Sample Questions
General Information about The Nation’s Report CardTM
Grade 4
2009
Civics
Geography
U.S. History
Mathematics
Reading
Science Probe
2009 Grade 4 Sample Questions Booklet
3
National Assessment of Educational Progress
2009 Sample Questions Booklet
I. About This Sample Questions Booklet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
II. The Assessments
The Civics Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
The Geography Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
The U.S. History Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Civics, Geography, and U.S. History Booklet Directions . . . . . . . . . . . . . . . . . . . 8
Sample Civics Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
Sample Geography Questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Sample U.S. History Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
The Mathematics Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
Mathematics Booklet Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Sample Mathematics Questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
The Reading Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
Reading Booklet Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
Sample Reading Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
The Science Probe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30
III. Student Background Questionnaires
General Directions for Grade 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
Student Background Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Civics Background Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Geography Background Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
U.S. History Background Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Mathematics Background Questionnaire. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Reading Background Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
IV. NAEP Questions Tool. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53
Information About National Assessment of Educational Progress . . . . . . . . .Back Cover
4
2009 Grade 4 Sample Questions Booklet
About This Sample Questions Booklet
On behalf of the National Assessment of Educational Progress (NAEP), I want to
thank you for your participation in this essential measure of student achievement in
America. NAEP tells us what students in our country know and can do. In the coming
year, fourth-, eighth- and twelfth-graders will participate in NAEP. Fourth-graders will
participate in field tests for civics, geography, U.S. history, mathematics, reading,
and science probe.
Assessments require about 90 minutes of a student’s time, and each student
answers questions in only one subject. The test booklet contains 50 minutes of test
questions and a brief section of background questions.
NAEP is voluntary and confidential. Answers to all student questions are
confidential, and before the materials leave the school, student names are removed
from all assessment materials. Individual student scores are not reported.
Results of civics, geography, and U.S. history assessments will be evaluated to
determine which questions will be included in the 2010 main assessment. Results
of mathematics and reading assessments will be evaluated to determine which
questions will be included in the 2011 main assessment. Assessment results
are widely discussed in the press and are used by policymakers, educators, and
researchers to make decisions about education policy and funding.
The usefulness of the national assessment results increases when parents,
educators, and policymakers are able to study the proficiencies (or scores)
along with information about student experience, the school environment, and
opportunities for students to learn. Included in this booklet are all of the general
student background questions for civics, geography, U.S. history, mathematics,
reading, and science probes. The student background questions provide educators
and policymakers with valuable insight into the conditions and factors that influence
student learning so that decisions can be made that may maximize achievement
for all students. Also included in this booklet are sample questions and selected
responses to help provide a better understanding of what the assessment is like.
If you have any questions or comments regarding NAEP or would like
to view previous Nation’s Report Cards, please visit the NAEP website at
http://nces.ed.gov/nationsreportcard. Also available through the website is a
Questions Tool (http://nces.ed.gov/nationsreportcard/itmrls) which allows you to
review additional sample questions with sample answers.
Peggy G. Carr, Associate Commissioner
Education Assessment
National Center for Education Statistics
NAEP is administered by the National Center for Education Statistics, a principal component of
the U.S. Department of Education’s Institute of Education Sciences. Policy for the assessment,
including its content and standards, is set by the independent, bipartisan National Assessment
Governing Board (www.nagb.org).
Civics, Geography, and U.S. History—Grade 4
5
The Civics Assessment
The NAEP civics assessment encompasses three interrelated components: civics
knowledge, intellectual and participatory skills, and civic dispositions. The knowledge
component of the assessment is expressed in five fundamental questions:
What are civic life, politics, and government?
What are the foundations of the American political system?
How does the government established by the Constitution embody the purposes,
values, and principles of American democracy?
What is the relationship of the United States to other nations and to world
affairs?
What are the roles of citizens in American democracy?
The NAEP civics assessment is also designed to measure the intellectual and
participatory skills students need to face the challenges of public life in a constitutional
democracy. Central among these are the abilities to describe, explain, and analyze
information and arguments, and to evaluate, take, and defend positions on public
issues. The third area of the assessment, civic dispositions and participatory skills,
refers to the rights and responsibilities of citizens as members of society.
The assessment is made up of multiple-choice, short constructed-response, and
extended constructed-response questions. The constructed-response questions make up
approximately 40 percent of the assessment time. For more information regarding the
civics assessment framework please visit http://www.nagb.org.
NAEP Civics Framework
Distribution of Questions Pool Across Areas of Civic Knowledge
Grade
Civic life,
politics,
and
government
Foundations of
the American
political
system
The Constitution and
the purposes, values,
and principles of
American democracy
Relationship of the
United States to
other nations and
to world affairs
Roles of
citizens in
American
democracy
4
25%
20%
15%
10%
30%
6
Civics, Geography, and U.S. History—Grade 4
The Geography Assessment
The structure and content of the NAEP geography assessment are guided by the
Geography Framework for the 1994 National Assessment of Educational Progress.
The assessment is organized along both content and cognitive skills dimensions.
The content areas include:
Space and Place;
Environment and Society; and
Spatial Dynamics and Connections.
The cognitive areas include:
Knowing (observation and recall);
Understanding (attribute meaning and explain events); and
Applying (use knowledge and understanding to solve geographic problems).
Questions include multiple-choice, short constructed-response, and extended
constructed-response formats. In some cases, students will engage in production
exercises where they will draw or modify maps and diagrams. A large percentage of
questions in the assessment are based on visual or textual stimuli. A portion of the
assessment questions refer entirely to a student atlas and are meant to measure both
geography content and atlas skills.
NAEP Geography Framework
Distribution of Questions Pool Across Areas of Geography Knowledge
Grade
Space
and Place
Environment
and Society
Spatial Dynamics
and Connections
4
40%
30%
30%
Civics, Geography, and U.S. History—Grade 4
7
The U.S. History Assessment
The assessment is organized around three concepts or dimensions: major themes
of U.S. history, chronological periods of U.S. history, and ways of knowing and thinking
about U.S. history. The themes and periods of U.S. history function as a matrix, with the
assessment addressing the role of the themes across the periods.
NAEP U.S. History Framework
Distribution of Question Pool Across Historical Themes
Themes
Grade
Change & Continuity
in American
Democracy
Gathering &
Interactions of
Peoples, Cultures, &
Ideas
Economic &
Technological
Changes & Their
Relation to Society,
Ideas, & the
Environment
4
25%
35%
25%
Changing Role of
America in the World
15%
Eight chronological periods that overlap and vary in depth of coverage are included
in the assessment:
Beginnings to 1607;
Colonization, settlement, and communities (1607 to 1763);
The Revolution and the new nation (1763 to 1815);
Expansion and reform (1801 to 1861);
Crisis of the Union: Civil War and Reconstruction (1850 to 1877);
The development of modern America (1865 to 1920);
Modern America and the World Wars (1914 to 1945);
Contemporary America (1945 to present).
Questions include multiple-choice, short constructed-response, and extended
constructed-response formats. Constructed-response questions make up approximately
50% of the assessment. The cognitive dimension of historical thinking is measured by
the inclusion of test questions divided between those measuring historical knowledge
and perspective (40%) and those measuring historical analysis and interpretation
(60%). Many questions in the assessment are based on visual or textual stimuli.
For more information regarding the U.S. history assessment framework please visit
http://www.nagb.org.
