WASL
Washington Assessment
of Student Learning
A Component of the Washington State Assessment Program
Using Results to Improve
Student Learning
Science
Grade 5
2007 Released Scenarios and Items
Published by the Science Learning Team of the Washington Office of the Superintendent of Public
Instruction on October 4, 2007.
Copyright © 2007 by Washington 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 Terry Bergeson, 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
8
What do the Scores on the Science WASL Mean?
9
Using Information and Data to Improve Instruction and Student Achievement
9
Using Released Items as Professional Development Opportunities
10
Weather Wonders
An Earth system scenario describing how two students observed the weather in four
different cities in the state of Washington. A map of Washington with the four cities
and the average yearly precipitation for the four cities is recorded by the students.
Scenario Map
11
Scenario
12
Items 1 – 4: Multiple choice items with characteristics and data
13
Item 5: Factors Affecting Precipitation, Short answer item
Scoring Rubric
Student papers and annotations
18
20
21
Item 6: Designing and Testing Solutions, Short answer item
Scoring Rubric
Student papers and annotations
24
26
27
3
Better Boiling
An inquiry scenario on the effects of temperature on time for water to begin boiling.
Scenario Map
30
Scenario
31
Items 7 –10:
Multiple choice items with characteristics and data
33
Item 11: Write a Conclusion, Short answer item
Scoring Rubric
Student papers and annotations
37
39
43
Item 12: Evaluating Potential Solutions, Short answer item
Scoring Rubric
Student papers and annotations
46
48
49
Item 13: Plan an Investigation, Extended response item
Scoring Rubric
Student papers and annotations
52
55
59
4
September, 2007
Dear Washington Educator:
I am delighted to offer this seventh annual publication of released test items from the 2007
Washington Assessment of Student Learning (WASL). I hope you continue to find these
materials helpful to your efforts to improve instruction and increase student learning.
This released item document also is 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.
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.
I encourage you to join with other staff to work with the item-specific scoring guides and the
annotated student responses that illustrate each score point. Schools that have used this process
have given very positive feedback about this experience.
Please continue to visit our Web site, www.k12.wa.us, for additional resources.
I wish you a wonderful and successful school year as we continue our work together to ensure all
students have the skills needed to be successful today and in the future.
Sincerely,
Dr. Terry Bergeson
State Superintendent of Public Instruction
5
Introduction to the Science Released Scenarios and Items
The OSPI Assessment Team is delighted to offer these released scenarios and associated items from the
grade five Science WASL given in the spring of 2007. 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 13 items representing
40.8% of the exam points.
Powerful Classroom Assessments: Released scenarios and items are refined into Powerful Classroom
Assessments (PCAs) for use in science classrooms. PCAs include pilot and template items reflecting the
whole test map of the Science WASL and ten annotated student responses for each constructed-response
item. Using Science PCAs to help students get involved in their assessment has been demonstrated to be
an effective method for improving student learning and achievement. All published PCAs and templates
to write your own PCAs are available through the OSPI website at www.k12.wa.us. PCA workshops are
offered regularly in every region of the state through Educational Service Districts (ESDs), Washington
Science Teachers Association (WSTA), Leadership and Assistance in Science Education Reform
(LASER), school districts, and OSPI institutes.
Science WASL:
The Science WASL is composed of about six scenarios measuring student
understanding of the three Science EALRs (see the state’s science symbol on the
left). 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 at the end of one of the sections of the exam. The updated
2007 Science WASL Specifications are available through the OSPI website at
www.k12.wa.us/assessment/WASL/Science/default.aspx.
*New Science Core Concepts: During the 2006-07 school year, the state’s science learning system established
15 science core concepts. These are the 15 GLEs which are key to understanding the Systems of Science.
These GLEs describe fundamental concepts that incorporate (bring together) other related concepts
(GLEs). Science core concepts are GLEs through which related concepts will be understood. (E.g.
Experiencing conservation of matter through a physical change, like mixing salt and water, will help
build understanding of the properties and structure of salt and water.) If students correctly respond to
items measuring these 15 science core concepts on the Science WASL, they will be proficient. For more
information about science core concepts, attend OSPI workshops or review the 2007 Science GLEs with
WASL Evidences of Learning document at www.k12.wa.us/assessment/WASL/Science/default.aspx.
*New 2007 Legislation Update: The state government continues to strongly support high quality science
education for all. The governor and legislature have greatly increased resources to improve science
education by funding additional professional development days for teachers of science and quadrupling
the funding for LASER. At the same time, new law asks the State Board of Education to review the
science standards with respect to other states’, national, and international standards then make necessary
revisions by December 2008. These laws ask OSPI to gather stakeholders and identify three sets of
instructional materials best suited for the revised science standards by June 2009. In addition, new law
requires the class of 2013 to be proficient in science to graduate.
6
*New Science National Assessment of Educational Progress (NAEP): In preparation for the 2009
administration of science NAEP, a new framework has been published. Most states are correlating their
science standards to this new NAEP science framework as shown in the chart below. NAEP is called the
Nation’s Report Card and is required by federal law. NAEP posts results and comparisons between states
on their website at nces.ed.gov/nationsreportcard.
