SCIENCEAssessment
Updatesfor2014
Grade5
Updatesfor2014,Grade5
Page1
Copyright © November 2013 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document. All other individuals wishing to reproduce this document must contact OSPI. TableofContents
Introduction .................................................................................................................................................. 3 Washington State K‐12 Science Learning Standards .................................................................................... 3 Adoption of Next Generation Science Standards ......................................................................................... 3 New Samples for 2014 .................................................................................................................................. 4 Student Sample Pages ............................................................................................................................... 5 Teacher Answer Pages ............................................................................................................................ 15 Appendix A: Measurements of Student Progress Information................................................................... 31 Test and Item Specifications ................................................................................................................... 31 Item Types ............................................................................................................................................... 31 Performance Level Descriptors ............................................................................................................... 32 2014 Testing Windows ............................................................................................................................ 32 Online Testing ......................................................................................................................................... 32 Appendix B: Resources for Educators ......................................................................................................... 33 Lessons Learned from Scoring Student Work ......................................................................................... 33 Sample Item Templates .......................................................................................................................... 33 2012 Released Item Document (RID) and Item Analysis ........................................................................ 33 Updates for 2011, 2012, and 2013 ......................................................................................................... 33 Teacher Tool ........................................................................................................................................... 33 Appendix C: Get involved and stay informed ............................................................................................. 34 Resources/Contact Information .............................................................................................................. 34 Updatesfor2014,Grade5
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Copyright © November 2013 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document. All other individuals wishing to reproduce this document must contact OSPI. Introduction
Updates for 2014 contains pertinent information for Washington educators. This document includes a summary of new information in science assessment, sample test items, and links to resources for teachers. Updates for 2014 has been customized into grade levels: Grade 5, Grade 8, and the Biology End‐of‐Course Exam. The documents are available on http://www.k12.wa.us/Science/EducatorResources.aspx WashingtonStateK‐12ScienceLearningStandards
In 2009, the K‐12 Science Learning Standards were formally adopted. Along with the standards, the legislature provided direction for the redesign of the assessment system. The Measurements of Student Progress (MSP) replaced the Washington Assessment of Student Learning (WASL) and assessed the new science standards in grades 5 and 8 in the spring of 2011. The Biology End‐of‐Course (EOC) exam replaced the High School Proficiency Exam (HSPE) in 2012. View the Washington State K‐12 Science Learning Standards at: http://www.k12.wa.us/Science/Standards.aspx AdoptionofNextGenerationScienceStandards
The Next Generation Science Standards (NGSS) were officially adopted as the Washington State science learning standards on October 4, 2013. The adoption of the NGSS begins a transition process that will take several years for awareness, professional development, and implementation in the classroom, leading to a state‐wide assessment of those standards. The date/year for the first assessment of the NGSS is unknown at this time. Information about the adoption and transition to the NGSS can be found at: http://www.k12.wa.us/Science/NGSS.aspx The 5th grade Measurements of Student Progress (MSP) in science will continue to assess the K‐12 Science Learning Standards adopted in 2009 until at least spring 2016 or later. See Appendix A for more information about the MSP. Updatesfor2014,Grade5
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Copyright © November 2013 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document. All other individuals wishing to reproduce this document must contact OSPI. NewSamplesfor2014
The scenario and items on pages 6‐13 are samples that align with the K‐12 Science Learning Standards. The scenario and most of the items on these pages were piloted on the 2010 MSP. Other items have not gone through the comprehensive review process that test items must pass before placement on a state test. These items will be indicated in the Teacher Answer pages on the Scenario Map & Answer Key. Teachers may still use these items as classroom exercises, or informal checks for understanding, as teachers have the ability and choice to clarify any questions about these items as students are working on them. The Teacher Answer Pages (pages 15‐30) provide the keys, rubrics, and sample student responses. Printing tip: Print the student pages back‐to‐back, beginning with the cover sheet on page 5, to preserve pagination. Updatesfor2014,Grade5
Page4
Copyright © November 2013 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document. All other individuals wishing to reproduce this document must contact OSPI. StudentSamplePages
Student Name:____________________________________________ Updatesfor2014,Grade5
Page5
Copyright © November 2013 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document. All other individuals wishing to reproduce this document must contact OSPI. Updates 2014 Grade 5—Student Directions: Answer questions 1 through 3 on pages 6 through 7.
They are not connected to a scenario.
1 Where do cats get their eye color?
o
A.
From air the cats breathe
o
B.
From food the cats eat
o
C.
From the parent cats
2 Maya dissolved 20 grams of salt in 60 grams of water. What is the mass of the
mixed salt and water?
Write your answer in the box.
