.

Item Format

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

Stimulus/Scenario Attributes

� Stimuli mu st include age and grade appropriate situations.

Stimuli may include:

� Descriptions of situations, charts and graphics that show technological development supporting

science and/or science supporti ng technological development.

� Descriptions of situations, charts, and graphics that depict a social or environmental problem.

� Descriptions of situations wherein technology and/or science have b een used to support social or

economic development.

� An investigation with flaws in procedures th at lead to questionable scientific results.

Scientific Vocabulary and Terms

(in addition to fifth and eighth grade vocabulary and terms)

� Terms that may be used:

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

� Terms that ma y not be used:

� All terms allowed and re stricted under the other learning targets apply to Relationship of Science

and Technology.

Item Characteristics

Items may ask students to:

a) Identify or describe how science and/or tec hnology have led to a gi ven social or economic

development.

b) Identify an appropriate scientific response to the problem s associated investigations that could

place living things at risk.

c) Identify the lim its of scientific research in solving the given social, environm ental, and/or

econom ic problems.

NC08 3.2.3 Careers and Occupations Using Science, Mathematics, and Technology

Investigate the scientific, mathem atical, and t echnological knowledge, tr aining, and experience

needed for occupational/car eer areas of interest.

Classroom-based Assessment Only

Grade 10 Test and Item Characteristics 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 complex understanding (e .g. elaborated explanation) of the concept or

task, as well as use of applicable information and/or procedures.

1 A 1-point response shows simple understanding (e .g. names or defines) of the concept or task.

There may be minor errors in the use of applicable inform ation 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 effective, simple an alysis or application of the concept to a given

situation.

1 A 1-point response shows a partially effective application or rote an alysis of the concept 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 10 Test and Item Characteristics 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

� sophisticated and generalizable understa nding 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 addresse s most aspects of the task

� solid 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

Science Application of Concepts:

4 Meets all

relevant criteria

� response is thorough and addresses all aspects of the task

� sophisticated and generalizable understa nding of the relevant concept(s)

� effective and appropriate a pplication of the concept(s) to the given situation

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

3 Meets most

relevant criteria

� response is thorough and addresse s most aspects of the task

� solid understand of the relevant concept(s)

� appropriate application of the c oncept(s) to the gi ven situation

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

Grade 10 Test and Item Characteristics page 55 of 65 September 17, 2002

Science Application of 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 give n situation

� some supporting inform ation and details provided given 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 given 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 addresse s most aspects of the task

� gives expected, detailed, and comp lete analysis, interpreta tion, evaluation, prediction from,

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

situation

� makes reasonable claims

� most claims supported w ith appropria te, well-chosen, specific evidence

2 Meets some

relevant criteria

� response addresses ma ny aspects of the task

� gives general but reasonable analysis, interp retation, evaluation, pred iction from, comparison

and/or contrast of scientific information fr om a given investigation or problem situation

� makes plausible claims

� claims supported with appropriate but limited evidence

1 Meets few

relevant criteria

� response addresses few aspects of the task

� gives general analysis, interpre tation, evaluation, prediction from, comparison and/or contrast

of scientific information from a given inve stigation or problem situation, although response

may have serious flaws in thinking

� claims, if given, ma y not be supportable

� attemp ts at support use genera lities rather than evidence

Grade 10 Test and Item Characteristics 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, symb ols, and conventions

� clearly and system atically presents suppor t for explanations and justifications

� effectively, system atically, and clearly presents arguments and rationales

3 Meets most

relevant criteria:

� organizes inform ation and/or data from a given investigation in an acceptable and

understandable manner; there ma y be minor errors in transfer of information

� comp letely, and accurately represents ideas and/ or data in words, diagrams , charts, graphs,

tables, visual models, using scientific and math ematical terms, sym bols; there may be minor

errors in conventions, terms, or symbols

� supports for explanations a nd justifications are evid ent but not always clear

� understandably presents arguments and rationales

2 Meets some

relevant criteria:

� organizes inform ation and/or data from a given investigation in a confusing manner

� representations of ideas and/or data in words, diagrams , charts , graphs, tables, visual models

have several problem s with incorrect or missing conventions, symbols, and/or incorrectly used

terms

� supports for explanations and justif ications are difficult to ascertain

� argum ents and rationales are unclear

1 Meets few

relevant criteria:

