WASL
Washington Assessment of
Student Learning
A Component of the Washington State Assessment Program
Using Results to Improve
Student Learning
Science
Grade 5
2009 Released Scenarios and Items
Published by the Science Assessment Team of the Washington State Office of the Superintendent of
Public Instruction September 2009.
Copyright © 2009 by Washington State Office of the Superintendent of Public Instruction (OSPI)
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.
2
Table of Contents
A Letter from Randy Dorn, State Superintendent of Public Instruction
5
Introduction to the Science Released Scenarios and Items
6
How to Use this Release Booklet and the Item Analysis Report
7
What do the Scores on the Science WASL Mean?
8
Using Released Items as Professional Development Opportunities
8
Compost Pile
A living systems scenario describing a compost pile. A diagram shows the location of
the compost pile in a school yard.
Scenario Map
9
Scenario
10
Items 1-3: Multiple-choice items with characteristics and data
11
Item 4: Helping Decomposition, Short-answer item
14
Scoring Rubric
16
Student papers and annotations
17
Item 5: Adding Living Objects to a Compost Pile, Short-answer item
20
Scoring Rubric
22
Student papers and annotations
23
3
Table of Contents
(continued)
Puddle Problem
An inquiry scenario describing how students investigate the effect of different types of
soil on water draining through the soil.
Scenario Map
26
Scenario
27
Items 6-10: Multiple-choice items with characteristics and data
29
Item 11: Write a Conclusion, Short-answer item
34
Scoring Rubric
36
Student papers and annotations
39
4
August 2009
Dear Washington Educator:
In this annual publication you’ll find released test items from the 2009 Washington Assessment
of Student Learning (WASL). This released item document is also available on our Web site and
offers the option to print sections individually. In addition, we have printed the state results for
each test question into the data analysis box.
We release items from the WASL each year so that teachers and administrators can better
analyze the results of specific test items by identifying strengths, weaknesses, patterns and
trends of student performance on the Essential Academic Learning Requirements (EALRs).
Additionally, the use of these released items in the classroom, along with an intentional focus on
the Grade Level Expectations (GLEs), has been found to be an effective method for improving
student learning and achievement.
Despite the WASL being replaced beginning in the 2009-10 school year, these items will still be
of strong value to you. Using these test items and your school- and district-specific data that is
provided by the state, you will be able to learn more about students in your school and district.
By analyzing the differences in data and the relationship of each question to the EALRs, areas of
strength and improvement will become apparent.
Please continue to visit our Web site (www.k12.wa.us) for additional resources.
Sincerely,
Randy I. Dorn
State Superintendent of Public Instruction
5
Introduction to the Science Released Scenarios and Items
The 2008–09 OSPI Science Assessment Team is delighted to offer these released scenarios and associated
items from the grade five Science WASL given in the spring of 2009. We release scenarios and items
each year so teachers and administrators can better analyze the results of specific test items in order to
identify strengths, weaknesses, patterns, and trends of student performance on the science Essential
Academic Learning Requirements (EALRs). This release booklet contains two scenarios with 11 items
representing 38% of the exam points.
Science WASL: The 2009 Science WASL was composed of about six scenarios measuring student
understanding of the three science EALRs (Systems, Inquiry, and Application). System scenarios briefly
describe a natural system then ask students about the inputs, outputs, and transfers of matter, energy, and
information in the system. Inquiry scenarios describe a student investigation then ask students to analyze
the investigation, including writing a conclusion and planning a new investigation. Application scenarios
describe a student solution to a human problem then ask students to analyze the solution, including
designing a solution to a new problem. The points on the Science WASL are balanced among the Systems
of Science, with 33% physical systems, 33% Earth/space systems, and 33% living systems. In addition to
these scenarios, a pilot scenario with five items is embedded in the exam..
*New 2010 Grade 5 Refined Science Assessment: Starting in the spring of 2009–10, the grade 5 science
assessment will be shorter, will be given in one session instead of two, and will have fewer 2-point shortanswer items as shown in the table below. The two types of 4-point items, Plan an Investigation and
Design a Solution, have been revised to be 2-point items.
Comparison of the 2009 and 2010 Grade 5 Science Assessment
Item Type
(points per item)
Multiple Choice
(1-pt.)
Short Answer
(2-pts.)
Totals
Number of Items
Total Points
Percent of Total Pts.
2009
2010
2009
2010
2009
2010
21
26
21
26
57%
76%
8
4
16
8
43%
24%
29
30
37
34
100%
100%
Web-based Assessment Tool for Teachers: OSPI developed a web tool that gives a description for
every item on all portions of the spring 2009 WASL, including the grade 5, grade 8, and high school
science exams. In addition to item descriptions, there is a description of each scenario, a cognitive
complexity rating for each item, and the state results for each item. Everyone can access this tool through
the OSPI website at http://www.k12.wa.us/teacherresourcetool/Science/Elementary.aspx.
