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C A L I F O R N I A Assessment of Student Performance and Progress
California Science Test Training Items Scoring Guide
2017–18 Administration
Posted November 2017Prepared by Educational Testing Service ®
CAASPP System
– ii –
Table of Contents Guide Content .........................................................................................................................1
Grade Five Sample Items .......................................................................................................3
Grade Eight Sample Items ................................................................................................... 15
High School Sample Items ................................................................................................... 26
Guide Content
Posted November 2017 2017–18 California Science Test Training Items Scoring Guide 1
Guide Content This California Science Test (CAST) training items scoring guide offers details about the items, student response types, correct responses, and related scoring considerations for the included sample of training items. These items have been selected to show some of the new approaches to measuring the California Next Generation Science Standards (CA NGSS) that can be found in the assessment. The training test items are not fully representative of all possible item types included in the CAST, but additional samples will be provided over time. The sample covers a selection of items from grade five, grade eight, and high school. The various item types are not limited to a particular grade level and could appear for any grade.
The following information is presented along with each item:
• Grade Level: The intended grade level of the item • Performance Expectations (PE) Code: References the assessable evidence
statements of what students should know and be able to do • Science and Engineering Practices (SEP): Descriptions of behaviors that scientists
and engineers engage in as they investigate the natural world and design solutions, respectively
• Disciplinary Core Ideas (DCI): Most essential ideas in the major science disciplines that all students should understand during 13 years of school
• Crosscutting Concepts (CCC): Interdisciplinary skills that unify the study of science and engineering through common application across fields
• Depth of Knowledge (DOK): A measure of complexity that considers the student’s cognitive process in response to an item. There are four DOK levels, with 4 being the highest.
• Item-Level Claim Statement (ILCS): A brief statement that illustrates how an item aligns to the PE through at least two of the dimensions. An ILCS is included with each item to help item reviewers (1) identify the intent of the alignment, (2) determine if the alignment is appropriate and valid, and (3) identify the content reflected in item-level specifications.
• Item and stimulus: A representation of the item and any associated stimulus • Answer Key: The expected student response or example response including score
point value • Rubric and sample student response for each score point for short answer items:
Score point representations for student responses
Each item is aligned to a specific PE but may align through an emphasis or focus on the different dimensions of the PE (the SEP, DCI, or CCC). Within each dimension and the overall alignment to the PE, the items may have differing degrees of alignment as well. The training test samples represent some possible degrees of alignment to the three dimensions of the PEs.
The items included also represent a range of cognitive approaches to the assessment of the CA NGSS. However, this sample is not yet fully representative of the full range of item difficulty.
Guide Content
2 2017–18 California Science Test Training Items Scoring Guide Posted November 2017
The sample items will include numbered instructional text preceding each grade level’s section of items as well as introductory text for performance tasks. Following are examples of introductory and instructional text for performance tasks.
The next set of eight items are grade five sample items.
Additional information regarding the California Science Test (CAST) is available on the CDE California Science Test Web page at http://www.cde.ca.gov/ta/tg/ca/caasppscience.asp.
In this performance task, you will learn about algae blooms in lakes. You will run tests on the water samples collected from rivers. Then you will answer seven questions related to algae blooms.
Each item that follows has a metadata table like the one shown below. The item number in the table preceding each sample item corresponds to the sequence number of the item as it appears in the training test.
Example of Metadata Table:
Item Grade PE SEP DCI CCC DOK
4 5 5-LS2-1 2. Developing and using models
LS2.A Interdependent Relationships in Ecosystems
4. Systems and system models 2
ILCS: This item requires students to describe how to complete a model that shows the exchange of gases and other matter in a lake habitat.
Grade Five Sample Items
Posted November 2017 2017–18 California Science Test Training Items Scoring Guide 3
Grade Five Sample Items The following stimulus accompanies grade five items numbered 4, 5, 6, 7 and 8 in the training test.
Grade Five Sample Items
4 2017–18 California Science Test Training Items Scoring Guide Posted November 2017
Item Grade PE SEP DCI CCC DOK
4 5 5-LS2-1 2. Developing and using models
LS2.A Interdependent Relationships in Ecosystems
4. Systems and system models 2
ILCS: This item requires students to describe how to complete a model that shows the exchange of gases and other matter in a lake habitat.
Key: D (1 point)
Grade Five Sample Items
Posted November 2017 2017–18 California Science Test Training Items Scoring Guide 5
Item Grade PE SEP DCI CCC DOK
5 5 5-LS2-1 2. Developing and using models
LS2.A Interdependent Relationships in Ecosystems
4. Systems and system models 2
ILCS: This item requires students to use a model of energy transfer in an ecosystem to describe how matter flows among organisms in a lake.