� information and/or data from a given investigat ion is given but disorganized or only partially

complete

� representations of ideas and/or data in words, diagrams , charts , graphs, tables, visual models

are confusing, incomp lete, and/or have many pr oblems with incorrect or missing conventions,

sym bols, and/or incorrectly used terms

� supports for explanations a nd justifications are mi ssing

� argum ents and rationales are vague or missing

Grade 10 Test and Item Characteristics 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 , comp arison and/or contrast of results from

one or more given investigations

� gives effective and detailed critique and/or evaluation of procedures and claims

� accurate and detailed analysis of influences on outcomes

� all ideas supported with appropria te, well-chosen, specific ev idence

3 Meets most

relevant criteria

� response is thorough and addresse s most aspects of the task

� gives expected, detailed, and complete analysis, co mp arison and/or contrast of results from one

or more given investigations

� gives expected critique and/or ev aluation of procedures and claims

� detailed analysis of influences on outcomes is mo stly a ccurate

� most ideas supported with appropria te, well-chosen, specific evidence

2 Meets some

relevant criteria

� response addresses ma ny aspects of the task

� gives general but reasonable analysis, comparison a nd/or contrast of results from one or more

given investigations

� gives expected critique and/ or evaluation of procedures and claims with minor flaws

� analysis of influences on outcomes is partially accurate

� claims supported with appropriate but limited evidence

1 Meets few

relevant criteria

� response addresses few aspects of the task

� gives general analysis, comp arison and/or cont rast of results from one or more given

investigations, although response m a y have serious flaws in thinking

� gives vague or general cr itique and/or evaluati on of procedures and claims with significant

flaws

� analysis of influences on outcomes is has significant errors attemp ts at support use generalities

rather than evidence

Grade 10 Test and Item Characteristics page 58 of 65 September 17, 2002

Generic 10

Grade Scor ing Guide for Investigat 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 comp lex scientific investigation. The

student designs an investiga tion that earns Q value points for a four-point response.

Question: (0-2 value points)

Hypothesis: (1-2 value points)

Materials: (1-2 value points)

Procedure: (up to 8 value points, 1 per bulleted feature)

� The steps of the investig ation are logical.

� An investigative contro l is identified or implied.

� At least two variables are identified or implie d as 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 in an organized manner periodically through out the investigation.

� Validity measures are id entified or implied

Note : If a student ma kes up a new, different que stion than the one(s) 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 10 Test and Item Characteristics page 59 of 65 September 17, 2002

XIII. SCIENTIFIC VOCABULARY SUMMARY

The following terms are a summ ary of the vocabulary that may be used on the sc ience WASL at each grade

level without definitions. More terms may be used w ith definitions or exampl es as noted in the item

specifications. The plural form of all these words is assume d useable. However, other forms of these are

not accepted unless specified. Every word from a lower grade level may be used at a hi gher grade level.

This list of scientif ic vocabulary identifies concepts and processes described in the science EALRs that all

students should know without explanation at these grade levels. These ar e not meant to be exclusive terms

used in the science curriculum . The science curr iculum should build in-depth understanding of these

concepts and processes using ma ny instructional activities and other supporting terms.

Grade

abiotic

absorption

amplitude

asexual

atmospheric

atomic number

Grade

acceleration

accuracy

adaptation

affect

applied force

artery

atmosphere

attract

Grade

acquired

air

amount

amount of time

Grade

biotic

Grade

blood vessel

body of water

Grade

balance scale

bone

brain

Grade

celestial

cell membrane

cell nucleus

cell wall

circulatory system

constraint

contraction

controlled variable

criteria

Grade

camouflage

carbon dioxide

cell

charge

chemical

circuit

cold-blooded

compare

conduction

contrast

controlled variable (kept the same )

convection

conversion

core

crust

Grade

cause

cell

centimeter (cm)