____________________ grams
Updatesfor2014,Grade5
Page6
Copyright © November 2013 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document. All other individuals wishing to reproduce this document must contact OSPI. Updates 2014 Grade 5—Student 3 What does soil contain that trees need to live and grow?
o
A. Food
o
B. Rocks
o
C. Water
Updatesfor2014,Grade5
Page7
Copyright © November 2013 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document. All other individuals wishing to reproduce this document must contact OSPI. Updates 2014 Grade 5—Student Toy Truck
Directions: Use the following information to answer questions 4 through 10.
The toy truck with a key is a system. Damien and Bailey wondered if adding blocks
to the toy truck system would affect the distance traveled. They did the following
controlled experiment.
Question: What is the effect of blocks with different mass (10 grams, 20 grams, and
30 grams) on the distance a toy truck system with the block will travel?
Prediction: The toy truck system carrying the 10 gram block will travel the
farthest distance.
Materials:
toy truck system
3 blocks: 10 grams (g), 20 g, 30 g
tape
meterstick
Updatesfor2014,Grade5
Page8
Copyright © November 2013 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document. All other individuals wishing to reproduce this document must contact OSPI. Updates 2014 Grade 5—Student Procedure:
1. Use the tape to mark a starting line on the floor.
2. Set the toy truck system at the starting line.
3. Put the 10-g block into the back of the toy truck system.
4. Turn the key on the toy truck 15 times and let go.
5. Measure and record the distance the toy truck system and block travel
as Trial 1.
6. Repeat steps 2 through 5 two more times as Trials 2 and 3.
7. Repeat steps 2 through 6 for the 20-g block and the 30-g block.
8. Find and record the average distance the toy truck system traveled carrying
each block mass.
Data:
Block Mass vs. Distance Traveled
Distance Traveled
(centimeters)
Block Mass
(grams)
Trial 1
Trial 2
Trial 3
Average
10
421
426
428
425
20
402
401
397
400
30
358
363
359
360
Updatesfor2014,Grade5
Page9
Copyright © November 2013 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document. All other individuals wishing to reproduce this document must contact OSPI. Updates 2014 Grade 5—Student 4 Which variable was kept the same (controlled) in the experiment?
o
A.
Mass of blocks
o
B.
Time to travel
o
C.
Type of toy truck
5 What variable was the measured (responding) variable in the experiment?
o
A.
Surface material
o
B.
Distance traveled
o
C.
Block mass
6 What form of energy causes Damien and Bailey to hear the toy truck?
o
A.
Electrical
o
B.
Sound
o
C.
Light
Updatesfor2014,Grade5
Page10
Copyright © November 2013 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document. All other individuals wishing to reproduce this document must contact OSPI. Updates 2014 Grade 5—Student 7 Write a conclusion for this controlled experiment.
In your conclusion, be sure to:
 Answer the experimental question.
 Include supporting data from the Block Mass vs. Distance Traveled table.
 Explain how these data support your conclusion.
Question: What is the effect of blocks with different mass (10 grams,
20 grams, and 30 grams) on the distance a toy truck system with the
block will travel?
Conclusion:
Updatesfor2014,Grade5
Page11
Copyright © November 2013 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document. All other individuals wishing to reproduce this document must contact OSPI. Updates 2014 Grade 5—Student 8 Which of the following is an output of the toy truck system?
o
A.
The motion of the toy truck system
o
B.
The floor under the toy truck system
o
C.
The number of wheels on the toy truck system
9 Damien and Bailey designed a cart to carry their heavy school books. Which is a
way Damien and Bailey could know their solution was successful?
o
A.
Their teacher asked questions about the cart.
o
B.
All their books fit in the cart.
o
C.
The cart had four wheels.
Updatesfor2014,Grade5
Page12
Copyright © November 2013 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document. All other individuals wishing to reproduce this document must contact OSPI. Updates 2014 Grade 5—Student 10 Plan a controlled experiment to answer the question in the box. You may use any
materials in your procedure.
Be sure your procedure includes:


logical steps to do the experiment
one changed (manipulated) variable


one measured (responding) variable
how often measurements should be taken
and recorded
Question: What is the effect of different surfaces (smooth, grassy, and
rocky) on the time for a toy truck to travel two meters?
Procedure:
Updatesfor2014,Grade5
Page13
Copyright © November 2013 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document. All other individuals wishing to reproduce this document must contact OSPI. Updates 2014 Grade 5—Student Glossary of Non‐Science Terms for Updates 2014 Document Science Grade 5 – Published Fall 2013 Students are permitted to use this Glossary sheet as a reference. beaker
A glass container used for science experiments.
graduated cylinder
A container used for measuring.
stopwatch
A watch used to time events like a car race.
variable
All the parts of a system that could be changed are called
variables. In an experiment one variable is changed and
another variable is measured. The rest of the variables are
kept the same.