8
Civics, Geography, and U.S. History—Grade 4
Civics, Geography, and U.S. History
Booklet Directions
In each of the next two sections, you will have 25 minutes to answer a series of
questions about civics, world geography, or United States history. You should think
carefully about your answers, and you should use the entire 25 minutes to complete each
section.
You will be asked to respond to several different types of questions. Some of the
questions will require you to choose the best answer and fill in the oval for that answer
in your booklet.
For other questions, you will be asked to write short answers on the blank lines
provided in your booklet. Here is an example of a question that requires you to provide a
short answer.
Example 1
GO ON TO THE NEXT PAGE
C123CDH
Civics, Geography, and U.S. History—Grade 4
9
Also, you will be asked to answer other questions by writing longer, more detailed
responses on a full page of blank lines. For example, here is a question that requires you to
provide a longer answer.
Example 2
When you are asked to write your response be sure that your handwriting is clear. Think
carefully about each question and make your answers as complete as possible, using as
many lines as you need.
Finally, in some questions you may be asked to draw maps, graphs, charts, tables, or
timelines.
If you finish before time is called, be sure to read your work again and change anything
that you think will make your answers better.
STOP
C123CDH
10
Civics, Geography, and U.S. History—Grade 4
Sample Civics Questions
Grade 4
Questions 1–4. Here is a list of jobs. For each one, decide if the job is something local
governments do for people. After each job, fill in the oval under “Yes” or “No.”
YES,
NO,
local governments
do this job for people.
local governments do
not do this job for people.
1. Running restaurants
A
B
2. Cleaning a family’s house
A
B
3. Taking care of parks
A
B
4. Cleaning streets
A
B
5. The President of the United States
is elected for a term of
A 2 years
B 4 years
C 6 years
D 8 years
7. The first ten amendments to the
United States Constitution are
called the
A Preamble
B Bill of Rights
C Articles of Confederation
D Separation of Powers
6. People in the United States elect
their government officials by
A Public surveys
B Television newscasts
C Telegrams
D Secret ballots
STOP
Civics, Geography, and U.S. History—Grade 4
11
Sample Geography Questions
Grade 4
1. What does number 1 on the picture show?
A Evaporation
B Rain
C Condensation
D Erosion
BO001932
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12
Civics, Geography, and U.S. History—Grade 4
2. On the map above, write the names of the North Pole, the South Pole, and the equator
in the correct location.
KJ000664
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Civics, Geography, and U.S. History—Grade 4
13
3. 1) In the box below, draw a map of an island.
2) On the island, put in the following details:
– Mountains along the west coast
– A lake in the north
– Houses along the east coast
– Forests in the south
Be sure to use the symbols shown in the key below.
Use your colored pencils to help you draw the map.
KJ000747
Key:
Forests
Mountains
N
Lake
Houses
W
E
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14
Civics, Geography, and U.S. History—Grade 4
Feet Above
Sea Level
30,000
25,000
ELEVATION PROFILE
OF SOUTH ASIA
20,000
15,000
10,000
5,000
0
Pakistan
India
0
0
Nepal
Bhutan
500 miles
1000 kilometers
SE000715
4. Look at the elevation profile of South Asia. Which country has the lowest
average elevation?
A Pakistan
B India
C Nepal
D Bhutan
SE000717
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Civics, Geography, and U.S. History—Grade 4
15
5. WAYS TO GET RID OF WASTE
Dumping far out in the ocean
Burning
Recycling
Burying in landfills
From the list above, select one method of getting rid of waste and
identify one advantage and one disadvantage of this method.
KJ000826
Method of waste disposal: _____________________________________________
Advantage: ___________________________________________________________
_____________________________________________________________________
Disadvantage: ________________________________________________________
_____________________________________________________________________
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Civics, Geography, and U.S. History—Grade 4
Questions 6–7 are based on the highway map below.
BO001961
6. The map shows that one part of the country has more major highways than the other
part of the country. Why is this?
A There are more people and cities in the eastern part of the country.
B It is easier to build highways in the eastern part of the country.
C Cars are not an important form of transportation in the
western part of the country.
D States are larger in the western part of the country.
BO001962
7. To drive from Los Angeles to Salt Lake City in the most direct way, one would travel
A southeast
B southwest
C northeast
D northwest
BO001963
STOP
Civics, Geography, and U.S. History—Grade 4
17
Sample U.S. History Questions
Grade 4
2. The document that contains the
basic rules used to run the United
States government is
1. Most people in the southern
colonies made their living by
A iron mining
A the Declaration of Independence
B fishing
B Magna Carta
C farming
C the Mayflower Compact
D shipbuilding
D the Constitution
Questions 3–4 are based on the map below.
TERRITORIAL EXPANSION OF THE UNITED STATES
1867
1818
1846
1848
1803
1783
1853
1845
1819
1898
1 inch = 500 miles
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18
Civics, Geography, and U.S. History—Grade 4
3. Which area became part of the Unites States last?
A Hawaii
B Texas
C Oregon
D Alaska
4. Write the name of the state or area where you live in the space below.
State or Area:
In the space below, write one important fact about the way your state or area
became part of the United States.
5. Why were most early sawmills and
flour mills located on rivers and
streams?
A Water was needed to cool hot
machinery.
B Waterwheels powered the
cutting and grinding machines.
C People thought it was safer to
live near rivers.
6. In 1492, when Christopher
Columbus first landed in the
Americas, he thought he was in
A Spain
B the East Indies
C the Hawaiian Islands
D Italy
D It was easiest to expand the
mills if they were near rivers.
STOP
Mathematics—Grade 4
19
The Mathematics Assessment
The NAEP mathematics assessment at grade 4 measures students’ ability to solve
problems in five mathematics content strands: Number Properties and Operations;
Measurement; Geometry; Data Analysis, Statistics, and Probability; and Algebra. Within
each of these five content strands, students are asked questions that involve low,
moderate, and high mathematical complexity. Mathematical complexity deals with what
the students are asked to do in a task.
The mathematics framework for 2009 NAEP mathematics assessment includes
multiple-choice questions, short-answer constructed-response questions, and extended
constructed-response questions. The extended exercises allow students to communicate
their ideas and demonstrate the reasoning they used to solve problems. The shortanswer and extended-response questions make up approximately 50 percent of student
assessment time. The assessment also incorporates the use of calculators, rulers,
and ancillary materials such as spinners and geometric shapes in some parts of the
assessment, but not all.
Calculator use is permitted on approximately one-fourth of the test questions
(four-function calculators at Grade 4). NAEP provides calculators for all students.
For more information regarding the mathematics assessment framework, please visit
http://www.nagb.org.
NAEP Mathematics Framework
Distribution of Questions Across Content Strands
Number Properties and Operations
40%
Measurement
20%
Geometry
15%
Data Analysis, Statistics, and
Probability
10%
Algebra
15%
20
Mathematics—Grade 4
Mathematics Booklet Directions
This assessment uses many different booklets. Each booklet has different questions. Do
not worry if the person next to you is working on questions that do not look like those you
are working on.
Read each question carefully and answer it as well as you can. Do not spend too much
time on any one question.
For some of the questions you may need to write or draw the answer. You can see how
this is done in the example below.
Draw a circle in the space below.