WA Core Science Concepts
NAEP Science Framework
Systems of Science
Science Content
Physical Systems
Energy Transfer and Transformation
Conservation of Matter (and Energy)
Forces to Explain Motion
Earth and Space Systems
Components and Patterns of Earth Systems
Processes and Interactions in Earth Systems
Interactions in the Solar System and Beyond
Living Systems
Life Processes and the Flow of Matter and Energy
Interdependence of Life
Biological Evolution
Physical Science
Energy
Matter
Motion
Earth and Space Science
Earth Structures
Earth Systems
Earth in Space and Time
Life Science
Structures and Functions of Living System
Changes in Living System
Note: All test items are coded as science content.
Inquiry in Science
Science Practices
Planning and Conducting Safe Investigations
Explaining (the results of an investigation)
Evaluating Methods of Investigations
Application of Science
Designing and Testing Solutions
Evaluating Potential Solutions
Environmental and Resource Issues
Identifying Science Principles
Using Science Principles
Using Scientific Inquiry
Using Technological Design
Note: Each test item for a particular science content is also
classified as one of the science practices
We trust this publication is helpful for you when analyzing your students’ performance on the Science
WASL. Please contact any of the team with your questions or if you would like to get more involved in
the state’s science learning system.
Sincerely,
OSPI Science Assessment Team
Roy Beven ([email protected])
Science Assessment Manager
Andy Boyd ([email protected])
Science Assessment TOSA
Cinda Parton ([email protected])
Science Assessment Specialist
Jonathan Frostad ([email protected])
Science Assessment TOSA
Molly Becker-Miller ([email protected])
Science Assessment Support
7
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 2007 operational exam.
• A table for each item where state-level results are recorded and places for you to enter your school-level 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 constructed-response items (short answer and extended response) are presented by the percentage
of students who scored at each score point by school, district, and state.
• Data for the “write a conclusion” and “nature of forces” short answer (2-point) items are also presented in
terms of 4 value points by school, district, and state. The attributes of a scientific conclusion or a description
of forces are assigned value points that are used to derive the student’s item scores.
• Data for the “plan an investigation” and “design a solution” extended response (4-point) items are presented
in terms of 10 value points by school, district, and state. The attributes of a scientific investigation and of
designing solutions are assigned value points that are used to derive the student’s item scores.
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? Constructed-response 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?
8
What do the Scores on the Science WASL Mean?
The high school Science WASL measures what all students should know and be able to do in science by the
spring of their 10th 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 10th grade, with the assumption that all students have been
provided the opportunity to learn the Science EALRs and GLEs every one of the eleven years the students have
been in school.
Items on the Science WASL measure student understanding of many of the 41 Science GLEs. However, the
majority of the points measure student understanding of the 15 Core Science Concepts (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 Information and Data to
Improve Instruction and Student Achievement
To add meaning to the released item data and strand scores, educators should establish how and where students
have the opportunity to learn the Science EALRs and GLEs in their classrooms and school systems. Educators
should examine classroom assessment to identify where WASL Evidences of Learning are collected. To
improve student learning, educators must assure instruction is focused upon the three Science EALRs. To assure
students’ Science WASL results reflect their true understanding of the three Science EALRs, educators should
make certain that all students have the opportunity to learn so they can do their best on the Science WASL.
Teachers and Administrators:
In appropriate groups, assure instructional materials are enhanced to focus upon the three Science EALRs:
Systems, Inquiry, and Application. Student performance data on these released items and your strand scores
indicate present strengths and weakness.
As probably indicated in your students’ performance data, a good place to start is to focus on Inquiry in Science.
Notice that 40% of the Science WASL points measure the GLEs of the Inquiry in Science EALR. If your
Inquiry in Science strand scores are low, increase the opportunity for students to learn these GLEs. However, all
inquiry activities should be focused on the science of the physical, Earth, space, and living systems described in
the Systems of Science EALR.
To assure that the Inquiry in Science activities you provide will translate well into performance on the Science
WASL, use PCAs published by OSPI to help students get involved in their own assessment.
9
Using Released Items as Professional Development Opportunities
Key Goals of Professional Development Opportunities
•
•
•
•
Develop understanding of the Science EALRs, GLEs, and WASL Evidences of Learning.
Develop understanding of the Science WASL and the meaning of the student, school, and district
results.
Develop understanding of how to use PCAs as assessment targets in your curriculum.
Develop a deeper understanding of how to objectively score student responses in science.
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 2007 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.
Compare your Science WASL results with other WASL-like Evidences of Learning gathered in the
classroom to further define areas in which to focus instruction.
Contact a science education leader in your district, a Science Assessment Leadership Team (SALT)
member in your region (information available at www.k12.wa.us), and/or your LASER Alliance
(information is available at www.wastatelaser.org) and ask them to facilitate a workshop focused upon
your identified areas of need.
Four to Eight Hours Professional Development
•
•
Contact a certified SALT member in your region to lead PCA workshops for small groups of teachers
working with the same instructional materials.