characteristic

chart

classify

climate

color

conclude

conclusion

condensation

condense

consumer

continent

cycle

Grade 10 Test and Item Characteristics page 60 of 65 September 17, 2002

Grade

diffusion

digestive system

diversity

Grade

density

description

Grade

data

decomposer

depend

describe

design

diagram

direction

Grade

electrical charge

electrical force

electron shell

endocrine system

energy chain

expansion

experiment

experimental control

Grade

electron

ecosystem

electrical force

environment

evidence

evolution

Grade

Earth

earthquake

echo

effect

egg

electrical

electricity

energy

energy of motion

erosion

eruption

evaporate

evaporation

event

explain

explanation

Grade

family of elements

frictional force

Grade

frequency

friction

factor

Grade

fair test

feet

flower

food

food chain

force

forest

fossil remains

fossil

freeze

function

Grade 10 Test and Item Characteristics page 61 of 65 September 17, 2002

Grade

galaxy

gravitational force

Grade

genetic

groundwater

Grade

gas

glacier

gram

graph

grassland

gravity

Grade

honesty

hormone

host

hydrosphere

hypothesis

Grade

heat

Grade

hand lens

hardness

heart

heat energy

Grade

impact

inconsistent

infer

inference

interference

investigative control

investigative design

investigative question

Grade

igneous

image

interpret

interpretation

intestine

issue

Grade

identify

inch (in)

inclined plane

invent

invention

investigate

investigation

inherited

Grade

kinetic energy

Grade 5

Grade

kilogram (kg)

kilometer (km)

Grade 10 Test and Item Characteristics page 62 of 65 September 17, 2002

Grade

law

logical

Grade

landslide

landmass

Grade

lake

leaf

lever

liquid

liter (L)

living

lung

Grade

magnetic pole

manipulated variable

mechanical energy

metaphor

meteorology

Grade

magnetic force

magnetism

manipulated variable (changed)

mantle

mass

matter

metamorphic

meter stick

microscope

millimeter (mm)

minerals

mixture

Grade

machine

magnetic

magnifying glass

material

melt

meter (m)

mile (mi)

milliliter (mL)

model

molecule

Moon

mountain

muscle

Grade

neurological system

neutron

nuclear energy

nuclear fission

nuclear force

nuclear fusion

Grade

natural selection

nitrogen

nucleus

Grade

nonliving

nutrient

Grade 10 Test and Item Characteristics page 63 of 65 September 17, 2002

Grade

offspring

ova

Grade

opinion

organ

Grade

object

observe

observation

ocean

orbit (revolve)

orbit (revolution)

organism

organize

ounce

oxygen

Grade

parasite

periodic table

phase change

photosynthesis

pistil

potential energy

principle

proton

Grade

particle

pattern

predator

prediction (hypothesis)

prey

property

Grade

part

pattern

picture

pitch

plan

planet

pound

precipitation

predict

prediction

problem

procedure

process

producer

property

pull

pulley

push

Grade 8

Grade 5

Grade

question

Grade 10 Test and Item Characteristics page 64 of 65 September 17, 2002

Grade

radiation

refract

refraction

relationship

reproduce

reproduction

reproductive system

research question

respiratory system

responding variable

Grade

recycle

reflect

reflection

relationship

relative position

relative speed

repel

report

resource

responding variable (measured)

river system

rock cycle

Grade

rate

report

reproduce

reproduction

result

river

root

Grade

scattering

scavenger

sexual

skeletal system

skeptical

solubility

solute

solvent

sperm

spherical

spinal cord

spore

stamen

state

state of matter

succession

Grade

scientist

sedimentary

solar system

solution

specialized

sphere

stomach

stored energy

subsystem

summarize

Grade

sea

seed

shape

size

skeleton

soil

solid

solve

sort

sound

special

speed

spin (rotate)

spring scale

sprout

stem

stored energy

stream

strength

structure

substance

summary

Sun

system

Grade 10 Test and Item Characteristics page 65 of 65 September 17, 2002

Grade

theory

thermal

thermal energy

topography

transformation

transmission

Grade

telescope

tissue

transfer

transmit

Grade

table

temperature

texture

thaw

thermometer

tool

Grade 8

Grade

unexpected

Grade

validate

validity

Grade

valid

vein

volume

Grade

vapor

variable

variable changed (manipulated)

variable kept the same (controlled)

vibration

volcano

Grade

wind direction

wind speed

wind current

work

Grade

warm-blooded

water table

wavelength

weathering

wind direction

wind speed

Grade

waste

water

weather

weight

wind

Grade 8

Grade 5

Grade

Grade 8

Grade 5

Grade

yard

Grade 8

Grade 5

Grade

Grade 10 Test and Item Characteristics page 65 of 65 September 17, 2002