You may be given a calculator to use for at least one part of your booklet. If you are
given a calculator, you will have to decide when to use it in each section where its use is
permitted. For some questions using the calculator is helpful, but for other questions the
calculator may not be helpful. After each question you will be asked to indicate whether
you used the calculator.
When you receive the calculator, make sure you know how to use it. There are
instructions on the back cover of this booklet to help you. If the calculator does not
work or if you do not know how to use it, raise your hand and ask for help.
REMEMBER:
Read each question CAREFULLY.
Fill in only ONE OVAL for each question or write your answer in the space provided.
If you change your answer, ERASE your first answer COMPLETELY.
CHECK OVER your work if you finish a section early.
Do not go past the
sign at the end of each section until you are told to do so.
STOP
Mathematics—Grade 4
21
Sample Mathematics Questions
Grade 4
1. Each boy and girl in the class voted for his or her favorite kind of music. Here are
the results.
Girls
1 student
Girls
Boys
Boys
Boys
Boys
Girls
Girls
Classical
Rock
Country
Other
Which kind of music did most students in the class prefer?
A Classical
B Rock
C Country
D Other
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22
Mathematics—Grade 4
2. Sam can purchase his lunch at school. Each day he wants to have juice that costs
50¢, a sandwich that costs 90¢, and fruit that costs 35¢. His mother has only $1.00
bills. What is the least number of $1.00 bills that his mother should give him so
he will have enough money to buy lunch for 5 days?
3. If both the square and the triangle above have the same perimeter, what is the
length of each side of the square?
A4
B5
C6
D7
STOP
Reading—Grade 4
23
The Reading Assessment
The NAEP reading assessment measures students’ ability to understand, to
interpret, and to think critically about different types of texts. Recognizing that readers
vary their approach according to the demands of different types of text, the NAEP
framework specifies the assessment of reading in two distinct types of text—literary
and informational text. The assessment includes reading materials selected from
publications and other resources typically available to students in and out of school.
The framework for the 2009 NAEP Reading Assessment replaces a framework
that was first developed for the 1992 assessment. The 2009 framework honors many
aspects of the previous framework but also introduces some changes that can lead
to better measurement and more precise reporting of assessment results. Changes
featured in the 2009 NAEP Reading Framework include
an assessment design based on current scientific reading research,
consistency with the No Child Left Behind legislation,
use of international reading assessments to inform the NAEP framework,
a more focused measurement of vocabulary,
measurements of reading behaviors (cognitive targets) in a more objective manner,
distinction of cognitive targets relevant to literary and informational text, and
testing of poetry at grade 4.
The NAEP reading assessment contains multiple-choice questions, as well as short
and extended constructed-response questions. Students spend approximately 50 to
60 percent of their assessment time providing written answers to constructed-response
questions. For more information regarding the reading assessment framework, please
visit http://www.nagb.org.
NAEP Reading Framework
Distribution of Question Pool Across Contexts
Grade 4
Literary text
50%
Informational text
50%
24
Reading—Grade 4
Reading Booklet Directions
In each of the next two sections, you will have 25 minutes to read one or two
passages and to answer questions about what you have read.
You will be asked to respond to two types of questions. The first type of
question requires you to choose the best answer and fill in the oval for that answer
in your booklet. Some questions of this type will ask you about the meaning of a
word as it is used in the passage.
The other type of question requires you to write your answer on the blank lines
in your booklet. Some questions of this type will ask you to write a short answer
and some questions will ask you to write a longer answer.
Here is an example of a question that requires you to write a short answer.
Do you think “Summer Adventure” was a good title
for the story? Explain why or why not using details
from the story.
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E123CDR-25
Reading—Grade 4
25
Here is an example of a question that requires you to write a longer, more
detailed answer.
Joe has different feelings during his trip in Alaska.
Describe two different feelings Joe had and explain
what caused him to have those feelings.
Think carefully about each question. When you are writing your response, make
your answer as complete as possible. Be sure your handwriting is clear. Use as
many lines as you need.
You may go back to the passage when answering the questions.
If you finish before time is called, read over your work to be sure you have
provided your best answer.
E123CDR-25
STOP
26
Reading—Grade 4
Sample Reading Questions
Grade 4
DISHPAN
DUCKS
By Margaret Springer
Illustrated by Don Dyen
Rosa walked home from school
slowly. The rows of apartment
buildings and the streets full of cars
looked all the same. And it was cold.
Rosa missed her country. She had
begun to learn some English, but she
did not know what to say or what to do
when other kids were around. They were
friendly, but Rosa felt safer being alone.
Behind Rosa’s brick apartment building
was a special place, a small creek where
Rosa always stopped after school. There
were ducks there, and she could speak to
them in her language. The ducks seemed
to understand.
Every afternoon Rosa sat on a concrete
slab above the creek and watched the
ducks until Mama came home from work.
Rosa did not feed them. She knew
that most “people food” was not right for
ducks. But she watched them swim and
feed and walk up to her, quacking. Once
they even walked over Rosa’s tummy
as she lay with her feet stretched out
on the bumpy grass. They like me,
Rosa said to herself.
One day after school, the ducks were
not in the water. They did not waddle
toward Rosa, even though she stayed very
still. Something was wrong.
Gently, Rosa tiptoed to where the
ducks were huddled. “Are you sick?” she
whispered. They looked different. They
looked greasy.
Then Rosa noticed the creek. An oily
film covered it, making patches of color
on the water’s surface. She looked closely
at the ducks. Their feathers were stuck
together. They could not swim. They
could not fly.
I must get help, said Rosa to herself.
But how? I don’t know anyone. Mama
told me not to speak to strangers. Besides,
I don’t know how to ask in English.
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Reading—Grade 4
Rosa had an idea. She rushed back to
the street, walked to the traffic light, then
raced around the corner and back to the
school yard.
Rosa was in luck. Boys and girls were
still there, practicing baseball with the
gym teacher. Rosa had never played
baseball in this country.
“Please! Come!” said Rosa, breathless,
“Ducks!”
“Hello, Rosa,” said the teacher. “What’s
the trouble?”
“Ducks!” said Rosa again. It was one
of the few English words she was sure of.
“Come. Please. Ducks!”
She pointed in the direction of the
creek. The kids were staring at her, but
she didn’t care. “Ducks!” she said again,
her eyes pleading.
The teacher said something in English
to his team. They looked at Rosa and
talked all at once. Then the teacher
smiled. “OK, Rosa,” he said. “Show us.”
They all grabbed their jackets and their
baseball mitts and bats, and followed Rosa
to the creek.
Pretty soon there were more people
at Rosa’s creek than she had ever seen
there before. First the police came with
their squad cars and sirens. Then came
the firefighters with their big trucks and
Humane Society workers in their vans.
People came out from the apartment
building with dishpans and towels and
liquid dish detergent. Rosa did not
understand all the talk, but she knew
what was happening.
27
The ducks were too weak to fly or run
away. She and the other kids rounded
them up and held them in the dishpans
while the Humane Society people worked.
Four washes for each duck with mild
detergent, and four rinses with clear
water. It reminded Rosa of doing the
wash.
After a while someone brought a
blow-dryer. Rosa laughed as the ducks
were blown fluffy-dry. One by one, they
were packed carefully into cages in the
Humane Society vans.
“We’ll keep them for a few days,” one
of the workers said. “They need time to
regain the natural oils in their feathers, so
they can keep themselves warm and swim
properly. A big factory upstream spilled
four hundred gallons of diesel fuel into
the storm sewers last night. What a mess!