We trust this publication is helpful for you when analyzing your students’ performances on the Science
WASL. Please contact OSPI Assessment with your questions or if you would like to get more involved in
the state’s science assessment system.
Sincerely,
The 2008/09 OSPI Science Assessment Team
Kara Monroe, Science Assessment Specialist
([email protected])
Troi Williams, Science Assessment Support
([email protected])
6
How to Use this Release Booklet and the Item Analysis Report
To analyze your results, you should have two documents: this Release Booklet and the Item Analysis
Report available at https://eds.ospi.k12.wa.us/WASLTestItems/default.aspx. These two documents
should be used together to help administrators, teachers, and parents understand and use released
Science WASL scenarios and items.
This Release Booklet includes the following information:
A scenario map showing the design of the scenario, including the WASL Evidence of Learning
gathered for each targeted GLE and the cognitive level of the items of the scenario.
WASL science scenarios and the associated items from the 2009 operational exam.
A table for each item where state-level results are recorded and places for you to enter your schoollevel and district-level results for each item.
Item-specific scoring rubrics, sample student responses at each score point, and annotations for
each student response explaining how the score was derived.
The Item Analysis Report includes the following information:
A list of all released items referenced to EALR, GLE, and WASL Evidence of Learning.
Data on student responses to multiple-choice items, including the percentage of students who
responded to each possible answer by school, district, and state. Correct answers are indicated with
an asterisk.
Data for short-answer items are presented by the percentage of students who scored at each score
point by school, district, and state.
Data for the “write a conclusion” short-answer (2-point) item is also presented in terms of the 4
attributes of a conclusion by school, district, and state. These attributes are used to establish a
student’s score on the item.
To Interpret Your Data:
First, transfer your data from the Item Analysis Report to the Released Booklet. Transfer all the
information for each item into each table so you will have all the information in one place.
Second, examine the item types to determine the strengths and weaknesses in student performance
in your school or district. Do the students perform well on multiple-choice items? Constructedresponse items? What percentage of students in your school or district left constructed-response
items blank or earned a zero?
Third, examine the data by strand and learning targets. Group together targets that represent
strengths and weaknesses for the students in your school or district. Do the targets all fit under one
particular strand?
Fourth, look for trends. Do the students in your school perform markedly lower or higher on a
particular item in comparison to the students in your district or the state?
7
What do the Scores on the Science WASL Mean?
The grade 5 Science WASL measures what all students should know and be able to do in science by
the spring of their 5th grade year. The Science WASL does not measure student understanding
developed in one course or one school year. The Science WASL measures students’ understanding of
science concepts and processes developed from kindergarten through 5th grade, with the assumption
that all students have been provided the opportunity to learn the science EALRs and GLEs every one
of the six years the students have been in school.
Items on the Science WASL measure student understanding of many of the 41 science GLEs. These
released items give some indication of how well students did on particular GLEs.
Proficiency on the Science WASL indicates a student is literate in science. As a whole, the science
WASL measures students’ understanding of the three science EALRs. The strand scores are directly
related to the three science EALRs. Strand scores indicate how well students did on all the items of a
strand compared to proficient or advanced students.
Systems of Science strand is measured by 40% of the science WASL points.
Inquiry in Science strand is measured by 40% of the science WASL points.
Application of Science strand is measured by 20% of the science WASL points.
Using Released Items as Professional Development Opportunities
One-to-Three Hour Professional Development
Using this Release Booklet and the science WASL Specifications, follow the guidelines
described in the section of this booklet titled, “How to Use this Release Booklet and the Item
Analysis Report.”
Provide data analysis from the 2009 released items and ask, “Where do we see areas needing
further improvement?” and “What instructional practices can improve student learning in those
areas?” Formulate questions based on the work you have done in the school and/or district.
Contact a science education leader in your district, a Science Assessment Leadership Team
(SALT) member in your region (information available at
http://www.k12.wa.us/assessment/WASL/Science/default.aspx) and ask them to facilitate a
workshop focused upon your identified areas of need.
8
Compost Pile
Scenario Map
Title: Compost Pile
Grade: 5
Description: Students observe a living system of a compost pile.
Item Description
Cognitive
Level
Extended
Response
5
Short
Answer
4
Item Type
Multiple
Choice
3
Application
of Science
2
sustain life.
Identify sources of energy and
matter used by animals to grow
and sustain life.
Identify how resources can be
conserved through reducing,
reusing, and recycling.
