NAEP Items Aligned to
West Virginia’s Next Generation
Content Standards & Objectives
Mathematics • Grade 8
Constructed Response Items • PART 1
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:
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NAEP assessment year
Assessed grade
Block code
Question number
Each item includes the following information:
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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:
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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.
NAEP 2005 Grade 8 Block M4 #11
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 from 2005 Grade 8
Block M4 #11.
Common Core State Standards and WV Next Generation CSOs alignment for 2005
Grade 8 Block M4 #11 is shown in the table below.
Common Core State Standards
8.F.B.4
WV Next Generation CSOs
M.8.F.4
If the grid in Question 10 were large enough and the beetle continued to move in the
same pattern, would the point that is 75 blocks up and 100 blocks over from the starting
point be on the beetle's path?
Yes
No
Give a reason for your answer.
1
Correct
Partial
Incorrect
Omitted
(Skipped)
Off Task
West
Virginia
8%
20%
68%
3%
0%
National
Public
12%
24%
59%
5%
0%
Scoring Guide
Correct
Correct response
Sample Correct Responses:
The beetle moves up 1 and 2 to the right each time. The ratio is 1 up and 2 to the
right. 75 up and 100 to the right would NOT be on the path since 1/2 is not equal
to 75/100.
OR
If the beetle moves 1 up and 2 to the right each time, then it should move 50 up
(not 75 up) and 100 to the right. It is not necessary to include both the 50 and 75
in a response, but the response should clearly indicate that 75 will not work with
100, and relate it to 1/2 or that 50 will work with 100 and relate it to 1/2 or that 75
will work with 150 and relate it to 1/2 .
Partial
Response indicates that there is a pattern, but the pattern may not be the correct 1 up
and 2 to the right. Any "2" response should clearly mention or allude to some number up
and some number to the right, but the numbers do not necessarily have to be 1 and 2.
The "2" category will also include incomplete explanations with some correct information
(that indicates that a pattern exists).
Incorrect
Incorrect response – includes all responses that just repeat information in the prompt
and those that indicate that "the pattern is up and to the right", as well as all other
incorrect responses.
2
Examples of Actual Student Responses Representing Each Score Category
Correct – Example of Actual Student Response
If the grid in Question 10 were large enough and the beetle continued to move in the
same pattern, would the point that is 75 blocks up and 100 blocks over from the starting
point be on the beetle's path?
Scorer Comments:
This response received full credit. The student correctly explained that the point 75
blocks up and 100 blocks over would not be in the beetle's path given the way that it
makes each move.
Partial – Example of Actual Student Response
If the grid in Question 10 were large enough and the beetle continued to move in the
same pattern, would the point that is 75 blocks up and 100 blocks over from the starting
point be on the beetle's path?
Scorer Comments:
This response received partial credit because the student gave some correct
information. The student recognized that the beetle could be at the point 75 blocks up,
but then they failed to consider that it could not be 100 blocks over given the way that it
makes each move.
3
Incorrect – Example of Actual Student Response
If the grid in Question 10 were large enough and the beetle continued to move in the
same pattern, would the point that is 75 blocks up and 100 blocks over from the starting
point be on the beetle's path?
Scorer Comments:
This response received no credit because the explanation the student gave does not
answer the question.
4
James B. Phares, Ed.D.
State Superintendent of Schools