You got to these ducks just in time, young
lady.”
Rosa did not know what the man was
saying, but she saw how everyone smiled
at her, and she felt proud.
By the time Rosa’s mama came home,
the cars and the vans and the people were
gone. Rosa was in her special place by
the creek. But she was not alone. She was
playing baseball with three friends. Rosa
was good at baseball. She was getting
better at English, too.
“Home run!” she shouted, laughing,
after she slugged the ball almost to the
parking lot. Rosa was happy. And the
dishpan ducks were safe.
Copyright © 1990 by Highlights for
Children, Inc., Columbus, Ohio
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28
Reading—Grade 4
VB437270
1. Which of the following lessons is most important to the story?
APeople need to work together in an emergency.
BOil spills need to be cleaned up by experts.
CAnimals and people need to take baths.
DChildren need to play baseball to make friends.
VB436816
2. Explain why Rosa visits the ducks at the beginning of the story. Use details from the
story in your answer.
VB436818
3. Why does Rosa return to the school yard?
AShe has forgotten her homework assignment.
BShe wants to play baseball with her friends.
CShe needs to get help for the ducks.
DShe wants to show her teacher a duck.
GO ON TO THE NEXT PAGE
Reading—Grade 4
29
VB437265
4. When Rosa tiptoes to the ducks and whispers to them, it shows that she
Athinks that something might be wrong
Blikes to walk and speak quietly
Cdoes not want to wake up the ducks
Dwants to tell the ducks a story
VB436819
5. Why is the gym teacher important in the story? Use examples of what he says or does in
your answer.
VB436817
6. What does the word “pleading” mean, as it is used in the sentence below?
“Ducks,” she said again, her eyes pleading.
AYelling
BBegging
CLooking
DBlinking
STOP
30
2009 Grade 4 Sample Questions Booklet
The Science Probe
As a part of the 2009 science assessment, some students will complete a handson performance task. In these tasks, students manipulate selected physical objects
and try to solve a scientific problem involving the objects. These exercises are designed
to probe students’ abilities to combine their science knowledge with the investigative
skills reflective of the nature of science and inquiry. In the tasks, students are provided
with an opportunity to determine scientifically justifiable procedures for addressing a
problem and arriving at a solution. The problem to be solved may involve implementing
procedures that manipulate the variable of interest, control extraneous variables,
and provide data to be used in justifying a solution to the problem. In addition to
allowing students to determine the procedures for carrying out the experiment, handson performance tasks are “content rich,” in that they require knowledge of science
principles to carry them out.
One example of a hands-on task might involve asking students to identify the
contents of each of six different sealed boxes, labeled A through F, by using only the
batteries, bulbs, and wires provided with the task to complete an electrical circuit. This
task requires knowledge of series circuits and the ability of the student to implement
correct problem-solving procedures.
In another part of the 2009 science assessment, some students will work through
an activity (for example, a simulation) using computers. Students will be given an online tutorial so they understand how to navigate through the task screens. Pilot studies
have indicated that students adapt easily to this technology, and they are typically very
engaged while working on the computer. This assessment format provides an opportunity
for students to engage in scientific investigations and activities that would otherwise
be too cumbersome, expensive, or time-consuming to perform during a standardized
assessment administration in a school setting.
Students will apply their knowledge to perform activities in physical science, life
science, and earth and space science. They will be asked to
• design and conduct scientific investigations,
• search appropriate databases for data, and
• identify patterns in the data they find.
Student confidentiality is protected at all times during all NAEP assessments.
While on the computer, students will be identified by a random number that won’t be
traceable through any other means. They will be monitored at all times while they are
on the computer, and no unauthorized person will have access to their responses.
Although these NAEP tasks are computer-based, student access on the computer will be
restricted to only test-specific content. Students will not have access to any non-testrelated content or applications.
Student Background Questionnaire—Grade 4
31
Student Background Questionnaires
General Directions for Grade 4
In the next two sections, you will be asked questions about yourself and your education.
We will read the first section together. To answer these questions, fill in the oval beside the
answer that is true for you. For example, fill in the oval beside your answer to this question:
How many movies did you see last month on television and in movie theaters?
A None
B 1 to 5
C 6 to 10
D More than 10
You should have filled in the oval beside the answer that best tells how many movies you
saw last month on television and in movie theaters. On questions like this, be sure to make
your answer mark clear and dark in the oval. If you make a mistake or want to change your
answer, be sure to completely erase any unwanted marks.
You will be told when it is time to begin and end each section.
Do not go past the
sign at the end of each section until you are told to do so.
If you finish before time is called, go back and check your work on that section only. Use
your time carefully. Do as much as you can in each section.
STOP
32
Student Background Questionnaire—Grade 4
Student Background Questionnaire
Grade 4
In this section, please tell us about yourself and your family. The section has 11 questions.
Mark your answers in your booklet.
VB331330
1. Are you Hispanic or Latino? Fill in one
or more ovals.
For the rest of the questions in this
section, fill in only one oval for each
question.
A No, I am not Hispanic or Latino.
VB331333
3. Does your family get a newspaper at
least four times a week?
B Yes, I am Mexican, Mexican
American, or Chicano.
A Yes
C Yes, I am Puerto Rican or Puerto
Rican American.
B No
C I don’t know.
D Yes, I am Cuban or Cuban
American.
E Yes, I am from some other Hispanic
or Latino background.
VB331331
2. Which of the following best describes
you? Fill in one or more ovals.
A White
VB331334
4. Does your family get any magazines
regularly?
A Yes
B No
C I don’t know.
B Black or African American
C Asian
VB331335
5. About how many books are there in
your home?
D American Indian or Alaska Native
A Few (0–10)
E Native Hawaiian or other Pacific
Islander
B Enough to fill one shelf (11–25)
C Enough to fill one bookcase (26–100)
D Enough to fill several bookcases
(more than 100)
A1D1
GO ON TO THE NEXT PAGE
Student Background Questionnaire—Grade 4
33
VB331336
6. Is there a computer at home that you
use?
A Yes
VB331339
9. How often do you talk about things you
have studied in school with someone in
your family?
A Never or hardly ever
B No
B Once every few weeks
VB331337
7. Is there an encyclopedia in your home?
It could be a set of books, or it could be
on the computer.
A Yes
C About once a week
D Two or three times a week
E Every day
B No
VB331447
10. How many days were you absent from
school in the last month?
C I don’t know.
TB001101
8. About how many pages a day do
you have to read in school and for
homework?
A 5 or fewer
B 6–10
A None
B 1 or 2 days
C 3 or 4 days
D 5 to 10 days
E More than 10 days
C 11–15
VB331451
D 16–20
E More than 20
11. How often do people in your home talk
to each other in a language other than
English?
A Never
B Once in a while
C About half of the time
D All or most of the time
STOP
34
Civics Background Questionnaire—Grade 4
Civics Background Questionnaire
Grade 4
This section has 26 questions. Mark your answers in your booklet. Fill in only one oval
for each question.
VC466194
1. In this school year, how often have you
studied social studies?
A Never or hardly ever
B A few times a year
A Never or hardly ever
C Once or twice a month
B A few times a year
D Once or twice a week
C Once or twice a month
E Every day or almost every day
D Once or twice a week
VC466212
2. In this school year, have you learned
about how our government works?