Describe the reason(s) for the
effectiveness of a solution to a
problem or challenge using
scientific concepts/principles.
Identify organisms using multiple
characteristics and describe the
characteristics of organisms.
Inquiry
in Science
Identify sources of energy and
1 matter used by plants to grow and
Changes
in Systems
Structure
of Systems
Properties
of Systems
WASL Evidence of Learning
for the Grade Level Expectation
Grade Level Expectation &
Evidence of Learning Codes
Systems of Science
CH08a
1.3.8
A
I
CH08b
1.3.8
C
I
C
I
AP07a
3.2.4
AP03b
3.1.3
PR06
a& b
1.1.6
SA
II
SA
II
Point Total = 7
4
57%
0
0%
3
43%
3
43%
4
57%
0
0%
I=3pts
II=4pts
Total Science WASL = 37 pts.
40%
40%
20%
57%
43%
0%
I: 31%
II: 69%
Note: Points on the WASL are balanced among the Systems of Science, with 33% Physical
Systems, 33% Earth/Space Systems, and 33% Living Systems.
9
Compost Pile
Directions: Use the following information to answer questions 1 through 5.
Simon’s school has an area for a compost pile. A compost pile contains plant waste that can be
decomposed. Compost is used in the garden. The diagram below shows the location of Simon’s
compost pile at his school.
10
Compost Pile
1 How could the compost pile benefit the garden?
o A. Compost could add nutrients to the soil.
o B. Compost could remove energy from the plants.
o C. Compost could stop sunlight from reaching the plants.
Item information
Correct Response:
A
EALR Strand:
Systems of Science, CH Changes in Systems
Grade Level Expectation: CH08 (1.3.8) Life Processes and the Flow of Matter and Energy. Understand
that living things need constant energy and matter.
Evidence of Learning:
a) Identify sources of energy and matter used by plants to grow and sustain life
(e.g. air, water, light, food, mineral nutrients).
Performance Data
Use the space below to fill in student performance information for your school and district.
Item 1
Responses
* correct response
Item 1 Percent Distribution of Responses
School
District
State
A*
86.7
B
8.5
C
4.6
NR
0.2
(No Response)
11
Compost Pile
2 Which of the following is food energy for the decomposers in the
compost pile?
o A. Heat
o B. Water
o C. Leaves
Item information
Correct Response:
C
EALR Strand:
Systems of Science, CH Changes in Systems
Grade Level Expectation: CH08 (1.3.8) Life Processes and the Flow of Matter and Energy. Understand
that living things need constant energy and matter.
Evidence of Learning:
b) Identify sources of energy and matter used by animals to grow and sustain
life (e.g. air, water, food, mineral nutrients).
Performance Data
Use the space below to fill in student performance information for your school and district.
Item 2
Responses
* correct response
Item 2 Percent Distribution of Responses
School
District
State
A
16.3
B
27.2
C*
56.1
NR
0.4
(No Response)
12
Compost Pile
3 Which one of these problems can be solved by putting waste in the
compost pile?
o A. Disposing of empty pop cans
o B. Disposing of plastic containers
o C. Disposing of leftover vegetables
Item information
Correct Response:
C
EALR Strand:
AP Application of Science
Grade Level Expectation: AP07 (3.2.4) Environmental and Resource Issues. Understand how humans
depend on the natural environment and can cause changes in the
environment that affect humans’ ability to survive.
Evidence of Learning:
a) Identify or describe how resources can be conserved through reducing,
reusing, and recycling.
Performance Data
Use the space below to fill in student performance information for your school and district.
Item 3
Responses
* correct response
Item 3 Percent Distribution of Responses
School
District
State
A
12.9
B
11.8
C*
74.7
NR
0.6
(No Response)
13
Compost Pile
4 Simon asked his friends for ideas to help the compost pile
decompose. They had these suggestions:
 turn (mix) the compost
 add leafy material to the compost
 add insects to the compost
Describe how two of these suggestions will help the plant waste
decompose in the compost pile.
In your description, be sure to:
Choose two of the suggestions.
Describe how each suggestion will help the plant waste
decompose in the compost pile.
First Suggestion:
Second Suggestion:
14
Compost Pile
Item Information
Score Points:
SA
EALR Strand:
AP Application of Science
Grade Level Expectations: AP03 (3.1.3) Evaluating Potential Solutions. Analyze how well a design or
a product solves a problem.
Evidence of Learning:
b) Identify or describe the reason(s) for the effectiveness of a solution to a
problem or challenge using scientific concepts/principles.
Performance Data
Use the space below to fill in student performance information for your school and district.