Updatesfor2014,Grade5
Page14
Copyright © November 2013 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document. All other individuals wishing to reproduce this document must contact OSPI. Updates 2014 Grade 5—Teacher TeacherAnswerPages
The following pages provide:  An Answer Key Table for standalone items and a Scenario Map & Answer Key Table for the scenario with: o Item Specification text o Item Specification code  For example: LS2A(2) is the second item specification for content standard LS2A. o Correct answers for the multiple choice questions o Typical results for each item have been determined based on pilot results and operational results for items assessing the same item specification.  Rubrics for completion and short‐answer items (student words are in italics)  Annotated (scored) student responses for each of the short‐answer items (student words are in italics) Updatesfor2014,Grade5
Page15
Copyright © November 2013 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document. All other individuals wishing to reproduce this document must contact OSPI. Updates 2014 Grade 5—Teacher Stand Alone Items Answer Key Table Grade: 5 These are new items written for this Updates document. They did not go through the full development cycle. Title: Stand Alone items Description: Items not attached to a scenario. Item Description Item Specification Code Application Physical Science Earth/space Science Life Science Actual Science MSP = 34 points Stand Alone Point Total = 3 Inquiry Item Specification Text Describe that many characteristics of an **1 organism are inherited from the organism’s parents. Describe or predict that the weight of a sample of a substance remains the same **2 when the sample is dissolved into another substance, is added to a mixture, or undergoes a change of state. Describe that an organism(s) depends on one or more non‐living resources in a given **3 ecosystem for survival (e.g., plants and animals need water). Domains of Science Systems Answers & Typical Results
A B C LS3B (1) PS2C
(2) LS2A (3) 0
0% 0
0% 0
0% 3
100% MC/CP= 3pts 20% 30% 20% 30% MC/CP= 26pts, SA=8pts ~40% correct
CP rubric ̴55% correct
**These items were not part of an Operational or Pilot MSP. Typical results have been determined based on pilot results and operational results for items assessing the same item specification. Updatesfor2014,Grade5
Page16
Copyright © November 2013 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document. All other individuals wishing to reproduce this document must contact OSPI. Updates 2014 Grade 5—Teacher Scoring Rubric for Item 2: Maya’s Salt and Water
Typical
results:
Mean=
̴0.7 pts
Performance Description
A 1-point response demonstrates the student understands the Content Standard PS2C: The
total amount of matter is conserved (stays the same) when it undergoes a physical change
such as when an object is broken into tiny pieces, when a solid is dissolved in a liquid, or
when matter changes state (solid, liquid, gas). Item Specification 2: Describe or predict that
the weight of a sample of a substance remains the same when the sample is dissolved into
another substance or undergoes a change of state.
The response gives the mass of the sugar and water mixture by stating one of the following:





̴ 70%
80
20 + 60
20 + 60= 80
20 plus 60
eighty
A 0-point response demonstrates the student has little or no understanding of the Content
Standard.
 20
 60
 Range of 0-79
 Range of 81-500
̴ 29%
̴ 1% blank
Updatesfor2014,Grade5
Page17
Copyright © November 2013 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document. All other individuals wishing to reproduce this document must contact OSPI. Updates 2014 Grade 5—Teacher Toy Truck Scenario Map & Answer Key Grade: 5 Piloted in 2010 unless noted ** Title: Toy Truck Description: Students investigate the effect of mass on the distance a toy truck travels. Item Description Answers & Typical Results
Item Specification Code Application Physical Science Earth/space Science Life Science Inquiry Domains of Science Systems Item Specification Text A B C INQC
(1) ~80% correct INQC
(3) ~75% correct Describe an energy transfer in a given system. PS3A
(1) ~85% correct Generate a conclusion for a scientific investigation, including supporting data, 7 given a description of and results from the investigation. INQG
(1) ~40% correct ~65% correct Identify a variable kept the same 4 (controlled) in a given description of a scientific investigation. Identify the measured (responding) variable 5 in a given description of a scientific investigation. 6** 8** Describe one or more inputs and/or outputs SYSC
of a given system. (1) Describe one or more criteria for a successful solution, given a problem that 9** can be solved using a technological design process. APPC
(1) Describe a plan to answer a given question for a controlled experiment. INQB
(1) 10 SA Rubric SA Rubric Scenario Point Total = 9 1 6 1 11% 67% 11% 1 11% MC/CP= 5pts, SA=4pts Actual Science MSP = 34 points 20% 30% 20% 30% MC/CP= 26pts, SA=8pts **These items were not part of the 2010 pilot. Typical results have been determined based on pilot results and operational results for items assessing the same item specification. Updatesfor2014,Grade5
Page18
Copyright © November 2013 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document. All other individuals wishing to reproduce this document must contact OSPI. Updates 2014 Grade 5—Teacher Scoring Rubric for Item 7: Toy Truck Conclusion (page 1 of 3)
Performance Description
A 2-point response demonstrates the student understands the Content Standard
INQG: Scientific explanations emphasize evidence, have logically consistent
arguments, and use known scientific principles, models, and theories. Item
Specification 1: Generate a conclusion for a scientific investigation, including
supporting data, given a description of and results from the investigation.