E Every day or almost every day
VC466217
A Yes
5. In this school year, how often have you
memorized material that you have read
for social studies?
B No
C I don’t know.
A Never or hardly ever
VC466214
3. In this school year, how often have
you read material in a social studies
textbook?
A Never or hardly ever
VC466215
4. In this school year, how often have you
read extra material not in the regular
social studies textbook (for example,
newspapers, magazines, encyclopedia, or
cartoons)?
B A few times a year
C Once or twice a month
D Once or twice a week
E Every day or almost every day
B A few times a year
C Once or twice a month
D Once or twice a week
E Every day or almost every day
VC466219
6. In this school year, how often have you
worked on a project for social studies?
A Never or hardly ever
B A few times a year
C Once or twice a month
D Once or twice a week
E Every day or almost every day
GO ON TO THE NEXT PAGE
Civics Background Questionnaire—Grade 4
35
VC466220
7. In this school year, how often have you
written a report for social studies?
VC466232
10. In this school year, how often have you
gone on field trips for social studies?
A Never or hardly ever
A Never or hardly ever
B A few times a year
B A few times a year
C Once or twice a month
C Once or twice a month
D Once or twice a week
D Once or twice a week
E Every day or almost every day
E Every day or almost every day
VC466222
8. In this school year, how often have you
filled out worksheets for social studies?
VC472682
11. In this school year, how often have you
taken a test or quiz for social studies?
A Never or hardly ever
A Never or hardly ever
B A few times a year
B A few times a year
C Once or twice a month
C Once or twice a month
D Once or twice a week
D Once or twice a week
E Every day or almost every day
E Every day or almost every day
VC472680
9. In this school year, how often have
you had a class discussion about the
material studied for social studies?
VC466235
12. In this school year, how often have you
taken part in role-playing or dramas for
social studies?
A Never or hardly ever
A Never or hardly ever
B A few times a year
B A few times a year
C Once or twice a month
C Once or twice a month
D Once or twice a week
D Once or twice a week
E Every day or almost every day
E Every day or almost every day
GO ON TO THE NEXT PAGE
36
Civics Background Questionnaire—Grade 4
VC466236
13. In this school year, how often have you
written a letter to give your opinion or
help solve a community problem for
social studies?
VC466317
16. In this school year, how often have you
been asked to write long answers to
questions on tests or assignments for
social studies?
A Never or hardly ever
A Never or hardly ever
B A few times a year
B A few times a year
C Once or twice a month
C Once or twice a month
D Once or twice a week
D Once or twice a week
E Every day or almost every day
E Every day or almost every day
VC466316
14. In this school year, how often have you
had visits from outside speakers for
social studies to learn about important
events and ideas?
VC466252
17. How often do you use the Internet at
school for social studies?
A Never or hardly ever
A Never or hardly ever
B A few times a year
B A few times a year
C Once or twice a month
C Once or twice a month
D Once or twice a week
D Once or twice a week
E Every day or almost every day
E Every day or almost every day
VC466253
VC472772
15. In this school year, how often have you
put information into tables, charts, or
graphs for social studies?
18. Do you use a computer at home for
your homework assignments or school
projects for social studies?
A Yes
A Never or hardly ever
B No
B A few times a year
C I don’t know.
C Once or twice a month
D Once or twice a week
E Every day or almost every day
VC466256
19. Do you use the Internet at home to
learn things about social studies?
A Yes
B No
C I don’t know.
GO ON TO THE NEXT PAGE
Civics Background Questionnaire—Grade 4
37
VC466559
20. On a typical day, how much time do
you spend on a computer doing work
for social studies class? Include work
you do in class and for homework.
VC466293
23. How often do you think that you can
do well on your tests for social studies?
A Never or hardly ever
A None
B Sometimes
B Half an hour or less
C Often
C About 1 hour
D Always or almost always
D About 2 hours
VC466312
24. How often do you think you can do
well on your assignments for social
studies?
E More than 2 hours
VC466260
21. How often do you use e-mail, instant
messages, or text messages to talk
online with friends about social studies
work?
A Never or hardly ever
A Never or hardly ever
B Sometimes
C Often
D Always or almost always
B A few times a year
C Once or twice a month
VC466313
25. How much do you like social studies?
D Once or twice a week
A Not at all
E Every day or almost every day
B Very little
VC466275
22. How often do you use e-mail, instant
messages, or text messages to get help
with social studies work from your
family?
A Never or hardly ever
C Some
D A lot
VC466314
26. How often do you think that social
studies is one of your favorite subjects?
B A few times a year
A Never or hardly ever
C Once or twice a month
B Sometimes
D Once or twice a week
C Often
E Every day or almost every day
D Always or almost always
STOP
38
Geography Background Questionnaire—Grade 4
Geography Background Questionnaire
Grade 4
This section has 24 questions. Mark your answers in your booklet. Fill in only one oval
for each question.
VC466194
1. In this school year, how often have you
studied social studies?
A Never or hardly ever
VC472676
4. In this school year, how often have you
read extra material not in the regular
social studies textbook (for example,
magazines, maps, atlases, or cartoons)?
B A few times a year
A Never or hardly ever
C Once or twice a month
B A few times a year
D Once or twice a week
C Once or twice a month
E Every day or almost every day
D Once or twice a week
VC472674
2. In this school year, have you learned
about geography?
E Every day or almost every day
VC472677
5. In this school year, how often have you
memorized material that you have read
for social studies?
A Yes
B No
A Never or hardly ever
C I don’t know.
B A few times a year
VC472675
3. In this school year, how often have
you read material in a social studies
textbook?
A Never or hardly ever
B A few times a year
C Once or twice a month
D Once or twice a week
E Every day or almost every day
C Once or twice a month
D Once or twice a week
E Every day or almost every day
VC472678
6. In this school year, how often have you
worked on a project for social studies?
A Never or hardly ever
B A few times a year
C Once or twice a month
D Once or twice a week
E Every day or almost every day
GO ON TO THE NEXT PAGE
Geography Background Questionnaire—Grade 4
39
VC472679
7. In this school year, how often have you
written a report for social studies?
VC472682
10. In this school year, how often have you
taken a test or quiz for social studies?
A Never or hardly ever
A Never or hardly ever
B A few times a year
B A few times a year
C Once or twice a month
C Once or twice a month
D Once or twice a week
D Once or twice a week
E Every day or almost every day
E Every day or almost every day
VC472680
8. In this school year, how often have
you had a class discussion about the
material studied for social studies?
A Never or hardly ever
VC472683
11. In this school year for social studies,
how often have you participated in
activities where you played the role of
an explorer or travel to new places?
A Never or hardly ever
B A few times a year
B A few times a year
C Once or twice a month
C Once or twice a month
D Once or twice a week
E Every day or almost every day
D Once or twice a week
E Every day or almost every day
VC472681
9. In this school year, how often have you
watched movies or videos for social
studies?
VC472753
12. In this school year, how often have you
made or used maps for social studies?
A Never or hardly ever
A Never or hardly ever
B A few times a year
B A few times a year
C Once or twice a month
C Once or twice a month
D Once or twice a week
D Once or twice a week
E Every day or almost every day
E Every day or almost every day
GO ON TO THE NEXT PAGE
40
Geography Background Questionnaire—Grade 4
VC472772
13. In this school year, how often have you
put information into tables, charts, or
graphs for social studies?