Item 4
Score Points
Item 4 Percent Distribution of Score Points
School
District
State
0
47.9
1
34.8
2
15.5
NR
1.8
(No Response)
Mean
0.7
15
Compost Pile
Scoring Rubric for Item 4: Helping Decomposition
Performance Description
A 2-point response demonstrates the student understands the GLE: Environmental and Resource
Issues AP03b (3.1.3): Analyze how well a design or a product solves a problem BY describing the
reason(s) for the effectiveness of a solution to a problem or challenge using scientific
concepts/principles.
The response describes how two of the suggestions will help the plant waste decompose in the
compost pile by:
Choosing two of the suggestions
AND
Describing how each suggestion will help the plant waste decompose in the compost pile.
Examples:
Suggestions
turn (mix) the compost
add leafy material to the
compost
How suggestion helps plant waste decompose
air can get into the compost
will break materials into smaller pieces
allow sunlight to warm different parts of the pile
moisture/nutrients can be mixed in the compost
will cool the compost pile
exposes food for insects to feed on
adds food (nutrients) for other organisms in the pile
attracts insects to the compost pile
adds food (nutrients) for other organisms in the pile
insects eat the leaves/plants in a compost pile
add insects to the compost
insects lay eggs, increasing the number of insects in the compost
pile
A 1-point response demonstrates the student has partial understanding of the GLE.
The response describes how one suggestion will help the plant waste decompose in the compost
pile.
A 0-point response demonstrates the student has little or no understanding of the GLE.
General Notes:
1. Responses implying one of the three suggestions in the description of how the suggestion will
help the plant waste decompose may be credited (e.g. shoveling the pile will break up big pieces,
more plants in the compost for the bugs to eat, bugs/worms eat the leaves in the compost pile).
2. Responses stating a minor misconception (e.g. Insects eating the compost pile will make the pile
disappear.) may be credited. Major misconceptions may not be credited.
3. Responses using synonyms for compost may be credited (e.g. dirt, soil, waste).
16
Compost Pile
Annotated example of a 2-point response for item 4:
4 Simon asked his friends for ideas to help the compost pile
decompose. They had these suggestions:
 turn (mix) the compost
 add leafy material to the compost
 add insects to the compost
Describe how two of these suggestions will help the plant waste
decompose in the compost pile.
In your description, be sure to:
Choose two of the suggestions.
Describe how each suggestion will help the plant waste
decompose in the compost pile.
First Suggestion: The mixing will brake down the compost to little bits so you
can fit more stuff.
Second Suggestion: the insects would be great because the would just eat that
stuff up like it was candy.
Score
Points
Annotations
First suggestion: The mixing…
How suggestion helps plant waste decompose: …will brake down the compost to little
bits…
Second suggestion: the insects …
1
How suggestion helps plant waste decompose: …because the [insects] would just eat
that stuff up like it [stuff] was candy.
1
Total Score Points
17
2
Compost Pile
Annotated example of a 1-point response for item 4:
4 Simon asked his friends for ideas to help the compost pile
decompose. They had these suggestions:
 turn (mix) the compost
 add leafy material to the compost
 add insects to the compost
Describe how two of these suggestions will help the plant waste
decompose in the compost pile.
In your description, be sure to:
Choose two of the suggestions.
Describe how each suggestion will help the plant waste
decompose in the compost pile.
First Suggestion: Add insects to the compost. The insects could eat it.
Second Suggestion: Mix the compost. Not to make it all over the place
Score
Points
Annotations
First suggestion: Add insects …
1
How suggestion helps plant waste decompose: The insects could eat it [the compost].
Second suggestion: Mix the compost.
0
How suggestion helps plant waste decompose: Does not address decomposition
Total Score Points
18
1
Compost Pile
Annotated example of a 0-point response for item 4:
4 Simon asked his friends for ideas to help the compost pile
decompose. They had these suggestions:
 turn (mix) the compost
 add leafy material to the compost
 add insects to the compost
Describe how two of these suggestions will help the plant waste
decompose in the compost pile.
In your description, be sure to:
Choose two of the suggestions.
Describe how each suggestion will help the plant waste
decompose in the compost pile.
First Suggestion: add insects, because It will decompose faster.
Second Suggestion: add leafy material, because it is easiest to decompost.
Score
Points
Annotations
First suggestion: add insects,
0
How suggestion helps plant waste decompose: Restates prompt
Second suggestion: add leafy material,
0
How suggestion helps plant waste decompose: Restates prompt
Total Score Points
19
0
Compost Pile
5 Only living or once living objects should be added to a compost pile.
While looking for things to add to his compost pile, Simon found the
following objects on the school ground.







rock
pop can
beetle
tree branch
flower
grass
nail
Describe which objects should be added to the compost pile.