Attributes
Typical
results:
Mean=
̴0.79 pts
3-4
̴35%
2
̴9%
Example: The lower the mass, the greater the distance the toy truck system
traveled. With 10 grams the truck traveled 425 centimeters. With 30 grams the
truck traveled 360 centimeters. The truck with the highest mass went the shortest
distance.
A 1-point response demonstrates the student has partial understanding of the
Content Standard.
A 0-point response demonstrates the student has little or no understanding of the
Content Standard.
0–1
̴54%
̴2% blank
Block Mass vs. Distance Traveled
Distance Traveled
(centimeters)
Block Mass
(grams)
Trial 1
Trial 2
Trial 3
Average
10
421
426
428
425
20
402
401
397
400
30
358
363
359
360
Updatesfor2014,Grade5
Page19
Copyright © November 2013 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document. All other individuals wishing to reproduce this document must contact OSPI. Updates 2014 Grade 5—Teacher Scoring Rubric for Item 7: Toy Truck Conclusion (page 2 of 3)
Attributes of a Conclusion
Note: The italicized print is the part of the “Example” credited for the attribute.
Description
Attributes
Typical
results
1
̴48%
Conclusive statement correctly answers the experimental question (or correctly
states whether the prediction was correct): The lower the mass, the greater the
distance the toy truck system traveled.
Attribute Notes:
1. A vague conclusive statement (e.g., the mass change did affect the distance) cannot be
credited for this attribute, but other attributes can be credited.
2. A response with an incorrect conclusive statement or no conclusive statement may not
be credited any attributes.
3. A response with both a correct and an incorrect conclusive statement (e.g., as mass
increased distance decreased … as mass got smaller so did distance) cannot be credited
for this attribute but other attributes can be credited, if separate from any contradictory
statements.
Supporting data should at least be over the entire range of the conditions investigated. Thus the
minimum reported data are the lowest and highest conditions of the manipulated variable for
quantitative data (responding variable when the manipulated variable information is descriptive).
Supporting data for 10 g block: With 10 grams the truck traveled 425
centimeters.
1
̴39%
Supporting data for 30 g block: With 30 grams the truck traveled 360
centimeters.
1
̴39%
1
̴23%
Explanatory language, separate from the conclusive statement, is used to connect
or compare the supporting data to the conclusive statement: The truck with the
highest mass went the shortest distance.
Attribute Notes:
1. This attribute can only be credited when at least one numeric value (or the text from a
descriptive data table) for the manipulated or responding variable is included in the
response.
2. A copy of the conclusive statement cannot be credited for explanatory language.
However, a re-phrased credited conclusive statement can be credited.
3. Explanatory language comparing the range of the manipulated and/or responding
variables may be credited (e.g., with the 30g block the truck only went 360 centimeters.)
4. If a response misquotes trend data between the highest and lowest conditions, this
attribute cannot be credited (e.g., the 20g block went 399 centimeters).
5. Transitional words (e.g., however, therefore, because, so, then, clearly, but) cannot be
credited as explanatory language even when added to a conclusive statement.
6. A compound sentence as a conclusive statement may be read as two separate sentences.
Total Possible Attributes
Updatesfor2014,Grade5
4
Page20
Copyright © November 2013 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document. All other individuals wishing to reproduce this document must contact OSPI. Updates 2014 Grade 5—Teacher Scoring Rubric for Item 7: Toy Truck Conclusion (page 3 of 3)
General Notes:
1. Copying the Data Table: Responses copying the whole data table verbatim may not be credited the
supporting data attribute even with a correct conclusive statement and explanatory language.
a) For grades 4-5, a translation of the whole data table into sentences is acceptable.
b) For grades 6-8 and high school, a discussion of the whole data table may be acceptable when the data
table is minimal with a very small number of data cells.
2. Supporting Data: Responses must give the precise numerical values or precise descriptive language from
the data table for both the manipulated and responding variables.
a) Average data (if given) or data from the end of the investigation, must be included for grades 6-8 and
high school.
b) For grades 4-5, consistent trial data, or data before the completion of the investigation when
measuring a responding variable over time, can be credited.
c) Rounded numerical values cannot be credited (e.g., about 400 cannot be credited for 425). However,
a zero after a decimal point may be omitted (e.g., NA).
d) Units are not necessary for credit (e.g., 425 is creditable for 425 centimeters).
e) Minor language differences in descriptive data may be acceptable as decided in rangefinding
(e.g., NA).
f) For grades 4-5, the manipulated variable may be implied (e.g., smallest/lightest block for 10 g block,
largest/heaviest block for 30 g block).