Grade Five Sample Items
6 2017–18 California Science Test Training Items Scoring Guide Posted November 2017
1 point
Exemplar:
“The pyramid shows that zooplankton eat matter in phytoplankton and algae. Insects eat matter in zooplankton, and fish eat matter in insects.
Rubric:
The student demonstrates full understanding of the Performance Expectation, including that:
• food of almost any kind of animal can be traced back to plants; • organisms are related in food webs in which some animals eat the animals that eat
plants; • some organisms, such as fungi and bacteria, break down dead organisms and
therefore operate as decomposers; • decomposition eventually restores (recycles) some materials back to the soil; • organisms can survive only in environments in which their particular needs are met; • a healthy ecosystem is one in which multiple species of different types are each
able to meet their needs in a relatively stable web of life; OR • newly introduced species can damage the balance of an ecosystem.
0 points
Exemplar:
“Algae eat fish.” OR student provides off-topic, unclear, or no response.
Rubric:
The student demonstrates little or no understanding of the Performance Expectation.
Grade Five Sample Items
Posted November 2017 2017–18 California Science Test Training Items Scoring Guide 7
Item Grade PE SEP DCI CCC DOK
6 5 5-LS2-1 2. Developing and using models
LS2.A Interdependent Relationships in Ecosystems
4. Systems and system models 2
ILCS: This item requires students to use the model of energy transfer to predict how a change in zooplankton will affect the overall lake ecosystem.
Key: B (1 point)
Grade Five Sample Items
8 2017–18 California Science Test Training Items Scoring Guide Posted November 2017
Item Grade PE SEP DCI CCC DOK
7 5 5-ESS2-1 2. Developing and using models
ESS2.A Earth Materials and Systems
4. Systems and system models 2
ILCS: This item requires students to develop a model that sequences how excess nutrients in water interact with algae to change the overall lake ecosystem during an algae bloom.
Key: (shown at right) (1 point)
Grade Five Sample Items
Posted November 2017 2017–18 California Science Test Training Items Scoring Guide 9
Item Grade PE SEP DCI CCC DOK
8 5 5-ESS3-1
8. Obtaining, evaluating, and communicating information
ESS3.C Human Impacts on Earth Systems
4. Systems and system models 2
ILCS: This item requires students to evaluate which type of data would be most useful to monitor lake conditions that could lead to algae blooms.
Key: 1st, 3rd, and 5th options (1 point)
Grade Five Sample Items
10 2017–18 California Science Test Training Items Scoring Guide Posted November 2017
The following text and simulation compose the stimulus that accompanies grade five items numbered 9 and 10 in the training test.
Grade Five Sample Items
Posted November 2017 2017–18 California Science Test Training Items Scoring Guide 11
This section will be completed by the student within the test delivery system.
Grade Five Sample Items
12 2017–18 California Science Test Training Items Scoring Guide Posted November 2017
Item Grade PE SEP DCI CCC DOK
9 5 5-ESS3-1
8. Obtaining, evaluating, and communicating information
ESS3.C Human Impacts on Earth Systems
4. Systems and system models 2
ILCS: This item requires students to evaluate data obtained from a simulation that analyzes nitrogen levels in water samples to determine policy changes that would be most effective for reducing the likelihood of algae blooms.
Key: 2nd and 3rd options (1 point)
Grade Five Sample Items
Posted November 2017 2017–18 California Science Test Training Items Scoring Guide 13
Item Grade PE SEP DCI CCC DOK
10 5 5-ESS3-1
8. Obtaining, evaluating, and communicating information
ESS3.C Human Impacts on Earth Systems
4. Systems and system models 2
ILCS: This item requires students to evaluate data obtained from a simulation that analyzes nitrogen levels in water samples and a map to explain how water quality in a lake would change with a change in land use upstream from the lake.
Grade Five Sample Items
14 2017–18 California Science Test Training Items Scoring Guide Posted November 2017
2 points
Exemplar:
“Nitrogen in water decreases. Populations of fish increase.” OR “Algae bloom shrinks.”
Rubric:
The student demonstrates full understanding of the Performance Expectation, including the ability to
• obtain and combine information from reliable media to explain phenomena or solutions to a design problem; AND
• demonstrate an understanding of human activities in agriculture, industry, or everyday life that have major effects on any one of the following:
o Land o Vegetation o Streams o Oceans o Air o Outer space; AND
• demonstrate an understanding of actions individuals OR communities take to help protect Earth’s resources and environments.