In your description, be sure to:
Sort the objects into living and nonliving things.
Describe two characteristics of living things.
Living
Nonliving
One characteristic of living things:
Another characteristic of living things:
20
Compost Pile
Item Information
Score Points:
SA
EALR Strand:
Systems of Science, PR Properties of Systems
Grade Level Expectations: PR06 (1.1.6) Characteristics of Living Matter. Understand how to
distinguish living organisms from nonliving objects and how to use
characteristics to sort common organisms into plant and animal groups.
Evidence of Learning:
a) Identify or describe the characteristics of organisms.
b) Identify, describe, or sort organisms using multiple characteristics.
Performance Data
Use the space below to fill in student performance information for your school and district.
Item 5
Score Points
Item 5 Percent Distribution of Score Points
School
District
State
0
35.3
1
51.6
2
12.3
NR
0.8
(No Response)
Mean
0.8
21
Compost Pile
Scoring Rubric for Item 5: Adding Living Objects to a Compost Pile
Performance Description
A 2-point response demonstrates the student understands the GLE: Characteristics of Living Matter
PR06a,b (1.1.6): Understand how to distinguish living organisms from nonliving objects and how to
use characteristics to sort common organisms into plant and animal groups BY describing the
characteristics of organisms AND sorting organisms using multiple characteristics (e.g. anatomy,
like fins for swimming or leaves for gathering light; behavior patterns such as burrowing or
migration; how plants and animals get food differently).
The response describes which objects should be added to the compost pile by:
Sorting the objects into living and nonliving things
AND
Describing two characteristics of living things.
Examples:
Sorted Living Things
Beetle
Tree branch
Flower
Grass
Sorted Nonliving Things
Rock
Pop can
Nail
Characteristics of living things
Have cells
Need water
Grow
Get rid of waste
Reproduce
Die
Need air/oxygen/carbon dioxide
Decompose/compost (as verb)
Need mineral nutrients
Need habitat
Need food
Need energy
A 1-point response demonstrates the student has partial understanding of the GLE.
The response sorts objects into living and nonliving things.
OR
The response describes two characteristics of living things.
A 0-point response demonstrates the student has little or no understanding of the GLE.
General Notes:
1. Responses stating a misconception may not receive credit for characteristics of living things (e.g.
They [living things] all eat/drink/swim/walk., Plants do not need food).
2. Responses describing a characteristic not common to all living things may be credited when
clarified (e.g. beetles move, grass makes its own food, bugs eat food).
22
Compost Pile
Annotated example of a 2-point response for item 5:
5 Only living or once living objects should be added to a compost pile.
While looking for things to add to his compost pile, Simon found the
following objects on the school ground.







rock
pop can
beetle
tree branch
flower
grass
nail
Describe which objects should be added to the compost pile.
In your description, be sure to:
Sort the objects into living and nonliving things.
Describe two characteristics of living things.
Living
Nonliving
beetle
rock
tree branch
pop can
Flower
nail
grass
One characteristic of living things: Need water to survive.
Another characteristic of living things: After they die they will decompose.
Score
Points
Annotations
Sorted objects into living and nonliving: Correctly sorted all objects
1
Two characteristics of living things: Need water…
… die… OR …will decompose.
Note: All three responses are characteristics of living things.
1
Total Score Points
23
2
Compost Pile
Annotated example of a 1-point response for item 5:
5 Only living or once living objects should be added to a compost pile.
While looking for things to add to his compost pile, Simon found the
following objects on the school ground.







rock
pop can
beetle
tree branch
flower
grass
nail
Describe which objects should be added to the compost pile.
In your description, be sure to:
Sort the objects into living and nonliving things.
Describe two characteristics of living things.
Living
beetle, tree branch,
Nonliving
popcan, nail, rock
flower, grass
One characteristic of living things: They need food
Another characteristic of living things: they are or were alive
Score
Points
Annotations
Sorted objects into living and nonliving: Objects are correctly sorted
1
Two characteristics of living things: … need food (credited characteristic)
they are or were alive (Note: Restates the prompt)
(Must have two credited characteristics to earn this score point.)
0
Total Score Points
24
1
Compost Pile
Annotated example of a 0-point response for item 5:
5 Only living or once living objects should be added to a compost pile.
While looking for things to add to his compost pile, Simon found the
following objects on the school ground.







rock
pop can
beetle
tree branch
flower
grass
nail
Describe which objects should be added to the compost pile.
In your description, be sure to:
Sort the objects into living and nonliving things.
Describe two characteristics of living things.