Contact LASER to see how to obtain K-8 professional development services (information is available at
www.wastatelaser.org).
Follow-Up Professional Development Involving Students
•
•
•
Have teachers use published PCAs with their students.
Gather teachers together to score student responses to the PCAs.
Bring teachers together with their PCA results and ask, “What do the results tell us?”
Analyze the science curriculum and ask, “How can we modify the curriculum to build appropriate
understanding of the targeted Science GLEs and gather reliable WASL Evidences of Learning?”
10
Weather Wonders
Scenario Map
Title: Weather Wonders
Grade: 5
Description: Students observe an Earth system of a map and average yearly precipitation of four cities.
Item Description
CH03a
1.3.3
B
I
C
II
B
I
B
I
ST04b
1.2.4
AP02b
3.1.2
Describe possible solutions to a
6 problem.
Cognitive
Level
ST04b
1.2.4
Extended
Response
IN02f
2.1.2
Short
Answer
Identify simple materials, equipment,
Item Type
Multiple
Choice
Application
of Science
CH03a
1.3.3
2 and tools to gather data and extend
the senses.
Identify how one part of Earth’s
3 system depends on or connects to
another part of Earth’s system.
Identify water changing state from ice
4 to liquid water to water vapor and
back.
Describe how one part of Earth’s
5 system depends on or connects to
another part of Earth’s system.
Inquiry
in Science
Identify water changing state from ice
1 to liquid water to water vapor and
back.
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
System of Science
SA
II
SA
II
Point Total = 8
5
62%
1
13%
2
25%
4
50%
4
50%
0
0%
I=3pts
II=5pts
Actual Science WASL = 49 pts.
40%
40%
20%
43%
41%
16%
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.
11
Weather Wonders
Directions: Use the following information to answer questions 1 through 6 on pages 13
through 29.
Ian and Emma planned a trip to four cities in the state of Washington. They expected different types of
weather while on their trip. The map below shows the four cities they visited.
Map of Washington
They found the average yearly precipitation for each of the four cities. They recorded their results in
the table below.
Precipitation in Four Cities
Average Yearly
Precipitation
(centimeters)
City
Ocean Shores
119
Sequim
41
Seattle
94
Spokane
43
12
Weather Wonders
1 Water evaporates as wind blows across the Pacific Ocean. Which of the following changes takes
place during this evaporation process?
o
o
o
A. Gas to liquid
B. Liquid to gas
C. Solid to gas
Item information
Correct Response:
B
EALR Strand:
Systems of Science
Grade Level Expectation: CH03 (1.3.3) Conservation of Matter and Energy
Understand that a substance remains the same substance when changing
state. Understand that two or more substances can react to become new
substances.
Evidence of Learning:
a) Given an adequate description of an object or system, items may ask students
to identify or describe water changing state from ice to liquid water to water
vapor and back (e.g. water remains the same substance when freezing, melting,
evaporating, and condensing).
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
19.3
*B
72.9
C
7.5
NR
0.3
(No Response)
13
Weather Wonders
2 Emma made the tool below to help her measure the wind at the beach.
What would Emma be able to measure using this tool?
o
o
o
A. Wind temperature
B. Wind direction
C. Wind speed
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:
f) Given a description of a scientific investigation or adequate description of a
system, items may ask students to identify or describe simple materials,
equipment, and tools to gather data and extend the senses (e.g. magnifiers,
rulers, balances, scales, thermometers).
14
Weather Wonders
Performance Data for Item 2
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
3.2
B
34.1
*C
62.3
NR
0.4
(No Response)
15
Weather Wonders
3 In Spokane, days are usually hotter in the summer and colder in the winter than are days in Seattle.
Which of the following reasons explains this difference?
o
o
o
A. Seattle is farther east than Spokane.
B. Seattle is next to a large body of water.
C. Seattle has more rainfall than Spokane.
Item information
Correct Response:
B
EALR Strand:
Systems of Science
Grade Level Expectation: ST04 (1.2.4) Components and Patterns of Earth Systems
Understand that Earth’s system includes a mostly solid interior, landforms,
bodies of water, and an atmosphere.
Evidence of Learning:
b) Given an adequate description of a part of Earth’s systems, items may ask
students to identify or describe how one part of Earth’s system depends on
or connects to another part of Earth’s system (e.g. Puget Sound water affects
the air over Seattle).
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
14.1
*B
49.9
C
35.6
NR
0.4
(No Response)
16
Weather Wonders
4 The grass in each of the four cities is sometimes wet in the morning, even on days without rain.
What is the source of the water on the grass?
o
o
o
A. Water evaporates from the grass.
B. Water in the air condenses on the grass.
C. Water on the grass is absorbed by the soil.
Item information
Correct Response:
B
EALR Strand:
Systems of Science
Grade Level Expectation: CH03 (1.3.3) Conservation of Matter and Energy
Understand that a substance remains the same substance when changing
state. Understand that two or more substances can react to become new
substances.