VC472811
16. Do you use a computer at home for
your homework assignments or school
projects for social studies?
A Never or hardly ever
A Yes
B A few times a year
B No
C Once or twice a month
C I don’t know.
D Once or twice a week
VC472813
E Every day or almost every day
VC472806
14. In this school year, how often have you
been asked to write long answers to
questions on tests or assignments for
social studies?
17. Do you use the Internet at home to
learn things about social studies?
A Yes
B No
C I don’t know.
A Never or hardly ever
VC472814
18. On a typical day, how much time do
you spend on a computer doing work
for social studies class? Include work
you do in class and for homework.
B A few times a year
C Once or twice a month
D Once or twice a week
A None
E Every day or almost every day
B Half an hour or less
VC472808
15. How often do you use the Internet at
school for social studies?
A Never or hardly ever
C About 1 hour
D About 2 hours
E More than 2 hours
B A few times a year
C Once or twice a month
D Once or twice a week
E Every day or almost every day
VC472832
19. How often do you use e-mail, instant
messages, or text messages to talk
online about social studies work?
A Never or hardly ever
B A few times a year
C Once or twice a month
D Once or twice a week
E Every day or almost every day
GO ON TO THE NEXT PAGE
Geography Background Questionnaire—Grade 4
41
VC472839
20. How often do you use e-mail, instant
messages, or text messages to get help
with social studies work from your
family?
A Never or hardly ever
VC472878
23. How much do you like social studies?
A Not at all
B Very little
C Some
B A few times a year
D A lot
C Once or twice a month
D Once or twice a week
VC472879
E Every day or almost every day
24. How often do you think that social
studies is one of your favorite subjects?
A Never or hardly ever
VC472875
21. How often do you think that you can
do well on your tests for social studies?
A Never or hardly ever
B Sometimes
C Often
D Always or almost always
B Sometimes
C Often
D Always or almost always
VC472876
22. How often do you think that you can
do well on your assignments for social
studies?
A Never or hardly ever
B Sometimes
C Often
D Always or almost always
STOP
42
U.S. History Background Questionnaire—Grade 4
U.S. History Background Questionnaire
Grade 4
This section has 26 questions. Mark your answers in your booklet. Fill in only one oval
for each question.
VC469156
1. In this school year, how often have you
studied social studies?
A Never or hardly ever
B A few times a year
VC469234
4. In this school year, how often have you
read extra material not in the regular
social studies textbook (for example,
biographies or historical stories, or an
encyclopedia)?
A Never or hardly ever
C Once or twice a month
B A few times a year
D Once or twice a week
E Every day or almost every day
VC469158
2. In this school year, have you learned
about the history of the United States?
C Once or twice a month
D Once or twice a week
E Every day or almost every day
VC469239
A Yes
5. In this school year, how often have you
memorized material that you have read
for social studies?
B No
C I don’t know.
A Never or hardly ever
VC469232
3. In this school year, how often have
you read material in a social studies
textbook?
A Never or hardly ever
B A few times a year
C Once or twice a month
D Once or twice a week
E Every day or almost every day
B A few times a year
C Once or twice a month
VC469242
6. In this school year, how often have you
worked on a project for social studies?
D Once or twice a week
A Never or hardly ever
E Every day or almost every day
B A few times a year
C Once or twice a month
D Once or twice a week
E Every day or almost every day
GO ON TO THE NEXT PAGE
U.S. History Background Questionnaire—Grade 4
43
VC469245
7. In this school year, how often have you
written a report for social studies?
VC469253
10. In this school year, how often have you
taken a test or quiz for social studies?
A Never or hardly ever
A Never or hardly ever
B A few times a year
B A few times a year
C Once or twice a month
C Once or twice a month
D Once or twice a week
D Once or twice a week
E Every day or almost every day
E Every day or almost every day
VC469248
8. In this school year, how often have
you had a class discussion about the
material studied for social studies?
A Never or hardly ever
VC469806
11. In this school year, how often have you
read letters, diaries, or essays written
by people who lived in earlier times for
social studies?
A Never or hardly ever
B A few times a year
B A few times a year
C Once or twice a month
C Once or twice a month
D Once or twice a week
E Every day or almost every day
D Once or twice a week
E Every day or almost every day
VC469251
9. In this school year, how often have you
watched movies or videos for social
studies?
VC469809
12. In this school year, how often have you
gone on field trips for social studies?
A Never or hardly ever
A Never or hardly ever
B A few times a year
B A few times a year
C Once or twice a month
C Once or twice a month
D Once or twice a week
D Once or twice a week
E Every day or almost every day
E Every day or almost every day
GO ON TO THE NEXT PAGE
44
U.S. History Background Questionnaire—Grade 4
VC469812
13. In this school year, how often have you
had visits from outside speakers for
social studies to learn about important
events and ideas?
VC469813
16. In this school year, how often have you
been asked to write long answers to
questions on tests or assignments for
social studies?
A Never or hardly ever
A Never or hardly ever
B A few times a year
B A few times a year
C Once or twice a month
C Once or twice a month
D Once or twice a week
D Once or twice a week
E Every day or almost every day
E Every day or almost every day
VC628940
14. In this school year, how often have you
taken part in role-playing or dramas for
social studies?
A Never or hardly ever
VC469817
17. How often do you use the Internet at
school for social studies?
A Never or hardly ever
B A few times a year
B A few times a year
C Once or twice a month
C Once or twice a month
D Once or twice a week
D Once or twice a week
E Every day or almost every day
E Every day or almost every day
VC469818
VC628942
15. In this school year, how often have you
put information into tables, charts, or
graphs for social studies?
A Never or hardly ever
B A few times a year
C Once or twice a month
D Once or twice a week
E Every day or almost every day
18. Do you use a computer at home for
your homework assignments or school
projects for social studies?
A Yes
B No
C I don’t know.
VC469819
19. Do you use the Internet at home to
learn things about social studies?
A Yes
B No
C I don’t know.
GO ON TO THE NEXT PAGE
U.S. History Background Questionnaire—Grade 4
45
VC469838
20. On a typical day, how much time do
you spend on a computer doing work
for social studies class? Include work
you do in class and for homework.
VC470218
23. How often do you think you can do
well on your tests for social studies?
A Never or hardly ever
A None
B Sometimes
B Half an hour or less
C Often
C About 1 hour
D Always or almost always
D About 2 hours
VC470220
24. How often do you think you can do
well on your assignments for social
studies?
E More than 2 hours
VC469841
21. How often do you use e-mail, instant
messages, or text messages to talk
online with friends about social studies
work?
A Never or hardly ever
A Never or hardly ever
B Sometimes
C Often
D Always or almost always
B A few times a year
C Once or twice a month
VC470223
25. How much do you like social studies?
D Once or twice a week
A Not at all
E Every day or almost every day
B Very little
VC469847
22. How often do you use e-mail, instant
messages, or text messages to get help
with social studies work from your
family?
A Never or hardly ever
C Some
D A lot
VC470224
26. How often do you think that social
studies is one of your favorite subjects?
B A few times a year
A Never or hardly ever
C Once or twice a month
B Sometimes
D Once or twice a week
C Often
E Every day or almost every day
D Always or almost always
STOP
46
Mathematics Background Questionnaire—Grade 4
Mathematics Background Questionnaire
Grade 4
This section has 22 questions. Mark your answers in your booklet. Fill in only one oval
for each question.
