NAEP Items Aligned to
West Virginia’s Next Generation
Content Standards & Objectives
Mathematics • Grade 4
Constructed Response Items • PART 3
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 2005 Grade 4 Block M4 #12
NAEP 2005 Grade 4 Block M4 #12 refers to the 10 number tiles. The tiles were
separated and provided to students in a plastic bag. 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 4 Block M4 #12.
Common Core State Standards and WV Next Generation CSOs alignment for 2005
Grade 4 Block M4 #12 is shown in the table below.
Common Core State Standards
5.OA.3
WV Next Generation CSOs
M.5.OA.3
Jan entered four numbers less than 10 on his calculator. He forgot what his second and
fourth numbers were. This is what he remembered doing.
List a pair of numbers that could have been the second and fourth numbers.
(You may use the number tiles to help you.)
________ , ________
List a different pair that could have been the second and fourth numbers.
________ , ________
2
West
Virginia
National
Public
Correct
Partial
Incorrect
Omitted
(Skipped)
Off Task
23%
24%
49%
3%
0%
33%
22%
43%
2%
0%
Scoring Guide
Correct
Correct response (must not include an incorrect response on the answer lines).
The second and fourth numbers could be:
(0,9) (9,0)
(1,8) (8,1)
(2,7) (7,2)
(3,6) (6,3)
(4,5) (5,4)
Partial
Gives only one correct combination for the 2nd and 4th numbers.
Incorrect
Incorrect response.
3
Example of Actual Student Responses Representing Each Score Category
Correct – Example of Student Responses
Jan entered four numbers less than 10 on his calculator. He forgot what his second and
fourth numbers were. This is what he remembered doing.
Scorer Comments:
This response received full credit because the student correctly identified two
combinations of numbers that would satisfy the given equation.
4
Partial – Example of Actual Student Response
Jan entered four numbers less than 10 on his calculator. He forgot what his second and
fourth numbers were. This is what he remembered doing.
Scorer Comments:
This response received partial credit because only one combination of numbers was
found that satisfies the given equation.
5
Incorrect – Example of Student Response
Jan entered four numbers less than 10 on his calculator. He forgot what his second and
fourth numbers were. This is what he remembered doing.
Scorer Comments:
This response received no credit because neither of the combinations of numbers
satisfies the given equation.
6
James B. Phares, Ed.D.
State Superintendent of Schools