1 point
Exemplar:
Any one of the following: “Nitrogen decreases.” OR “Fish increase.” OR “Less algae.”
Rubric:
The student demonstrates partial understanding of the Performance Expectation.
0 points
Exemplar:
“Nitrogen increases.” OR “Water animals decrease.” OR “Algae increases.” OR student provides off-topic, unclear, or no response.
Rubric:
The student demonstrates little or no understanding of the Performance Expectation.
Grade Eight Sample Items
Posted November 2017 2017–18 California Science Test Training Items Scoring Guide 15
Grade Eight Sample Items The following stimulus accompanies grade eight items numbered 12 and 13 in the training test.
Grade Eight Sample Items
16 2017–18 California Science Test Training Items Scoring Guide Posted November 2017
Item Grade PE SEP DCI CCC DOK
12 8 MS-ESS1-1 2. Developing and using models
ESS1.B Earth and the Solar System
1. Patterns 2
ILCS: This item requires students to use a model of the Moon’s orbit around Earth to identify the location of the Moon that causes the Sun to appear as a disk of light during an eclipse.
Functionality: Students can move the Moon between four locations. Umbra and penumbra are shown for Earth and for the Moon at each selected location.
Key: Location 2 (1 point)
Grade Eight Sample Items
Posted November 2017 2017–18 California Science Test Training Items Scoring Guide 17
Item Grade PE SEP DCI CCC DOK
13 8 MS-ESS1-1 2. Developing and using models
ESS1.B Earth and the Solar System 1. Patterns 3
ILCS: This item requires students to identify a weakness in a model of the Moon’s orbit around Earth and propose a revision to improve the model.
Key: D (1 point)
Grade Eight Sample Items
18 2017–18 California Science Test Training Items Scoring Guide Posted November 2017
The following stimulus accompanies grade eight items numbered 14 and 15 in the training test.
Grade Eight Sample Items
Posted November 2017 2017–18 California Science Test Training Items Scoring Guide 19
Item Grade PE SEP DCI CCC DOK
14 8 MS-PS3-1 4. Analyzing and interpreting data
PS3.A Definitions of Energy
3. Scale, proportion, and quantity
2
ILCS: This item requires students to analyze data to determine how to graph the data that best represent the purpose of the investigation.
Grade Eight Sample Items
20 2017–18 California Science Test Training Items Scoring Guide Posted November 2017
Functionality: Students choose the variables for the x-axis and y-axis from a menu for a graph setup.
Key: x-axis: Speed (m/s); y-axis: Depth (cm) (1 point)
Grade Eight Sample Items
Posted November 2017 2017–18 California Science Test Training Items Scoring Guide 21
Item Grade PE SEP DCI CCC DOK
15 8 MS-PS3-1 4. Analyzing and interpreting data
PS3.A Definitions of Energy
3. Scale, proportion, and quantity
2
ILCS: This item requires students to analyze data to determine what relationship is described by the data.
Key: A (1 point)
Grade Eight Sample Items
22 2017–18 California Science Test Training Items Scoring Guide Posted November 2017
Item Grade PE SEP DCI CCC DOK
16 8 MS-LS2-1 4. Analyzing and interpreting data
LS2.A Interdependent Relationships in Ecosystems
2. Cause and effect: mechanism and explanation
2
ILCS: This item requires students to analyze data to predict changes to three populations of organisms based on changes to two other populations.
(Item 16 continues on the following page.)
Grade Eight Sample Items
Posted November 2017 2017–18 California Science Test Training Items Scoring Guide 23
Grade Eight Sample Items
24 2017–18 California Science Test Training Items Scoring Guide Posted November 2017
Functionality: The student selects either “Increases” or “Decreases” from the drop-down menu for perch population. The graphs autopopulate for the perch and sea otter populations. The student completes the table by identifying the impact (Increases, Decreases, or Remains steady) on the populations of orcas, sea urchins, and kelp.
Exemplar:
If “Increases” is chosen:
The graphs for the “Increases” selection are shown.
Key: The orca population increases, the sea urchin population decreases, and the kelp population decreases. (1 point)
OR
If “Decreases” is chosen:
The graphs for the “Decreases” selection are shown.
Grade Eight Sample Items
Posted November 2017 2017–18 California Science Test Training Items Scoring Guide 25
Key: The orca population decreases, the sea urchin population increases, and the kelp population decreases. (1 point)
High School Sample Items
26 2017–18 California Science Test Training Items Scoring Guide Posted November 2017
High School Sample Items Item Grade PE SEP DCI CCC DOK
19 High School HS-LS4-3 4. Analyzing and
interpreting data LS4.B Natural Selection 1. Patterns 2
ILCS: This item requires students to analyze inheritable traits between two fruit flies and explain why certain traits are not present within the population of offspring.