VC628615
1. In this school year, have you taken a
math tutoring or enrichment course?
A Yes
VC628629
5. In this school year, how often have
you used a calculator to solve math
problems during math lessons?
A Never or hardly ever
B No
B A few times a year
C I don’t know.
C Once or twice a month
VC628619
2. In this school year, have you
participated in math-related activities
such as math competitions?
D Once or twice a week
E Every day or almost every day
VC628631
A Yes
6. In this school year, how often have
you used a calculator to solve math
problems during math tests?
B No
C I don’t know.
A Never or hardly ever
VC628626
3. In this school year, have you used math
textbooks in your math class?
B A few times a year
C Once or twice a month
A Yes
D Once or twice a week
B No
E Every day or almost every day
C I don’t know.
VC628633
VC628627
4. In this school year, have you brought
your own calculator to your math
class?
A Yes
B No
C I don’t know.
7. In this school year, how often have
you used a calculator at home to
solve math problems for homework
assignments or school projects?
A Never or hardly ever
B A few times a year
C Once or twice a month
D Once or twice a week
E Every day or almost every day
GO ON TO THE NEXT PAGE
Mathematics Background Questionnaire—Grade 4
47
VC628636
8. In this school year, have you used a
computer in your math class?
A Yes
VC628643
12. In this school year, how often have you
used Internet websites to get help from
math experts for math work?
A Never or hardly ever
B No
B A few times a year
C I don’t know.
C Once or twice a month
VC628637
9. In this school year, how often have you
played math games on the computer?
D Once or twice a week
E Every day or almost every day
A Never or hardly ever
VC628645
13. In this school year, how often have you
used the Internet to talk about math
work with other students in your math
class?
B A few times a year
C Once or twice a month
D Once or twice a week
E Every day or almost every day
VC628639
10. In this school year, have you done any
online math activities for your math
class?
A Never or hardly ever
B A few times a year
C Once or twice a month
D Once or twice a week
E Every day or almost every day
A Yes
B No
VC628650
14. In this school year, have you used
special math computer programs in
your math class?
C I don’t know.
VC628641
11. In this school year, how often have
you used Internet websites to learn
new things about math that are not for
schoolwork?
A Yes
B No
C I don’t know.
A Never or hardly ever
B A few times a year
C Once or twice a month
D Once or twice a week
E Every day or almost every day
VC628651
15. In this school year, how often have
you used a computer program on the
computer to make charts, tables, or
graphs?
A Never or hardly ever
B A few times a year
C Once or twice a month
D Once or twice a week
E Every day or almost every day
GO ON TO THE NEXT PAGE
48
Mathematics Background Questionnaire—Grade 4
VC628654
16. In this school year, how often have you
used math programs on the computer
to practice math problems?
VC628658
20. In this school year, how often has your
teacher shown the class different ways
to solve the same math problem?
A Never or hardly ever
A Never or hardly ever
B A few times a year
B A few times a year
C Once or twice a month
C Once or twice a month
D Once or twice a week
D Once or twice a week
E Every day or almost every day
E Every day or almost every day
VC628655
17. In this school year, how much have
you liked what you did in your math
class?
VC628659
21. In this school year, how often has your
teacher told you about after-school
math programs that you could join?
A Very little
A Never or hardly ever
B Some
B A few times a year
C Quite a bit
C Once or twice a month
D Very much
D Once or twice a week
E Every day or almost every day
VC628656
18. In this school year, how well have you
done in your math class?
A Not well
VC628660
22. In this school year, how often has your
teacher given you graded assignments
or tests?
B Well
A Never or hardly ever
C Very well
B A few times a year
VC628657
19. In this school year, how often has your
teacher asked you to talk about how
you solved a math problem during
math class?
C Once or twice a month
D Once or twice a week
E Every day or almost every day
A Never or hardly ever
B A few times a year
C Once or twice a month
D Once or twice a week
E Every day or almost every day
STOP
Reading Background Questionnaire—Grade 4
49
Reading Background Questionnaire
Grade 4
This section has 22 questions. Mark your answers in your booklet. Fill in only one oval
for each question.
VC595109
1. In this school year, how often has your
teacher asked you to talk about what
you have read for reading class?
A Never or hardly ever
VC629054
3. In this school year, how often has your
teacher asked you to write something
about what you have read for reading
class?
A Never or hardly ever
B A few times a year
B A few times a year
C Once or twice a month
C Once or twice a month
D Once or twice a week
E Every day or almost every day
D Once or twice a week
E Every day or almost every day
VC629053
2. In this school year, how often has
your teacher asked you to do a group
activity or project about what you have
read during reading class?
VC629056
4. In this school year, how often has your
teacher told you about special reading
activities or book clubs?
A Never or hardly ever
A Never or hardly ever
B A few times a year
B A few times a year
C Once or twice a month
C Once or twice a month
D Once or twice a week
D Once or twice a week
E Every day or almost every day
E Every day or almost every day
GO ON TO THE NEXT PAGE
50
Reading Background Questionnaire—Grade 4
VC629057
5. In this school year, how often has your
teacher told you about how you did
on your reading assignments or school
projects?
A Never or hardly ever
VC629061
8. In this school year, how often have you
used a computer to check spelling or
grammar on what you have written?
A Never or hardly ever
B A few times a year
B A few times a year
C Once or twice a month
C Once or twice a month
D Once or twice a week
D Once or twice a week
E Every day or almost every day
E Every day or almost every day
VC629062
VC629058
6. In this school year, how often have you
used a computer to write papers for
reading class?
A Never or hardly ever
9. In this school year, how often have you
used Internet websites to learn new
things that are not for schoolwork?
A Never or hardly ever
B A few times a year
B A few times a year
C Once or twice a month
C Once or twice a month
D Once or twice a week
D Once or twice a week
E Every day or almost every day
E Every day or almost every day
VC629063
VC629059
7. In this school year, how often have
you used a computer to do homework
assignments or school projects for
reading class?
A Never or hardly ever
B A few times a year
C Once or twice a month
D Once or twice a week
E Every day or almost every day
10. In this school year, how often have
you used Internet websites to find the
information that you need for your
reading class?
A Never or hardly ever
B A few times a year
C Once or twice a month
D Once or twice a week
E Every day or almost every day
GO ON TO THE NEXT PAGE
Reading Background Questionnaire—Grade 4
51
VC629064
11. In this school year, how often have
you used Internet websites to prepare
your homework assignments or school
projects for reading class?
A Never or hardly ever
VC629267
14. In this school year, how often have you
sent instant messages to other students
in your class about your reading
homework assignments or school
projects?
A Never or hardly ever
B A few times a year
B A few times a year
C Once or twice a month
C Once or twice a month
D Once or twice a week
E Every day or almost every day
D Once or twice a week
E Every day or almost every day
VC629152
12. In this school year, how often have
you written e-mails to other students
in your class about your reading
homework assignments or school
projects?
A Never or hardly ever
VC629269
15. In this school year, how often have you
sent e-mails, text messages, or instant
messages to other students in your
class to prepare for upcoming reading
quizzes and tests?
A Never or hardly ever
B A few times a year
B A few times a year
C Once or twice a month
C Once or twice a month
D Once or twice a week
E Every day or almost every day
D Once or twice a week
E Every day or almost every day
VC629265
13. In this school year, how often have you
sent text messages to other students
in your class about your reading
homework assignments or school
projects?