Evidence of Learning:
a) Given an adequate description of an object or system, items may ask
students to identify or describe water changing state from ice to liquid water
to water vapor and back (e.g. water remains the same substance when
freezing, melting, evaporating, and condensing).
Performance Data
Use the space below to fill in student performance information for your school and district.
Item 4
Responses
* correct response
Item 4 Percent Distribution of Responses
School
District
State
A
14.4
*B
65.9
C
19.2
NR
0.6
(No Response)
17
Weather Wonders
5 The diagrams below show the normal wind direction for both Ocean Shores and Spokane.
Normal Wind Direction Diagrams
Explain why the average yearly precipitation is different between Ocean Shores and Spokane.
In your explanation, be sure to:
• Describe the average yearly precipitation for Ocean Shores and for Spokane.
• Use the Normal Wind Direction Diagrams to explain why Ocean Shores and Spokane have
different average yearly precipitations.
18
Weather Wonders
Item Information
Score Points:
2
EALR Strand:
System of Science
Grade Level Expectations: ST04 (1.2.4) Components and Patterns of Earth Systems
Understand that Earth’s system includes a mostly solid interior, landforms,
bodies of water, and an atmosphere.
Evidence of Learning:
b) Given an adequate description of a part of Earth’s systems, items may
ask students to identify or describe how one part of Earth’s system
depends on or connects to another part of Earth’s system (e.g. Puget
Sound water affects the air over Seattle).
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
49.1
1
40.6
2
7.8
NR
2.5
(No Response)
Mean
0.6 points
19
Weather Wonders
Scoring Rubric for Item 5: Factors Affecting Precipitation
A 2-point response demonstrates the student understands the GLE: Components and Patterns
of Earth Systems ST04b (1.2.4) Understand that Earth’s system includes a mostly solid
interior, landforms, bodies of water, and an atmosphere BY describing how one part of Earth’s
system depends on or connects to another part of Earth’s system (e.g. Puget Sound affects the
air over Seattle).
The response explains why the average yearly precipitation is different between Ocean Shores
and Spokane by:
Describing the average yearly precipitation for Ocean Shores and for Spokane
AND
Using the Normal Wind Direction Diagrams to explain why Ocean Shores and Spokane have
different average yearly precipitations.
Examples:
Describes the average yearly precipitation for Ocean Shores and Spokane.
1. Ocean Shores has an average of 119 cm. Spokane has an average of 43 cm.
2. Ocean Shores receives more rain than Spokane.
3. Spokane receives less than half as much rain as Ocean Shores.
Explains why Ocean Shores and Spokane have different yearly precipitations
1. Wet wind from the Pacific blows over Ocean Shores producing lots of rain. Dry wind from
land blows over Spokane producing less rain.
2. Spokane is not close to a large body of water like Ocean Shores, so the wind will not pick
up as much water.
A 1-point response demonstrates the student has partial understanding of the GLE.
The response explains why the average yearly precipitation is different between Ocean Shores
and Spokane by describing the average yearly precipitation for Ocean Shores and for Spokane,
but the use of the Normal Wind Direction Diagrams to explain why Ocean Shores and
Spokane have different average yearly precipitations is vague or incomplete.
OR
The response explains why the average yearly precipitation is different between Ocean Shores
and Spokane by using the Normal Wind Direction Diagrams to explain why Ocean Shores and
Spokane have different average yearly precipitations, but does not include a complete
description of the average yearly precipitations for Ocean Shores and Spokane.
A 0-point response demonstrates the student has little or no understanding of the GLE.
General Notes:
1. If used, numeric values from the Precipitation in Four Cities table must be precise.
2. Responses must include moisture (evaporated water) being moved by wind to be credited
for an explanation of why the average annual precipitations are different. Pushing water
cannot be credited as evaporation of water.
3. Responses that only imply one of the cities may be credited (e.g. Spokane receives
less rain).
4. Responses that have an arithmetic error cannot receive 2 points.
5. Responses that do not discuss precipitation cannot be credited any points.
20
Weather Wonders
Annotated example of a 2-point response for item 5:
5 The diagrams below show the normal wind direction for both Ocean Shores and Spokane.
Normal Wind Direction Diagrams
Explain why the average yearly precipitation is different between Ocean Shores and Spokane.
In your explanation, be sure to:
• Describe the average yearly precipitation for Ocean Shores and for Spokane.
• Use the Normal Wind Direction Diagrams to explain why Ocean Shores and Spokane have
different average yearly precipitations.
In Ocean Shores they get 119 centimeters of precipitation, and in Spokane they only get 43
centimeters. In ocean shores the wind pushes over the ocean causing more mist and rain,
where in Spokane its all dry land so they dont get as much.
Annotations
Score
Point
Description of the average yearly precipitation of Ocean Shores and
Spokane: In Ocean Shores … 119 centimeters of precipitation, and in Spokane
… only get 43 centimeters.
2
Why Ocean Shores and Spokane have different average yearly
precipitations: In ocean shores the wind pushes over the ocean causing more
mist and rain … in Spokane its (Spokane is) all dry land … dont get as much.