3. Derived Data: Responses giving their own derived data between conditions can be credited for
supporting data and explanatory language (e.g., increasing the mass by 20 grams caused the distance to
decrease by 65 centimeters).
a) When the derived data uses the lowest and/or highest conditions, one or both supporting data
attributes can be credited.
b) Minor arithmetic errors in derived values can be acceptable as decided in rangefinding
(e.g., NA).
Updatesfor2014,Grade5
Page21
Copyright © November 2013 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document. All other individuals wishing to reproduce this document must contact OSPI. Updates 2014 Grade 5—Teacher Annotated example of a 2‐point response to item 7. 7 Write a conclusion for this controlled experiment.
In your conclusion, be sure to:
 Answer the experimental question.
 Include supporting data from the Block Mass vs. Distance Traveled table.
 Explain how these data support your conclusion.
Question: What is the effect of blocks with different mass (10 grams,
20 grams, and 30 grams) on the distance a toy truck system with the
block will travel?
Conclusion:
The more the mass the shorter the truck will travel. The truck with 10 grams went an
average of 425 cm. With the 30 g weight the truck only traveled 360 cm. That’s 65 cm less
than the 10 g weight.
Annotations
Attributes
Conclusive statement: The more the mass the shorter the truck will travel.
1
Supporting data for 10 g block: …10 grams went an average of 425 cm.
1
Supporting data for 30 g block: …30 g…traveled 360 cm.
1
Explanatory language: That’s (360 cm traveled by 30g) 65cm less than the 10g
weight. OR With the 30g weight the car only traveled 360cm. Attribute Note 3.
1
Total Attributes & Score Points
4
2
Updatesfor2014,Grade5
Page22
Copyright © November 2013 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document. All other individuals wishing to reproduce this document must contact OSPI. Updates 2014 Grade 5—Teacher Annotated example of a 1‐point response to item 7. 7 Write a conclusion for this controlled experiment.
In your conclusion, be sure to:
 Answer the experimental question.
 Include supporting data from the Block Mass vs. Distance Traveled table.
 Explain how these data support your conclusion.
Question: What is the effect of blocks with different mass (10 grams,
20 grams, and 30 grams) on the distance a toy truck system with the
block will travel?
Conclusion:
The effect of different amounts of mass will make the truck go farther or closer because
with 10 grams the average was 425 centemeters and with 20 grams the average was
400 centemeters so the less weight the farther it moves.
Annotations
Attributes
Conclusive statement: ...different amounts of mass will make the truck go farther or
closer… Vague. Attribute Note 1
0
Supporting data for 10 g block: …with 10 grams the average was 425 centemeters…
1
Supporting data for 30 g block: None.
0
Explanatory language: …so the less weight the farther it (the truck) moves.
1
Total Attributes & Score Points
2
1
Updatesfor2014,Grade5
Page23
Copyright © November 2013 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document. All other individuals wishing to reproduce this document must contact OSPI. Updates 2014 Grade 5—Teacher Annotated example of a 0‐point response to item 7. 7 Write a conclusion for this controlled experiment.
In your conclusion, be sure to:
 Answer the experimental question.
 Include supporting data from the Block Mass vs. Distance Traveled table.
 Explain how these data support your conclusion.
Question: What is the effect of blocks with different mass (10 grams,
20 grams, and 30 grams) on the distance a toy truck system with the
block will travel?
Conclusion:
I conclude that the truck slows down with more weight on it and that it speeds up with less
weight on it.
Annotations
Attributes
Conclusive statement: the truck slows down with more weight on it (the truck) and it
(the truck) speeds up with less weight on it (the truck). Attribute Note 2 Incorrect
Conclusive Statement—speed is commented about instead of distance traveled.
0
Supporting data for 10 g block: None
0
Supporting data for 30 g block: None
0
Explanatory language: None
0
Total Attributes & Score Points
0
0
Updatesfor2014,Grade5
Page24
Copyright © November 2013 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document. All other individuals wishing to reproduce this document must contact OSPI. Updates 2014 Grade 5—Teacher Scoring Rubric for Item 10: Toy Truck New Procedure (page 1 of 2)
Performance Description
A 2-point response demonstrates the student understands the Content Standard
INQB: Scientists plan and conduct different kinds of investigations, depending
on the questions they are trying to answer. Types of investigations include
systematic observations and descriptions, field studies, models, and open-ended
explorations as well as controlled experiments. Item Specification 1: Describe a
plan to answer a given question for a controlled experiment.
A 1-point response demonstrates the student has partial understanding of the
Content Standard.
A 0-point response demonstrates the student has little or no understanding of
the Content Standard.
Attributes
Typical
results:
Mean=
0.56 pts
4–5
̴24%
2–3
̴8%
0–1
̴66%
̴ 2% blank
Attributes of a Procedure
Procedure
Attributes
Manipulated
Variable
Responding
Variable
Record
Measurements
Trials are
Repeated
Logical Steps
Description of Attribute
Only one changed (manipulated) variable (surface type)
is identified or implied in the procedure or data table (if
given).