Living
Nonliving
flower
nail
tree branch
pop can
grass
rock
beatle
One characteristic of living things:
Another characteristic of living things:
Score
Points
Annotations
Sorted objects into living and nonliving: sorted incorrectly (beetle in the Nonliving
column)
0
Two characteristics of living things: Blank
0
Total Score Points
25
0
Puddle Problem
Scenario Map
Title: Puddle Problem
Grade: 5
Description: Students investigate an Earth system using a model.
Item Description
Identify soils based on physical
9 properties.
IN02d
2.1.2
C
II
IN02b
2.1.2
A
I
IN09a
2.2.4
C
I
A
I
C
II
PR05b
1.1.5
Identify possible solutions to a
AP02b
3.1.2
10 problem.
Write a conclusion including
IN03a
2.1.3
11 supporting data from an
investigation.
Cognitive
Level
results.
Extended
Response
Identify how the method of
8 investigation ensures reliable
Short
Answer
Identify a variable kept the same
7 (controlled) in an investigation.
Item Type
Multiple
Choice
investigation.
Application
of Science
Identify the measured
6 (responding) variable in an
Inquiry
in Science
Changes
in Systems
Structure
of Systems
Properties
of Systems
WASL Evidence of Learning
for the Grade Level Expectation
Grade Level Expectation &
Evidence of Learning Codes
Systems of Science
SA
II
Point Total = 7
1
14%
5
71%
1
14%
5
71%
2
29%
0
0%
I=3pts
II=4pts
Total Science WASL = 37 pts.
40%
40%
20%
57%
43%
0%
I: 31%
II: 69%
Note: Points on the WASL are balanced among the Systems of Science, with 33% Physical
Systems, 33% Earth/Space Systems, and 33% Living Systems.
26
Puddle Problem
Directions: Use the following information to answer questions 6 through 11.
Meena and Roland play soccer at a nearby park. After a rain, the soccer field always had large puddles
that did not go away for a few days. Meena wondered if the kind of soil has something to do with how
long the puddles stayed. They did the following investigation.
Question: How does the kind of soil affect the amount of water that drains through the soil?
Prediction: Sandy soil will allow more water to drain through than other kinds of soils after
25 minutes.
Materials:
equal amounts of sandy soil, garden soil, and clay soil
plastic bottles with bottoms cut off
filter cloth
rubber bands
graduated cylinders
beakers
stopwatch
water
27
Puddle Problem
Procedure:
1. Set up the plastic bottles with filter cloth rubber banded over the openings as shown in the
Investigation Setup diagram.
2. Put equal amounts of each kind of soil into separate bottles as shown in the Investigation Setup
diagram.
3. Pour 500 milliliters of water into each bottle.
4. Start the stopwatch.
5. After 25 minutes, record the amount of water in each graduated cylinder as Trial 1.
6. Repeat the procedure for Trials 2 and 3.
7. Find and record the average amount of water drained for each kind of soil.
Data:
28
Puddle Problem
6
Which variable was the measured (responding) variable in this
investigation?
o A. The size of the filter cloth
o B. The height of the bottles
o C. The amount of water drained
Item information
Correct Response:
C
EALR Strand:
IN Inquiry in Science
Grade Level Expectation: IN02 (2.1.2) Planning and Conducting Safe Investigations. Understand how
to plan and conduct simple investigations following all safety rules.
Evidence of Learning:
d) Identify the measured (responding) variable in an investigation.
Performance Data
Use the space below to fill in student performance information for your school and district.
Item 6
Responses
* correct response
Item 6 Percent Distribution of Responses
School
District
State
A
2.9
B
4.9
C*
91.9
NR
0.2
(No Response)
29
Puddle Problem
7
Which variable was kept the same (controlled) in this investigation?
o A. The amount of water poured into the soils
o B. The amount of water in the puddles on the field
o C. The amount of water that drained through the soils
Item information
Correct Response:
A
EALR Strand:
IN Inquiry in Science
Grade Level Expectation: IN02 (2.1.2) Planning and Conducting Safe Investigations. Understand how
to plan and conduct simple investigations following all safety rules.
Evidence of Learning:
b) Identify variables kept the same (controlled) in an investigation.
Performance Data
Use the space below to fill in student performance information for your school and district.
Item 7
Responses
* correct response
Item 7 Percent Distribution of Responses
School
District
State
A*
83.2
B
6.1
C
10.5
NR
0.2
(No Response)
30
Puddle Problem
8 Why did Meena and Roland do three trials during their
investigation?
o A. To find a way to remove the puddles
o B. To identify more kinds of soil
o C. To be more sure of the results
Item information
Correct Response:
C
EALR Strand:
IN Inquiry in Science
Grade Level Expectation: IN09 (2.2.4) Evaluating Methods of Investigation. Understand how to make
the results of scientific investigations reliable.