A Never or hardly ever
B A few times a year
C Once or twice a month
D Once or twice a week
E Every day or almost every day
VC629271
16. In this school year, how often have you
sent e-mails, text messages, or instant
messages to other students in your
class to talk about websites that will
help you with reading homework?
A Never or hardly ever
B A few times a year
C Once or twice a month
D Once or twice a week
E Every day or almost every day
GO ON TO THE NEXT PAGE
52
Reading Background Questionnaire—Grade 4
VC629273
17. In this school year, how much have
you liked what you did in your school
work for reading class?
VC629279
20. In this school year, how often have
you gone to bookstores to buy books or
magazines for reading class?
A Not at all
A Never or hardly ever
B A little
B A few times a year
C Some
C Once or twice a month
D A lot
D Once or twice a week
E Every day or almost every day
VC629275
18. In this school year, how often have you
borrowed books from the public library
for reading class?
A Never or hardly ever
VC629281
21. In this school year, how often have you
read books or magazines that were not
for schoolwork?
B A few times a year
A Never or hardly ever
C Once or twice a month
B A few times a year
D Once or twice a week
C Once or twice a month
E Every day or almost every day
D Once or twice a week
E Every day or almost every day
VC629278
19. In this school year, how often have you
borrowed books from the school library
for reading class?
A Never or hardly ever
VC629282
22. In this school year, how often have you
attended after-school programs related
to reading?
B A few times a year
A Never or hardly ever
C Once or twice a month
B A few times a year
D Once or twice a week
C Once or twice a month
E Every day or almost every day
D Once or twice a week
E Every day or almost every day
STOP
NAEP Questions Tool
53
NAEP Questions Tool
Introduction
After every assessment cycle, NAEP releases a portion of the main assessment to
the public. The NAEP Questions Tool allows users to view those questions, as well as
their associated scoring guides, keys, classification information, performance data,
student group data, and student responses (for constructed-response questions only).
The purpose of the tool is to provide teachers, researchers, and educators with greater
access to NAEP assessment exercises.
The tool also allows users to print selected questions and all their relevant information.
How to Access
The direct URL link to the NAEP Questions Tool is http://nces.ed.gov/nationsreportcard/
itmrls, or click NAEP Questions on The Nation’s Report Card™ home page.
What information can I get about each question?
When you select a question to view, a screen similar to the one below will be displayed.
Information related to a selected question is available by clicking the tabs at the top of
the screen. A description of these tabs follows.
54
NAEP Questions Tool
Question: When the screen first appears, the question will be displayed, and
the Question tab will be highlighted. When you are viewing related information other
than the question itself, click on this tab to re-display the question.
Links within the question: The question and related graphics or text passages may not
fit on the screen area without scrolling. Some questions have associated content such
as reading passages or maps. To see these materials, click on the link labeled “View
reading passage” or “additional materials.” This text varies depending on the subject.
Note that the questions have been formatted to display on the screen and may not be
presented in the same way as they were to the student.
NAEP Questions Tool
Performance Data: Shows information about how students scored on the question.
For Multiple-Choice Questions: Shows the percentage of students who answered the
question incorrectly or correctly, or who omitted the item.
For Constructed-Response Questions: Shows the percent correct by score level.
The scoring criteria will vary depending on the subject and type of question. Click on
the Scoring Guide/Key tab to see a description of the score levels used for each
constructed-response question, and the Student Response Tab to see sample student
responses at each score level.
55
56
NAEP Questions Tool
Content Classification: Shows information about how the question relates to the subject
area framework. This includes a description of the content domain—what is being
assessed—and the cognitive skills within that domain.
Use the links on the upper right of the Content Classification screen to move between
the sections of the screen. Note that the name of the links will vary depending on
subject and question type.
NAEP Questions Tool
Scoring Guide/Key: Shows information about how the question was scored.
For Multiple-Choice Questions: Shows the “key” or correct answer for the question.
For Constructed-Response Questions: Shows the scoring guide used to determine the
score for the student’s answer.
Note that the scoring criteria will vary depending on the subject and type of question.
57
58
NAEP Questions Tool
Student Responses: Shows actual student responses to the question for each score
level.
Use the scroll bar to move between the sections of the screen. Note that student
responses are available only for constructed-response questions.
In some subjects, you will find a Scorer’s Commentary button after the student
responses. Each subject offers a different model for the scorer’s commentary—some
provide one for every response, others for both responses. The scorer’s commentary
gives you additional information on why the response received the score that it did and
often refers back to the scoring guide.
NAEP Questions Tool
59
More Data: Provides question-level data that indicates how students across the nation
performed on individual questions. The “more data” tab can also be used to explore
student group performance (males and females) on individual items.
Information about the performance of the following student groups is included on the
More Data screen:
All students
Gender
Region of the Country
Race/Ethnicity
Type of School (public/nonpublic)
Type of Location
National School Lunch Program
60
NAEP Questions Tool
Where can I find more information about the subjects NAEP assesses?
The NAEP website contains a wealth of information about the subjects NAEP assesses.
Just click on one of the subject area links to find out more. The URL for the site is
http://nces.ed.gov/nationsreportcard/.
Additional Help
For more help with features on the NAEP website, click Help in the banner.
For additional help, write to us via Contact Us, or e-mail Sherran.Osborne@ed.gov.
Information About
National Assessment of Educational Progress
2009 Pilot Assessments in
Civics, U.S. History, Geography, Mathematics, Reading
and Science Probe
PROJECT MISSION. NAEP is administered by the U.S. Department of Education
to report on the achievement of American students in key academic subjects. For
more information about the NAEP program, visit the NAEP website at http://nces.
ed.gov/nationsreportcard or call 202–502–7420.
PARTICIPATION. States and districts that receive Title I funds are required to
participate in biennial NAEP reading and mathematics assessments at grades
4 and 8. Student participation is always voluntary. Contact your school’s NAEP
coordinator for more information.
NAEP CONTENT. The National Assessment Governing Board develops frameworks
detailing what students reasonably might be expected to know and do for each
subject assessed by NAEP. For additional information on framework development,
see the Governing Board’s website at http://www.nagb.org.
SAMPLE NAEP QUESTIONS. For each assessment, some of the test questions,
along with performance data, are made available to the public to provide concrete
samples of NAEP contents and results. For every assessment, NAEP distributes
to participating schools sample questions booklets that provide more detailed
information about the assessment design and questions. Released questions
and student performance data may be viewed on and downloaded from the NCES
website at http://nces.ed.gov/nationsreportcard/itmrls.
SECURE NAEP QUESTIONS. On written request, adults may review NAEP questions
and instruments still in use. These arrangements must be made in advance,
and persons reviewing the assessment may not remove the booklets from the
room, copy them, or take notes. Contact your school’s NAEP coordinator for more
information.
NAEP REPORTS. NAEP publications can be searched and downloaded from the
NAEP website at http://nces.ed.gov/nationsreportcard.
FOR FURTHER INFORMATION. For prompt field staff support on these or other
matters, call the NAEP Help Desk at 800–283–6237.
The work reported herein was supported under the National Assessment of Educational Progress
(ED–07–CO-0078, ED-07-CO-0107) as administered by the National Center for Education Statistics,
in the U.S. Department of Education.