NAEP Items Aligned to
West Virginia’s Next Generation
Content Standards & Objectives
Mathematics • Grade 8
Constructed Response Items • PART 4
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 M12 #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 from 2055 Grade 8
Block M12 #18.
Common Core State Standards and WV Next Generation CSOs alignment for 2005
Grade 8 Block M12 #18 is shown in the table below.
Common Core State Standards
4.OA.A.3
WV Next Generation CSOs
M.4.OA.3
Raynold had 31 baseball cards. He gave the cards to his friends. Six of his friends
received 3 cards each. Seven of his friends received 1 card each. The rest received 2
cards each. How many of his friends received exactly 2 cards from Raynold?
Explain how you found your answer.
Correct
Partial
Incorrect
Omitted
(Skipped)
Off Task
West
Virginia
40%
21%
37%
0%
1%
National
Public
48%
20%
30%
0%
2%
1
Scoring Guide
Score & Description
Correct
Correct response (includes: Subtract 25 from 31 you get 6. Then end up with 3.)
Sample Correct Responses:
6 x 3 cards = 18 cards
7 x 1 card = 7 cards
This totals 25 cards. 31 - 25 = 6 cards left. Dividing 6 by 2 yields 3. So 3 friends
receive exactly 2 cards each.
NOTE: Response should contain evidence that student
• found a total,
• subtracted, and
• divided.
One or more of these may be implied but not stated explicitly by the presence of
the numbers 18, 7, 25, and 31.
Partial
Correct number (3) with no work or insufficient work
OR
Correct process with a computational error (includes dividing by 2 at end)
OR
Process leading to a response of "6 friends" (i.e., forgets to divide 6 that results from 31
- 25 by 2). The "6" must be present with correct supporting work (and only division by 2
omitted)
Incorrect
Incorrect response (this includes responses such as those with a computational error
and failure to divide by 2 as the last step.)
2
Examples of Actual Student Responses Representing Each Score Category
Correct – Example of Actual Student Response
Raynold had 31 baseball cards. He gave the cards to his friends. Six of his friends
received 3 cards each. Seven of his friends received 1 card each. The rest received 2
cards each. How many of his friends received exactly 2 cards from Raynold?
Scorer Comments:
This response received full credit because the student correctly determined the number
of cards that each friend will receive and their explanation shows how they arrived at
that answer.
3
Partial – Example of Actual Student Response
Raynold had 31 baseball cards. He gave the cards to his friends. Six of his friends
received 3 cards each. Seven of his friends received 1 card each. The rest received 2
cards each. How many of his friends received exactly 2 cards from Raynold?
Scorer Comments:
This response received partial credit because the student had all the correct supporting
work, except for dividing by two at the end.
4
Incorrect – Example of Actual Student Response
Raynold had 31 baseball cards. He gave the cards to his friends. Six of his friends
received 3 cards each. Seven of his friends received 1 card each. The rest received 2
cards each. How many of his friends received exactly 2 cards from Raynold?
Scorer Comments:
This response received no credit because the student had incorrect work and an
incorrect answer.
5
James B. Phares, Ed.D.
State Superintendent of Schools