Evidence of Learning:
a) Identify or describe how the method of investigation ensures reliable results
(i.e. reliability means that repeating an investigation gives similar results).
Performance Data
Use the space below to fill in student performance information for your school and district.
Item 8
Responses
* correct response
Item 8 Percent Distribution of Responses
School
District
State
A
9.8
B
12.4
C*
77.4
NR
0.4
(No Response)
31
Puddle Problem
9 What does the soil provide for the grass on the soccer field?
o A. Mineral nutrients
o B. Chemical energy
o C. Additional roots
Item information
Correct Response:
A
EALR Strand:
Systems of Science, PR Properties of Science
Grade Level Expectation: PR05 (1.1.5) Nature and Properties of Earth Materials. Understand physical
properties of Earth materials, including rocks, soil, water, and air.
Evidence of Learning:
b) Identify, describe, or sort soils based on physical properties (e.g. color,
particle size, texture, smell, ability to drain or retain water, source of mineral
nutrients for plants).
Performance Data
Use the space below to fill in student performance information for your school and district.
Item 9
Responses
* correct response
Item 9 Percent Distribution of Responses
School
District
State
A*
78.8
B
7.4
C
13.6
NR
0.1
(No Response)
32
Puddle Problem
10 Meena and Roland wanted the water on the soccer field to drain
faster. Based on the investigation, which kind of soil should be
added to the soccer field soil?
o A. Clay soil
o B. Garden soil
o C. Sandy soil
Item information
Correct Response:
C
EALR Strand:
AP Application of Science
Grade Level Expectation: AP02 (3.1.2) Designing and Testing Solutions. Understand how the
scientific design process is used to develop and implement solutions to
human problems.
Evidence of Learning:
b) Identify or describe possible solutions to a problem (e.g. preventing an
injury on the playground by creating a softer landing at the bottom of a
slide).
Performance Data
Use the space below to fill in student performance information for your school and district.
Item 10
Responses
* correct response
Item 10 Percent Distribution of Responses
School
District
State
A
10.5
B
9.6
C*
79.8
NR
0.1
(No Response)
33
Puddle Problem
11 Write a conclusion for the investigation.
In your conclusion, be sure to:
Answer the investigative question.
Include supporting data from the Kind of Soil vs. Amount of
Water Drained table.
Explain how these data support your conclusion.
Question: How does the kind of soil affect the amount of
water that drains through the soil?
34
Puddle Problem
Item Information
Score Points:
SA
EALR Strand:
IN Inquiry in Science
Grade Level Expectations: IN03 (2.1.3) Explaining. Understand how to construct a reasonable
explanation using evidence.
Evidence of Learning:
a) Identify or write a conclusion including supporting data from an
investigation.
Performance Data
Use the space below to fill in student performance information for your school and district.
Item 11
Score Points
Item 11 Percent Distribution of Score Points
School
District
State
0
56.5
1
24.2
2
17.9
NR
1.5
(No Response)
Mean
0.6
35
Puddle Problem
Scoring Rubric for Item 11: Puddle Problem Conclusion
Performance Description
Attributes
A 2-point response demonstrates the student understands the GLE: Explaining IN03a (2.1.3)
Understand how to construct a reasonable explanation using evidence BY writing a conclusion
including supporting data from an investigation.
4
Example:
Sandy soil drained the most water after 25 minutes. The clay soil drained only 4 mL. The sandy
soil drained 192 mL. The sandy soil drained 188 mL more than clay soil.
A 1-point response demonstrates the student has partial understanding of the GLE.
2–3
A 0-point response demonstrates the student has little or no understanding of the GLE.
0–1
36
Puddle Problem
Scoring Rubric for Item 11: Puddle Problem Conclusion (continued)
Attributes of a Conclusion
Note: The italicized print is the part of the “Example” that is credited for the attribute.
Performance Description
Attributes
Conclusive statement correctly answers the investigative question (or correctly states whether
the hypothesis/prediction was correct): Sandy soil drained the most water after 25 minutes.
Attribute Notes:
1. A vague conclusive statement (e.g. the type of soil did affect the amount of water drained) cannot be
credited, but other value points can be credited.
2. A response with an incorrect conclusive statement or no conclusive statement may not be credited any
value points.
1
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 manipulated variable information is descriptive).
Supporting Data for Clay: The clay soil drained only 4 mL. OR The sandy soil drained 188 mL
more than clay soil.
Supporting Data for Sandy Soil: The sandy soil drained 192 mL. OR The sandy soil drained
188 mL more than clay soil.
Explanatory language, separate from the conclusive statement, is used to connect or compare
the supporting data to the conclusive statement: The sandy soil drained 188 mL more than clay
soil.