21
Weather Wonders
Annotated example of a 1-point response for item 5:
5 The diagrams below show the normal wind direction for both Ocean Shores and Spokane.
Normal Wind Direction Diagrams
Explain why the average yearly precipitation is different between Ocean Shores and Spokane.
In your explanation, be sure to:
• Describe the average yearly precipitation for Ocean Shores and for Spokane.
• Use the Normal Wind Direction Diagrams to explain why Ocean Shores and Spokane have
different average yearly precipitations.
The average yearly percipitation for ocean shores is 119 centimeters because ocean shores is
right by the ocean. Where as spokanes pecipitaion is 43 in centimeters because Spokane is
nowhere near the ocean.
Annotations
Score
Point
Description of the average yearly precipitation of Ocean Shores and
Spokane: The average yearly percipitation for ocean shores is 119 centimeters
... where as spokanes pecipitaion is 43 in centimeters ….
Why Ocean Shores and Spokane have different average yearly
precipitations: … ocean shores is right by the ocean. … Spokane is nowhere
near the ocean.
Vague explanation because there is no description of how precipitation is moved
(see General Note 2).
22
1
Weather Wonders
Annotated example of a 0-point response for item 5:
5 The diagrams below show the normal wind direction for both Ocean Shores and Spokane.
Normal Wind Direction Diagrams
Explain why the average yearly precipitation is different between Ocean Shores and Spokane.
In your explanation, be sure to:
• Describe the average yearly precipitation for Ocean Shores and for Spokane.
• Use the Normal Wind Direction Diagrams to explain why Ocean Shores and Spokane have
different average yearly precipitations.
the difference in Ocean shores and Spokane are that ocean shores has water and Spokane is
just dry
Annotations
Score
Point
Description of the average yearly precipitation of Ocean Shores and
Spokane: None
Why Ocean Shores and Spokane have different average yearly
precipitations: the difference in Ocean shores and Spokane are that ocean
shores has water and Spokane is just dry
No description of precipitation (see General Note 5).
23
0
Weather Wonders
6 Emma needs to buy a coat for her trip. The table below describes the properties of four materials
often used in coats.
Describe two different materials that Emma could have as the two layers in her coat. The coat
needs to be waterproof, warm, and as lightweight as possible.
In your description, be sure to:
• Name the material for the outer layer and inner layer.
• Describe the reason for choosing each layer.
Material for the outer layer:
Reason:
Material for the inner layer:
Reason:
24
Weather Wonders
Item Information
Score Points:
2
EALR Strand:
AP Application of Science
Grade Level Expectations: 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) Given a common, straightforward problem, items may ask students to
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 6
Score Points
Item 6 Percent Distribution of Score Points
School
District
State
0
50.5
1
9.0
2
38.8
NR
1.7
(No Response)
Mean
0.9 points
25
Weather Wonders
Scoring Rubric for Item 6: Designing and Testing Solutions
A 2-point response demonstrates the student understands the GLE: Designing and Testing
Solutions AP02b (3.1.2) Understand how the scientific design process is used to develop and
implement solutions to human problems BY describing possible solutions to a problem (e.g.
preventing an injury on the playground by creating a softer landing at the bottom of a slide).
The response describes two different materials that Emma could have as the two layers for a
coat that is waterproof, warm and lightweight by:
Naming the material for the outer layer and inner layer
AND
Describing the reason for choosing both layers.
Examples:
Outer layer
Reason
A
waterproof and warm
C
waterproof and lightweight
Inner layer
B, C, or D
A
Reason
lightweight
warm
A 1-point response demonstrates the student has partial understanding of the GLE.
The response names two different materials that Emma could have as the two layers for a coat
by naming the material for the outer layer and inner layer and describing at least two different
properties as reasons for choosing the layers.
A 0-point response demonstrates the student has little or no understanding of the GLE.
General Notes:
1. A response giving an incorrect property of a material may not be credited two score points
(e.g. outer A because waterproof and warm, inner B because warm and lightweight would
receive one score point).
2. A response that does not name and describe a waterproof outer layer may not be credited
two score points.
26
Weather Wonders
Annotated example of a 2-point response for item 6:
6
Emma needs to buy a coat for her trip. The table below describes the properties of four materials
often used in coats.
Describe two different materials that Emma could have as the two layers in her coat. The coat
needs to be waterproof, warm, and as lightweight as possible.
In your description, be sure to:
• Name the material for the outer layer and inner layer.
• Describe the reason for choosing each layer.
Material for the outer layer: A
Reason: It is waterproof for all that rain and it warm for all those cold and wet days.
Material for the inner layer: C
Reason: It is waterproof in case it rains one day and it is lightweight in case of a long steap
hike
Annotations
Score Point
Material for the outer layer: A
Reason: … waterproof … warm …
2
Material for the inner layer: C
Reason: …waterproof … lightweight…
27
Weather Wonders
Annotated example of a 1-point response for item 6:
6
Emma needs to buy a coat for her trip. The table below describes the properties of four materials
often used in coats.
