NAEP Items Aligned to
West Virginia’s Next Generation
Content Standards & Objectives
Mathematics • Grade 4
Constructed Response Items • PART 8
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 2011 Grade 4 Block M9 #12
Additional questions and more information about this question can be found on the
NAEP Questions Tool (http://nces.ed.gov/nationsreportcard/itmrlsx.aspx). In the NAEP
Questions Tool search, this mathematics question is 2011 Grade 4 Block M9 #12.
Common Core State Standards and WV Next Generation CSOs alignment for 2011
Grade 4 Block M9 #12 is shown in the table below.
Common Core State Standards
5.NBT.6
WV Next Generation CSOs
M.5.NBT.6
Mr. Jones picked a number greater than 100.
He told Gloria to divide the number by 18.
He told Edward to divide the number by 15.
Whose answer is greater?
Gloria’s
Edward’s
Explain how you know this person’s answer will always be greater for any number that
Mr. Jones picks.
West
Virginia
National
Public
Correct
Partial
1
Partial
2
Partial
3
11%
0%
1%
14%
25%
49%
0%
0%
14%
0%
2%
13%
25%
45%
1%
0%
2
Incorrect Incorrect Omitted
1
2
(Skipped)
Off
Task
Scoring Guide
Sample Correct Responses:
Correct
Correct oval filled in and acceptable explanation
Sample Correct Response:
Correct oval: Edward's
Explanation:
 Dividing by a smaller number gives a greater answer.
OR
 Dividing by a larger number gives a smaller answer.
OR
 A smaller number goes into another number more times.
Partial 1
No oval filled in but acceptable explanation given
Partial 2
Correct oval filled in but explanation only consists of one or more examples without
generalizing
Partial 3
Correct oval filled in with incomplete or partially correct explanation
Incorrect 1
Correct oval filled in with incorrect explanation, no explanation, or no example
Incorrect 2
Other incorrect responses
3
Examples of Student Responses Representing Each Score Category
Correct – Example of Actual Student Responses
Student Response A
Mr. Jones picked a number greater than 100.
He told Gloria to divide the number by 18.
He told Edward to divide the number by 15.
Whose answer is greater?
Explain how you know this person’s answer will always be greater for any number that
Mr. Jones picks.
Scorer Comments:
The answer is correct. The correct oval is selected and an acceptable explanation is
given.
4
Student Response B
Mr. Jones picked a number greater than 100.
He told Gloria to divide the number by 18.
He told Edward to divide the number by 15.
Whose answer is greater?
Explain how you know this person’s answer will always be greater for any number that
Mr. Jones picks.
Scorer Comments:
The answer is correct. The correct oval is selected and an acceptable explanation is
given.
5
Partial 1 – Examples of Actual Student Responses
Student Response A
Mr. Jones picked a number greater than 100.
He told Gloria to divide the number by 18.
He told Edward to divide the number by 15.
Whose answer is greater?
Explain how you know this person’s answer will always be greater for any number that
Mr. Jones picks.
Scorer Comments:
This response is partially correct, as neither oval is selected, but an explanation
supporting the correct oval is supplied.
6
Partial 2 – Examples of Student Responses
Student Response A
Mr. Jones picked a number greater than 100.
He told Gloria to divide the number by 18.
He told Edward to divide the number by 15.
Whose answer is greater?
Explain how you know this person’s answer will always be greater for any number that
Mr. Jones picks.
Scorer Comments:
The response is partially correct. The correct oval was selected and examples were
given, but there was no generalization concluding that division by a smaller number
yields a larger answer.
7
Student Response B
Mr. Jones picked a number greater than 100.
He told Gloria to divide the number by 18.
He told Edward to divide the number by 15.
Whose answer is greater?
Explain how you know this person’s answer will always be greater for any number that
Mr. Jones picks.
Scorer Comments:
The response is partially correct. The correct oval was selected and examples were
given, but there was no generalization concluding that division by a smaller number
yields a larger answer.
8
Partial 3 – Examples of Actual Student Responses
Student Response A
Mr. Jones picked a number greater than 100.
He told Gloria to divide the number by 18.
He told Edward to divide the number by 15.
Whose answer is greater?
Explain how you know this person’s answer will always be greater for any number that
Mr. Jones picks.
Scorer Comments:
The response is partially correct. The correct oval is selected and an incomplete
explanation is given.
9
Student Response B
Mr. Jones picked a number greater than 100.
He told Gloria to divide the number by 18.
He told Edward to divide the number by 15.
Whose answer is greater?
Explain how you know this person’s answer will always be greater for any number that
Mr. Jones picks.
Scorer Comments:
The response is partially correct. The correct oval is selected and an incomplete
explanation is given.
10
Incorrect 1 – Examples of Actual Student Responses
Student Response A
Mr. Jones picked a number greater than 100.
He told Gloria to divide the number by 18.
He told Edward to divide the number by 15.
Whose answer is greater?
Explain how you know this person’s answer will always be greater for any number that
Mr. Jones picks.
Scorer Comments:
The response is incorrect. The correct oval filled in; however, an incorrect explanation is
given.
11
Student Response B
Mr. Jones picked a number greater than 100.
He told Gloria to divide the number by 18.
He told Edward to divide the number by 15.
Whose answer is greater?
Explain how you know this person’s answer will always be greater for any number that
Mr. Jones picks.
Scorer Comments:
The response is incorrect. The correct oval filled in: however, there is no explanation
given in the second response.
12
Incorrect 2 – Examples of Actual Student Responses
Student Response A
Mr. Jones picked a number greater than 100.
He told Gloria to divide the number by 18.
He told Edward to divide the number by 15.
Whose answer is greater?
Explain how you know this person’s answer will always be greater for any number that
Mr. Jones picks.
Scorer Comments:
The incorrect oval is filled in and the explanation is incorrect.
13
Student Response B
Mr. Jones picked a number greater than 100.
He told Gloria to divide the number by 18.
He told Edward to divide the number by 15.
Whose answer is greater?
Gloria’s
Edward’s
Explain how you know this person’s answer will always be greater for any number that
Mr. Jones picks.
Scorer Comments:
Neither of the two ovals is filled in and the explanation given is insufficient.
14
James B. Phares, Ed.D.
State Superintendent of Schools