1 point
Exemplar:
• “There are no short-winged flies because long wings are dominant.” OR • “There are no short-winged flies because short wings are recessive.”
Rubric:
The student demonstrates a full understanding of the Performance Expectation, including aspects of applying concepts of statistics and probability in the expression of genetic information. The differential survival and reproduction of organisms in a population that has an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not.
High School Sample Items
Posted November 2017 2017–18 California Science Test Training Items Scoring Guide 27
0 points
Exemplar: “There are no short-winged flies because short-wings is a lethal mutation and the offspring did not survive.”
Rubric:
The student demonstrates little or no understanding of the Performance Expectation.
High School Sample Items
28 2017–18 California Science Test Training Items Scoring Guide Posted November 2017
The following stimulus accompanies high school items numbered 20 and 21 in the training test.
High School Sample Items
Posted November 2017 2017–18 California Science Test Training Items Scoring Guide 29
Item Grade PE SEP DCI CCC DOK
20 High School HS-LS3-3 4. Analyzing and
interpreting data LS3.B Variation of Traits
3. Scale, proportion, and quantity
2
ILCS: This item requires students to analyze and interpret the data collected to provide the percent of offspring that have a particular trait.
Key: 50 (1 point)
High School Sample Items
30 2017–18 California Science Test Training Items Scoring Guide Posted November 2017
Item Grade PE SEP DCI CCC DOK
21 High School HS-LS3-3 4. Analyzing and
interpreting data LS3.B Variation of Traits
3. Scale, proportion, and quantity
2
ILCS: This item requires students to interpret the results of offspring in a Punnett square to provide the parental genotypes.
Key: Aa, Aa (1 point)
High School Sample Items
Posted November 2017 2017–18 California Science Test Training Items Scoring Guide 31
Item Grade PE SEP DCI CCC DOK
22 High School HS-LS3-2
7. Engaging in argument from evidence
LS3.B Variation of Traits
2. Cause and effect: mechanism and explanation
2
ILCS: This item requires students to study the evidence provided in the Punnett square to indicate the correct parental genotypes expected to produce the offspring shown.
Key: Rr, rr (1 point)
High School Sample Items
32 2017–18 California Science Test Training Items Scoring Guide Posted November 2017
Exemplar: The student may put the Rr genotype in the left box and the rr genotype in the top box.
OR
The student may put the rr genotype in the left box and the Rr genotype in the top box.
High School Sample Items
Posted November 2017 2017–18 California Science Test Training Items Scoring Guide 33
Item Grade PE SEP DCI CCC DOK
23 High School HS-LS4-2
6. Constructing explanations (for science) and designing solutions (for engineering)
LS4.B Natural Selection
2. Cause and effect: mechanism and explanation
3
ILCS: This item requires students to understand how particular traits are maintained in a population and to construct an explanation based on the results of the Punnett square.
2 points
Exemplar:
“Light-bodied flies carry a recessive allele for dark body color, and the offspring homozygous for the recessive trait appear.”
Rubric:
The student demonstrates a full understanding of the Performance Expectation, including
• aspects of constructing explanations based on evidence obtained from a variety of sources; AND
• that natural selection occurs only if there is variation in the genetic information between organisms in a population.
High School Sample Items
34 2017–18 California Science Test Training Items Scoring Guide Posted November 2017
1 point
Exemplar:
“The dark body is recessive.” OR “Homozygous offspring can appear later.”
Rubric:
The student demonstrates a partial understanding of the Performance Expectation.
0 points
Exemplar: “The dark body color is dominant and will appear in the offspring.”
Rubric:
The student demonstrates little or no understanding of the Performance Expectation.
High School Sample Items
Posted November 2017 2017–18 California Science Test Training Items Scoring Guide 35
Item Grade PE SEP DCI CCC DOK
24 High School HS-LS4-3
4. Analyzing and interpreting data
LS4.B Natural Selection 1. Patterns 2
ILCS: This item requires students to interpret the data presented in a Punnett square to determine the correct proportions of genotypes shown in a pie chart.
High School Sample Items
36 2017–18 California Science Test Training Items Scoring Guide Posted November 2017
Functionality: The student chooses line segments inside the circle to create a pie chart and then places genotype labels on the sections of the pie chart.
Key: The student correctly chooses line segments representing the following percentages and labels the pie chart:
• One-half (50%) represents Bb. • One-fourth (25%) represents BB. • One-fourth (25%) represents bb.
Exemplars: (1 point)
OR
OR any pie graph representing the correct percentages and labeling