Describe two different materials that Emma could have as the two layers in her coat. The coat
needs to be waterproof, warm, and as lightweight as possible.
In your description, be sure to:
• Name the material for the outer layer and inner layer.
• Describe the reason for choosing each layer.
Material for the outer layer: A
Reason: Material A is the warmer than all.
Material for the inner layer: C
Reason: It’s one of the ones that are waterproof.
Annotations
Score Point
Material for the outer layer: A
Reason: … warmer …
1
Material for the inner layer: C
Reason: … waterproof.
Response only describes two properties of the materials used in coats.
28
Weather Wonders
Annotated example of a 0-point response for item 6:
6
Emma needs to buy a coat for her trip. The table below describes the properties of four materials
often used in coats.
Describe two different materials that Emma could have as the two layers in her coat. The coat
needs to be waterproof, warm, and as lightweight as possible.
In your description, be sure to:
• Name the material for the outer layer and inner layer.
• Describe the reason for choosing each layer.
Material for the outer layer: A.
Reason: because it is waterproof
Material for the inner layer: A.
Reason: Because it is warm.
Annotations
Score Point
Material for the outer layer: A
Reason: … waterproof
Note: Response must name two materials for a score point one
Material for the inner layer: A
Reason: : … warm
Note: Response must name two materials for a score point one
29
0
Better Boiling
Scenario Map
Title: Better Boiling
Grade: 5
Description: A student investigates the effect of temperature on time for water to begin boiling.
Item Description
Grade Level Expectation &
Evidence of Learning Codes
Cognitive
Level
C
I
IN02b
2.1.2
A
I
IN09a
2.2.4
A
I
A
I
IN03a
2.1.3
AP03b
3.1.3
SA
II
SA
II
IN02e
2.1.2
13 simple controlled investigation
Extended
Response
IN02c
2.1.2
ST02b
1.2.2
Construct a logical plan for a
Short
Answer
Multiple
Choice
Application
of Science
Changes
in Systems
Structure
of Systems
Identify the changed
7 (manipulated) variable in an
investigation.
Identify variables kept the
8 same (controlled) in an
investigation.
Identify how the method of
9 investigation ensures reliable
results.
Identify where or when a part
10 of a simple physical system has
the greatest or least energy.
Write a conclusion including
11 supporting data from an
investigation.
Describe the reason(s) for the
effectiveness of a solution to a
12
problem using scientific
concepts/principles.
Properties
of Systems
WASL Evidence of Learning
for the Grade Level Expectation
Inquiry
in Science
System of Science
Item Type
ER
II
Point Total = 12
1
8%
9
75%
2
17%
4
33%
4
33%
4
33%
I=4pt.
II=8pts
Actual Science WASL = 49 pts.
40%
40%
20%
43%
41%
16%
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.
30
Better Boiling
Directions: Use the following information to answer questions 7 through 13 on pages 33
through 68.
Joel heard that cold water will begin boiling (bubbling at the surface) faster than hot water when
heated the same. He and his father did the following investigation.
Question: How does the starting temperature of water affect the time for the water to begin boiling?
Prediction: The lower the water’s starting temperature, the quicker the water will begin boiling.
Materials:
empty cans of the same size labeled A, B, C
large pan
stove burner
water: same amounts of ice water, cold water from the faucet, and hot water from the faucet
thermometer
stopwatch
31
Better Boiling
Procedure:
1. Set up the large pan and cans of water as shown in the Investigation Setup diagram.
2. Measure and record the starting temperature of the water in each can.
3. Place the pan on the stove burner, and turn the burner on to medium heat.
4. Measure and record the time for the water to begin boiling in each can as Trial 1.
5. Turn the burner off, and let the pan cool.
6. Repeat steps 1 through 5 two more times as Trials 2 and 3.
7. Find and record the average starting temperature and average time for the water
to boil in each can.
Data:
Starting Temperature vs. Time to Boil
Time to Boil
(seconds)
Starting Temperature
Trial 1
Trial 2
Trial 3
Average
5˚ C
(Can A, Ice water)
265
267
272
268
11˚ C
(Can B, Cold water)
257
252
253
254
51˚ C
(Can C, Hot water)
142
140
138
140
32
Better Boiling
7
Which variable was the changed (manipulated) variable in this investigation?
o
o
o
A. Type of pan used
B. Size of the can used
C. Starting temperature of the water
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:
c) Given a description of a scientific investigation, items may ask students to
identify the changed (manipulated) variable 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
2.1
B
3.0
*C
94.7
NR
0.1
(No Response)
33
Better Boiling
8
Which of the following variables was kept the same (controlled) in this investigation?
o
o
o
A. Amount of water in each can
B. Type of water in each can
C. Placement of cans on pan
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) Given a description of a scientific investigation, items may ask students to
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 8
Responses
* correct response
Item 8 Percent Distribution of Responses
School
District
State
*A
78.6
B
14.2
C
7.0
NR
0.2
(No Response)
34
Better Boiling
9 Why did Joel repeat the investigation two more times?
o
o
o
A. To be sure the time to boil was correct
B. To fill out his data table with results
C. To make the results fit his prediction
Item information
Correct Response:
A
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) Given a description of a system or investigation, items may ask students to
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 9
Responses
* correct response
Item 9 Percent Distribution of Responses
School
District
State
*A
52.8
B
31.2
C
15.4
NR
0.6
(No Response)
35
Better Boiling
10 Which of the following liquids had the greatest amount of energy before being heated?
o
o
o
A. Hot water
B. Ice water
C. Cold water
Item information
Correct Response:
A
EALR Strand:
Systems of Science
Grade Level Expectation: ST02 (1.2.2) Energy Transfer and Transformation
Understand that energy can be transferred from one object to another and
can be transformed from one form of energy to another.