The measured (responding) variable (time to travel 2
meters) is identified or implied in the procedure or data
table (if given).
The procedure states or implies measurements are
recorded periodically or gives a data table.
Attribute Notes:
1. If artificial data for the responding variable is given, this
attribute cannot be credited.
2. The phrase take measurement cannot be used to mean
record.
More than one trial for all conditions is planned, or
implied in a data table, to measure the measured
(responding) variable.
The steps of the procedure are detailed enough to repeat
the procedure effectively (examples of illogical steps: no
ending time indicated; states Set up as diagrammed, but
diagram is inadequate; recording vague data or results).
Total Possible Attributes
Updatesfor2014,Grade5
Attributes
Typical
results:
1
̴32%
1
̴29%
1
̴26%
1
̴22%
1
̴20%
5
Page25
Copyright © November 2013 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document. All other individuals wishing to reproduce this document must contact OSPI. Updates 2014 Grade 5—Teacher Scoring Rubric for Item 10: Toy Truck New Procedure (page 2 of 2)
General Notes:
1. Inappropriate Procedures: If the response does not plan an appropriate procedure for the given
question, the response may not earn any of the possible procedure attributes.
Examples:
a) Repeats the procedure from the scenario
b) Measures only one condition (therefore cannot establish the controlled or manipulated variables)
c) Purposefully changes more than one variable simultaneously
d) Writes a procedure that is too vague to possibly be appropriate
e) Writes a prediction instead of a procedure
2. Naming Attributes: If the response names a bulleted attribute listed after “Be sure your procedure
includes:” without including that attribute in the procedure, the attribute cannot be credited. When a
bulleted attribute is named and implied in the response, both must be correct to be credited.
3. Clarifying Vagueness in Procedures:
a) Vague materials or processes used in the procedure (e.g., NA) may be credited if the vagueness is
clarified in a materials list (e.g. NA) if given.
b) Measuring a vague parameter (e.g., measure the movement instead of time) may be credited as a
manipulated or responding variable. However, a vague parameter is difficult to repeatedly measure,
so the logical steps attribute cannot be credited.
c) The term “repeat” at the end of a step refers to that step only.
d) The term “repeat” as a separate step (or in a new paragraph) refers to the whole procedure.
e) The term “repeat,” when qualified, cannot be credited for multiple trials (e.g., repeat if necessary,
repeat as desired).
f) A vague action that calls for the manipulated variable to be changed (e.g., change the surface)
without indicating how many times, gives no end to the investigation so the logical steps attribute
cannot be credited.
g) NA
h) When a procedure conflicts with a given labeled diagram, the procedure is too illogical to be
effectively repeated. Therefore, the logical steps attribute cannot be credited, but the procedure can be
scored for attributes that are not in conflict.
Updatesfor2014,Grade5
Page26
Copyright © November 2013 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document. All other individuals wishing to reproduce this document must contact OSPI. Updates 2014 Grade 5—Teacher Annotated example of a 2‐point response to item 10. 10 Plan a controlled experiment to answer the question in the box. You may use
any materials in your procedure.
In your procedure, be sure to include:


logical steps to do the experiment
one changed (manipulated) variable


one measured (responding) variable
how often measurements should be
taken and recorded
Question: What is the effect of different surfaces (smooth, grassy, and
rocky) on the time for a toy truck to travel two meters?
Procedure:
1. Get a smoth surface a grassy surface and a rocky surface.
2. Get three toy trucks.
3. Have a measuring sticks to measure the 2 meters.
4. Time how long it took for each toy truck to get there.
5. Do each surface 3 times.
6. Record your data.
7. Put the data on a data table.
Attribute Name
Credit
Manipulated
Variable
1
Responding
Variable
1
Annotations
1. Get a smoth surface a grassy surface and a rocky surface.
3. … measure the 2 meters.
4. Time how long it (time) took for each toy truck to get there.
6. Record your data.
Record
Measurements
OR
1
7. Put the data on a data table.
Trials are
Repeated
1
5. Do each surface 3 times.
Logical Steps
1
The steps of the procedure are detailed enough to repeat the procedure
effectively.
Total Attributes
5
2 Score Points
Updatesfor2014,Grade5
Page27
Copyright © November 2013 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document. All other individuals wishing to reproduce this document must contact OSPI. Updates 2014 Grade 5—Teacher Annotated example of a 2‐point response to item 10. 10 Plan a controlled experiment to answer the question in the box. You may use
any materials in your procedure.
In your procedure, be sure to include:


logical steps to do the experiment
one changed (manipulated) variable


one measured (responding) variable
how often measurements should be
taken and recorded
Question: What is the effect of different surfaces (smooth, grassy, and
rocky) on the time for a toy truck to travel two meters?
