NAEP Items Aligned to
West Virginia’s Next Generation
Content Standards & Objectives
Mathematics • Grade 4
Constructed Response Items • PART 10
NAEP
WEST VIRGINIA
NATIONAL ASSESSMENT
OF EDUCATIONAL
PROGRESS
nextgeneration
west virginia content standards & objectives
West Virginia Board of Education
2013-2014
Gayle C. Manchin, President
Michael I. Green, Vice President
Robert W. Dunlevy, Secretary
Thomas W. Campbell, Member
Tina H. Combs, Member
Lloyd G. Jackson II, Member
L. Wade Linger Jr., Member
William M. White, Member
Paul L. Hill, Ex Officio
Chancellor
West Virginia Higher Education Policy Commission
James L. Skidmore, Ex Officio
Chancellor
West Virginia Council for Community and Technical College Education
James B. Phares, Ex Officio
State Superintendent of Schools
West Virginia Department of Education
User Guide
This document contains released items from past NAEP assessments which have been
aligned to the Common Core State Standards. Please note: the items do not always
align to a Common Core State Standard in the same grade as assessed.
Each item can be found online using the NAEP Questions Tool
(http://nces.ed.gov/nationsreportcard/itmrlsx/landing.aspx). The NAEP Questions Tool
allows items to be downloaded in Microsoft Word. To assist in locating each item online,
the following information has been provided for each item:
 NAEP assessment year
 Assessed grade
 Block code
 Question number
Each item includes the following information:
 NAEP Questions Tool search parameter
 Common Core State Standards and West Virginia Next Generation CSO
alignment
 Text of item
 Performance data for public school students in West Virginia and the nation,
including the percentage of students in each score category.
Suggested uses for information:
 Review items in context of instruction provided. Determine if instruction is
reaching the depth of knowledge necessary.
 Analyze sample student responses for each score category to determine:
o Why each response was placed in the score category.
o How students could edit answer to score in the highest score category.
 Use items with students, for example, as “bell ringers” or assessment items.
 Develop items of similar rigor to use with students during instruction or as
assessment tools.
1
NAEP 2007 Grade 4 Block M9 #18
Additional questions and more information about this question can be found on the
NAEP Questions Tool (http://nces.ed.gov/nationsreportcard/itmrlsx.landing.aspx). In
the NAEP Questions Tool search, this mathematics question is 2007 Grade 4 Block M9
#18.
Common Core State Standards and WV Next Generation CSOs alignment for 2007
Grade 4 Block M9 #18 is shown in the table below.
Common Core State Standards
4.NF.2
Mark says
WV Next Generation CSOs
M.4.NF.2
of his candy bar is smaller than
Is Mark right?
Yes
of the same candy bar.
No
Draw a picture or use words to explain why you think Mark is right or wrong.
Correct
Incorrect
Omitted (Skipped)
West Virginia
53%
43%
3%
National Public
58%
41%
2%
2
Scoring Guide
Correct
An adequate explanation or drawing is given
Sample Correct Responses:
A verbal explanation, such as: The more parts you divide something into, the
smaller each part has to be.
Note: The divisions of the figures should approximate
Incorrect
Any incorrect explanation
3
and
Examples of Actual Student Responses
Correct - Student Response
Mark says
of his candy bar is smaller than
Is Mark right?
Yes
No
of the same candy bar.
Draw a picture or use words to explain why you think Mark is right or wrong.
Scorer Comments:
A common correct response to this question was to draw two candy bars of equal size,
one divided into fourths and the other divided into fifths, to show that 1/4 is larger than
1/5.
4
Incorrect - Student Response
Mark says
of his candy bar is smaller than
Is Mark right?
Yes
No
of the same candy bar.
Draw a picture or use words to explain why you think Mark is right or wrong.
Scorer Comments:
This response incorrectly drew the whole candy bars, showing each part, whether it
represented 1/4 or 1/5, as the same size.
5
James B. Phares, Ed.D.
State Superintendent of Schools