Evidence of Learning:
b) Given an adequate description of a simple physical system, items may ask
students to identify where or when a part of a simple physical system has the
greatest or least energy (e.g. a toy car will have the greatest energy of
motion at the bottom of a ramp when released from the top of a ramp).
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
70.7
B
23.0
C
6.0
NR
0.3
(No Response)
36
Better Boiling
11 Write a conclusion for this investigation.
In your conclusion, be sure to:
• Answer the investigative question.
• Include supporting data from the Starting Temperature vs. Time to Boil table.
• Explain how these data support your conclusion.
Question: How does the starting temperature of water affect the time for the water to
begin boiling?
37
Better Boiling
Item Information
Score Points:
2
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) Given a description of a scientific investigation or adequate description
of a system, items may ask students to 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
65.5
1
14.9
2
17.9
NR
1.7
(No Response)
Mean
0.5 points
38
Better Boiling
Scoring Rubric for Item 11: Write a Conclusion
Value
Points
Performance Description
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.
Example:
The higher the starting temperature of water, the faster the water boiled. Ice water
at 5˚ C took 268 seconds to begin to boil. Hot water at 51˚ C took 140 seconds to
begin to boil. The ice water took 128 seconds longer to boil than the hot water.
4
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
Starting Temperature vs. Time to Boil
Time to Boil
(seconds)
Starting Temperature
Trial 1
Trial 2
Trial 3
Average
5˚ C
(Can A, Ice water)
265
267
272
268
11˚ C
(Can B, Cold water)
257
252
253
254
51˚ C
(Can C, Hot water)
142
140
138
140
39
Better Boiling
Scoring Rubric and Results for Item 11: Write a Conclusion (continued)
Attributes of a Conclusion for Awarding Value Points
Note: The italicized print is the part of the “Example” credited for the value point.
Value
Points
Performance Description
Conclusive statement correctly answers the investigative question (or correctly
states the hypothesis/prediction was incorrect): The higher the starting temperature
of water, the faster the water boiled.
Attribute Notes:
1. A vague conclusive statement (e.g. the start temperature of water did affect the time for the
water to boil) 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 5˚ C Water: Ice water at 5˚ C took 268 seconds to begin to
1
boil. OR The ice water took 128 seconds longer to boil than the hot water.
Supporting Data for 51˚ C Water: Hot water at 51˚ C took 140 seconds to begin
to boil. OR The ice water took 128 seconds longer to boil than the hot water
1
Explanatory language, separate from the conclusive statement, is used to connect
or compare the supporting data to the conclusive statement: The ice water took 128
seconds longer to boil than the hot water.
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 manipulated or 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/or responding variables may
be credited. (E.g. When the starting temperature was 5º C, the time to boil was longest, 268
seconds.)
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 Value Points
40
1
4
Better Boiling
Scoring Rubric for Item 11: Write a 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) For grades 3-5, a translation of the whole data table into sentences is acceptable.
b) NA
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) NA
b) For grades 3-5, 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.
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. ice water, really/very cold, or Can A; cold water or Can B; and hot water
or Can C can be used in place of 5˚ C water, 11˚ C water, and 51˚ C
water, respectively).
f) For grades 3-5, 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 ice water took 128 seconds
longer to boil than the hot water).
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 in range finding).
4. Cold, cold water, water is cold, can mean 11º C water unless the response implies cold
water as a different condition (e.g. cold water, warmer water, hot water will be scored as
ice water, cold water, hot water).
41
Better Boiling
Performance Data for Item 11 Conclusion Attributes
Use the space below to fill in student performance information for your school and district.
Item 11 Value Point
Investigation
Attributes
Item 11 Percent Distribution of Value Points
School
District
Conclusive Statement
State
52.3
Supporting Data
for 5˚ C Water
Supporting Data
for 51˚ C Water
Explanatory
Language
29.2
31.0
21.0
42
Better Boiling
Annotated example of a 2-point response for item 11:
11 Write a conclusion for this investigation.
In your conclusion, be sure to:
• Answer the investigative question.
• Include supporting data from the Starting Temperature vs. Time to Boil table.
• Explain how these data support your conclusion.
Question: How does the starting temperature of water affect the time for the water to
begin boiling? The hot water boiled before the ice water and cold water. The hot water took
an average 140 seconds, the cold water took 254 second, and the ice water took 268 seconds.