Procedure:
1. Have 3 toy trucks (one on a smooth surface, one on a grassy surface, and one on a rocky
surface)
2. Two meter sticks (to measure the distance)
3. 3 stop watches (for each truck and to time how long it takes to finish.)
4. Wind up the toy trucks.
5. Start the stopwatches.
6. When the truck reach two meters, stop the watches.
7. And repeat 1-6 for Trials 2-3.
Attribute Name
Credit
Annotations
Manipulated
Variable
1
1. …(one on a smooth surface, one on a grassy surface, and one on a
rocky surface)
2. Two meter sticks (to measure the distance)…
Responding
Variable
1
3. …stopwatches (for each truck and to time how long it (the truck)
takes to finish).
Record
Measurements
0
None
Trials are
Repeated
1
7. And repeat 1-6 for Trials 2-3.
Logical Steps
1
The steps of the procedure are detailed enough to repeat the procedure
effectively.
Total Attributes
4
2 Score Points
Updatesfor2014,Grade5
Page28
Copyright © November 2013 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document. All other individuals wishing to reproduce this document must contact OSPI. Updates 2014 Grade 5—Teacher Annotated example of a 1‐point response to item 10. 10 Plan a controlled experiment to answer the question in the box. You may use
any materials in your procedure.
In your procedure, be sure to include:


logical steps to do the experiment
one changed (manipulated) variable


one measured (responding) variable
how often measurements should be
taken and recorded
Question: What is the effect of different surfaces (smooth, grassy, and
rocky) on the time for a toy truck to travel two meters?
Procedure:
use three Different surfaces Smooth, Grassy and rocky 2. Place the toy truck on the
Surfaces..3. measure two meters and put a start line and a finish line 4. Tim how long it
takes for the toy truck to go two meters.
Attribute Name
Credit
Manipulated
Variable
1
use three Different surfaces Smooth, Grassy and rocky
Responding
Variable
1
4. Tim how long it (time) takes for the toy truck to go two meters.
Record
Measurements
0
None
Trials are
Repeated
0
None
Logical Steps
1
The steps of the procedure are detailed enough to repeat the procedure
effectively.
Total Attributes
3
Annotations
1 Score Points
Updatesfor2014,Grade5
Page29
Copyright © November 2013 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document. All other individuals wishing to reproduce this document must contact OSPI. Updates 2014 Grade 5—Teacher Annotated example of a 0‐point response to item 10. 10 Plan a controlled experiment to answer the question in the box. You may use
any materials in your procedure.
In your procedure, be sure to include:


logical steps to do the experiment
one changed (manipulated) variable


one measured (responding) variable
how often measurements should be
taken and recorded
Question: What is the effect of different surfaces (smooth, grassy, and
rocky) on the time for a toy truck to travel two meters?
Procedure:
1. push toy truck
2. after done moveing mesure how far the truck went
3. compare rocky road to regular road
4. Reapeat trial 3 times over.
Attribute Name
Credit
Annotations
General Note 1: Does not answer the given question, measures distance instead of time.
Manipulated
Variable
0
Responding
Variable
0
Record
Measurements
0
Trials are
Repeated
0
Logical Steps
0
Total Attributes
0
0 Score Points
Updatesfor2014,Grade5
Page30
Copyright © November 2013 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document. All other individuals wishing to reproduce this document must contact OSPI. Updates 2014 Grade 5—Teacher AppendixA:MeasurementsofStudentProgressInformation
TestandItemSpecifications
The Test and Item Specifications provide guidelines for developing large‐scale assessments based on the Washington State K‐12 Science Learning Standards. The science test includes systems, inquiry, and application scenarios which reflect the cross‐cutting concepts and abilities in the standards. Most items are connected to a scenario. Some stand‐alone items also appear in the test. Stand‐alone items are clearly marked for students on the assessment. The test specifications provide a grade‐level or course test map that delineates the type and number of items. The document also provides a list of science vocabulary words that are necessary for the purposes of the assessment. The Test and Item Specifications are updated annually. Included with each updated version of the Test and Item Specifications will be a summary of the changes made since the previous version. The Test and Item Specifications documents can be accessed through the following link: http://www.k12.wa.us/Science/TestItemSpec.aspx.
