NAEP Items Aligned to
West Virginia’s Next Generation
Content Standards & Objectives
Mathematics • Grade 8
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:
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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 #20
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 #20.
Common Core State Standards and WV Next Generation CSOs alignment for 2005
Grade 8 Block M4 #20 is shown in the table below.
Common Core State Standards
8.F.B.4
WV Next Generation CSOs
M.8.F.4
The graph below shows the cost that two long-distance telephone companies each
charge for calls of various lengths (in minutes).
a. What is the cost of a 4-minute call using Company B ?
__________________________
b. What is the cost per minute for a call using Company B ?
__________________________
1
c. Determine the amounts of money saved (in cents) by using Company B instead of
Company A when calls of 1, 2, 3, 4, and 5 minutes are made. Then graph the five
points that represent the savings on the grid below and connect the points with a dotted
line.
Extended Satisfactory
Partial
Minimal
Incorrect
Omitted
(Skipped)
Off
Task
West
Virginia
4%
15%
48%
16%
9%
7%
0%
National
Public
5%
15%
47%
15%
9%
9%
0%
2
Scoring Guide
Extended
Correct response (all five attributes)
Sample Correct Responses:
The response is made of five attributes: one for part a, one for part b, and three
for part c. For part c, the first attribute is for drawing any line that starts at (1,
0.05), the second attribute is awarded if the drawn line is correct but solid
instead of dotted, and the third attribute is awarded for drawing a correct dotted
line.
a. 40 cents
b.
10 cents per minute
c.
Points should fall on the line through ( 1, 0.05 ) and ( 5, 0.25 ).
(Note: line contains the points (1, 0.05), (2, 0.10), (3, 0.15), (4, 0.20), and (5,
0.25)
NOTE: An alternate partially correct approach to part c would involve listing the
amounts saved (5, 10, 15, 20, and 25 cents), but not graphing the points.This
would earn one attribute for part c.
Satisfactory
Three or four attributes
Partial
Two attributes
Minimal
One attribute
Incorrect
Incorrect response
3
Examples of Actual Student Responses Representing Each Score Category
Extended – Example of Actual Student Response
The graph below shows the cost that two long-distance telephone companies each
charge for calls of various lengths (in minutes).
4
Scorer Comments:
This response received full credit because all attributes were earned. The student
correctly answered parts a, b, and c.
5
Satisfactory – Example of Actual Student Response
The graph below shows the cost that two long-distance telephone companies each
charge for calls of various lengths (in minutes).
6
Scorer Comments:
This response received a satisfactory score. The student got four of the five possible
attributes. They correctly answered parts a and b, but in part c their line was solid
instead of dashed.
7
Partial - Student Response
The graph below shows the cost that two long-distance telephone companies each
charge for calls of various lengths (in minutes).
8
Scorer Comments:
This response received partial credit. The student got two of the five possible attributes.
They correctly answered parts a and b, but their answer to part c is incorrect.
9
Minimal - Student Response
The graph below shows the cost that two long-distance telephone companies each
charge for calls of various lengths (in minutes).
10
Scorer Comments:
This response received minimal credit. The student got one of the five possible
attributes. The student correctly answered part a, but incorrectly answered parts b and
c.
11
Incorrect - Student Response
The graph below shows the cost that two long-distance telephone companies each
charge for calls of various lengths (in minutes).
12
Scorer Comments:
This response received no credit. No attributes were awarded because all three parts
were answered incorrectly.
13
James B. Phares, Ed.D.
State Superintendent of Schools