Attribute Notes:
1. This point can only be credited when at least one numeric value (or the text from a descriptive data
table) for the responding variable is included in the response.
2. A copy of the conclusive statement cannot be credited for explanatory language. However, a
rephrased credited conclusive statement can be credited.
3. Explanatory language comparing the range of the manipulated and responding variables may be
credited (e.g. The clay soil drained only 4 mL.).
4. If a response misquotes trend data between the highest and lowest conditions, this value point cannot
be credited.
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
37
1
1
1
4
Puddle Problem
Scoring Rubric for Item 11: Puddle Problem Conclusion (continued)
General Notes:
1. Copying the Data Table: If a response just copies the whole data table verbatim, supporting data value
points may not be credited even with a correct conclusive statement and explanatory language.
a) A translation of the whole data table into sentences is acceptable.
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) N/A
b) 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.
d) Units and significant figures are not necessary for credit.
e) Minor language differences in descriptive data may be acceptable as decided in range finding (e.g.
sand, regular for garden).
f) The manipulated variable may be implied.
3. Derived Data: Responses giving their own derived data between conditions can be credited for supporting
data and explanatory language (e.g. The sandy soil drained 188 mL more than clay soil.).
a) When the derived data uses the lowest and/or highest conditions, one or both supporting data points
can be credited.
b) Minor arithmetic errors in derived values are acceptable as decided in range finding. (e.g. none found
at range finding).
Performance Data for Item 11 Attributes of a Conclusion
Use the space below to fill in student performance information for your school and district.
Item 11
Attributes of a
Conclusion
Item 11 Percent Distribution of Attributes
School
District
State
Conclusive statement
42.0
Supporting data
40.5
Supporting data
41.4
Explanatory language
22.6
38
Puddle Problem
Annotated example of a 2-point response for item 11:
11 Write a conclusion for the investigation.
In your conclusion, be sure to:
Answer the investigative question.
Include supporting data from the Kind of Soil vs. Amount of
Water Drained table.
Explain how these data support your conclusion.
Question: How does the kind of soil affect the amount of water that drains
through the soil? The sand drained more water than the garden soil and clay.
The average the sand drained was 192 millileters after 25 minutes, the garden
soil drained 126 millileters, and the clay drained only 4 millileters. The sand
drained 66 millileters more than the garden soil and 188 millileters more than
the clay.
Annotations
Attributes of a Conclusion
Attribute
Conclusive statement: The sand drained more water than…clay.
1
Supporting data for Clay: …clay drained only 4 millileters.
OR The sand drained…188 millileters more than the clay. (This is derived data. See
General Note 3a)
1
Supporting data for Sandy Soil: The average the sand drained was 192
millileters…OR The sand drained…188 millileters more than the clay.
1
Explanatory language: The sand drained…188 millileters more than the clay.
OR…clay drained only 4 millileters.
1
Total Attributes & Score Points
39
4
2
Puddle Problem
Annotated example of a 1-point response for item 11:
11 Write a conclusion for the investigation.
In your conclusion, be sure to:
Answer the investigative question.
Include supporting data from the Kind of Soil vs. Amount of
Water Drained table.
Explain how these data support your conclusion.
Question: How does the kind of soil affect the amount of water that drains
through the soil? The soil affects the amount of water drained because each
soil drains water at a diffrent speed. For expample: Sand drains a average of
192 mil. per 25 min., clay drains a average of 4 mil. per 25 min., and garden soil
drains 126 mil per min.
Annotations
Attributes of a Conclusion
Attribute
Conclusive statement: The soil affects the amount of water drained… Vague (see
Conclusive statement Attribute Note 1)
0
Supporting data for Clay Soil: …clay drains a average of 4 mil…
1
Supporting data for Sandy Soil: Sand drains a average of 192 mil. …
1
Explanatory language: None
0
Total Attributes & Score Points
40
2
1
Puddle Problem
Annotated example of a 0-point response for item 11:
11 Write a conclusion for the investigation.
In your conclusion, be sure to:
Answer the investigative question.
Include supporting data from the Kind of Soil vs. Amount of
Water Drained table.
Explain how these data support your conclusion.
Question: How does the kind of soil affect the amount of water that drains
through the soil? Sandy soil drains more than garden of clay soil. So they
put sandy soil in the soccer field to drain more puddles.
Annotations
Attributes of a Conclusion
Attribute
Conclusive statement: Sandy soil drains more than …clay soil.
1
Supporting data for Clay: None
0
Supporting data for Sandy Soil: None
0
Explanatory language: No numerical data
(See Explanatory language Attribute Note 1)
0
Total Attributes & Score Points
41
1
0