ItemTypes
Item Types on the grade 5 Science Measurements of Student Progress (MSP) Point Items per Item Type Distinguishing Feature(s) Value operational test  Each multiple choice item has three answer choices, the Multiple 1 20‐25 correct answer and two distractors. choice  Each completion item requires the student to write a number, Completion 1 1‐6 word or short phrase.  Each short answer item requires a response in the form of phrases or sentences. Short answer 2 4  Short answer items may ask students to do things like write a conclusion or procedure, solve a technological design problem, or explain how a human activity impacts the ecosystem. Five additional pilot items will be embedded in the MSP. These items are not included in student scores. Updatesfor2014,Grade5
Page31
Copyright © November 2013 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document. All other individuals wishing to reproduce this document must contact OSPI. Updates 2014 Grade 5—Teacher PerformanceLevelDescriptors
Performance Level Descriptors (PLDs) give teachers, parents/guardians, and students information about the typical skills and knowledge a student demonstrates on state assessments at each performance level. Committees of Washington state teachers, parents, and community members developed the Performance Level Descriptors during the standard setting process. PLDs are broken down by the score levels students can earn:  Basic (Level 2)  Proficient (Level 3)  Advanced (Level 4) NOTE: There is no PLD for Below Basic (Level 1). PLD documents can be downloaded at http://www.k12.wa.us/assessment/StateTesting/PLD/default.aspx . 2014TestingWindows


Online: April 23—May 30, 2014 Paper and pencil: April 23—May 15, 2014 OnlineTesting
Online testing for science began in spring 2011. Two resources are available to help students become familiar with the online testing environment: 

Tutorial videos are posted on the state’s online‐testing website. The tutorial video allows students to view a demonstration of the testing software and explains how to use the various tools and how to enter responses to questions. The tutorial video can also be shared with parents and other interested community members. An interactive practice tool, known as the Online Tools Training (OTT), is also available. The OTT allows students to practice with the testing software, including navigating through the test and typing responses to completion and short‐answer questions. Student responses are not saved or recorded in the OTT. An updated version will be posted early in 2014. An OTT Lesson Plan was also developed to help teachers as they guide 5th grade students through the OTT, ensuring that students practice all the tools and functionality available. Visit the online testing website for more information about online testing in Washington: http://www.k12.wa.us/assessment/StateTesting/OnlineTesting.aspx Updatesfor2014,Grade5
Page32
Copyright © November 2013 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document. All other individuals wishing to reproduce this document must contact OSPI. Updates 2014 Grade 5—Teacher AppendixB:ResourcesforEducators
Visit http://www.k12.wa.us/Science/EducatorResources.aspx for links to the documents listed in this section. Check regularly for new resources. LessonsLearnedfromScoringStudentWork
The Science Assessment Team shares annual observations about student responses on the Science MSP in Lessons Learned from Scoring Student Work. The purpose of this document is to provide teachers with insight into common misconceptions and errors that may keep students from earning full credit on state assessment items. Lessons Learned from Scoring Student Work can be downloaded at: http://www.k12.wa.us/Science/EducatorResources.aspx. SampleItemTemplates
Templates of questions and the scoring rubrics for common short‐answer items used on the Science MSP are available in the form of Word documents. The templates can be edited for use in classroom practice by incorporating content from any science curriculum. If a grade level is marked “N/A” for an item type, this indicates that the item type is not assessed at that grade level. The templates can be downloaded at: http://www.k12.wa.us/Science/ItemTemplates.aspx 2012ReleasedItemDocument(RID)andItemAnalysis
Released scenarios and items from the 2012 Science MSP are available with all item information. Item Analysis with performance data at the state, district, and school level is also available. All the items in the RID are also included in the Updates for 2013 document. There are no released scenarios and items available from the 2013 Science MSP. The 2012 Released Item Document is located at: http://www.k12.wa.us/Science/ReleasedScenarios.aspx Updatesfor2011,2012,and2013
The 2011 through 2013 versions of this Updates document contain scenarios and items aligned to the K‐12 Science Learning Standards and can be used for classroom practice. The items on the Updates for 2011 document are on the Online Tools Training (OTT) for science Practice A. The items on the Updates for 2013 document are also used on the OTT Practice B. The documents can be downloaded at: http://www.k12.wa.us/Science/EducatorResources.aspx TeacherTool
The Teacher Tool provides information about all operational items on the previous year’s MSP. A brief description of each item on the MSP is provided as well as state‐level performance data. The Teacher Tool is located at http://www.k12.wa.us/TeacherResourceTool/default.aspx.
Updatesfor2014,Grade5
Page33
Copyright © November 2013 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document. All other individuals wishing to reproduce this document must contact OSPI. Updates 2014 Grade 5—Teacher AppendixC:Getinvolvedandstayinformed
PEPPER (PreSALTers Enthusiastically Providing Powerful Educational Resources) Washington educators who want to receive periodic science assessment information and updates, and notifications about meeting and workshop opportunities are invited to join the PEPPERs email distribution list. To join, please send a request to science@k12.wa.us. Resources/ContactInformation
Science Assessment Webpage: http://www.k12.wa.us/science/ Contact Information: Elementary Kara Monroe OSPI Science Assessment Specialist kara.monroe@k12.wa.us (360) 725‐4979 Secondary Dawn Cope OSPI Science Assessment Specialist dawn.cope@k12.wa.us (360) 725‐4989 Updatesfor2014,Grade5
Page34
Copyright © November 2013 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document. All other individuals wishing to reproduce this document must contact OSPI.