The hot water boiled 114 seconds faster than the cold water and 128 seconds
faster than the ice water
Value
Point
Annotation
Conclusive Statement: The hot water boiled before the ice water …
1
Supporting Data for 5° C Water: … the ice water took 268 seconds.
1
Supporting Data for 51° C Water: The hot water took an average140
seconds …
Explanatory Language: The hot water boiled … 128 seconds faster than the ice
water
Total Value & Score Points
43
1
1
4
2
Better Boiling
Annotated example of a 1-point response for item 11:
11 Write a conclusion for this investigation.
In your conclusion, be sure to:
• Answer the investigative question.
• Include supporting data from the Starting Temperature vs. Time to Boil table.
• Explain how these data support your conclusion.
Question: How does the starting temperature of water affect the time for the water to
begin boiling? The starting temperature of the water affects the time it starts to boil because if
you look at the data table the ice water boild 265 the first trial the hot water boild at 142 the
first time and the cold water boiled at 257 the first trial.
Value
Point
Annotation
Conclusive Statement: The starting temperature of the water affects the time it
(water) starts to boil …
A vague conclusive statement: Attribute Note 1
0
Supporting Data for 5° C Water: … the ice water boild 265 the first trial …
1
Supporting Data for 51° C Water: … the hot water boild at 142 the first time …
1
Explanatory Language: None
0
Total Value & Score Points
44
2
1
Better Boiling
Annotated example of a 0-point response for item 11:
11 Write a conclusion for this investigation.
In your conclusion, be sure to:
• Answer the investigative question.
• Include supporting data from the Starting Temperature vs. Time to Boil table.
• Explain how these data support your conclusion.
Question: How does the starting temperature of water affect the time for the water to
begin boiling? If the water is really cold then it will take a longer time to boil then the hotter
water. The time will be different because one of the cups is already hot so it wouldn’t take that
long.
Value
Point
Annotation
Conclusive Statement: … water is really cold then it (water) will take a longer
time to boil then the hotter water.
1
Supporting Data for 5° C Water: None
0
Supporting Data for 51° C Water: None
0
Explanatory Language: None
0
Total Value & Score Points
45
1
0
Better Boiling
12 Joel wants to boil water to make hot chocolate in the shortest amount of time. Based on the results
of his investigation, what kind of water should Joel start with to make hot chocolate?
Be sure to:
• Choose one kind of water: ice water, cold water, or hot water.
• Explain your answer using data from Joel’s investigation.
46
Better Boiling
Item Information
Score Points:
2
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) Given a problem, attempted solution, results, and criteria for evaluation,
items may ask students to 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 12
Score Points
Item 12 Percent Distribution of Score Points
School
District
State
0
36.9
1
34.2
2
28.1
NR
0.8
(No Response)
Mean
0.9 points
47
Better Boiling
Scoring Rubric for Item 12: Evaluating Potential Solutions
A 2-point response demonstrates the student understands the GLE: Evaluating Potential
Solution 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 answers the question of what kind of water Joel should start with to make hot
chocolate in the shortest amount of time by:
Choosing hot water
AND
Explaining the answer using data from Joel’s investigation.
Example: Joel should use the hot water at 51˚ C. The hot water took the least time to boil,
140 seconds.
A 1-point response demonstrates the student has partial understanding of the GLE.
The response chooses hot water and includes a vague or incomplete explanation of why this
type of water should be used.
A 0-point response demonstrates the student has little or no understanding of the GLE.
General Notes:
1. A complete explanation includes a reason for choosing hot water and using data (some
numeric value) from the investigation.
2. An incomplete explanation may include a non-specific reference to data or incorrect data.
48
Better Boiling
Annotated example of a 2-point response for item 12:
12 Joel wants to boil water to make hot chocolate in the shortest amount of time. Based on the results
of his investigation, what kind of water should Joel start with to make hot chocolate?
Be sure to:
• Choose one kind of water: ice water, cold water, or hot water.
• Explain your answer using data from Joel’s investigation.
Joel should use the hot water to start out with. He should do this because in the experiment the
water boiled 128 sec. (on average) faster than the ice cold water and 114 sec. (on average) hot
faster than the cold water.
Annotations
Score
Points
Kind of water: Joel should use the hot water …
2
Explanation using data: … the hot water boiled 128 sec. (on average) faster
than the ice cold water …
49
Better Boiling
Annotated example of a 1-point response for item 12:
12 Joel wants to boil water to make hot chocolate in the shortest amount of time. Based on the results
of his investigation, what kind of water should Joel start with to make hot chocolate?
Be sure to:
• Choose one kind of water: ice water, cold water, or hot water.
• Explain your answer using data from Joel’s investigation.
Joel should use hot water if he wants to make hot chocolate in the shortest amount of time.
Because based on his data hot water boils faster than ice cold water and cold water. So joel
should use hot water.
Annotations
Score
Points
Kind of water: Joel should use hot water …
1
Explanation using data: … because based on his data hot water boils faster
than ice cold water …
Vague use of data
50
Better Boiling
Annotated example of a 0-point response for item 12:
12 Joel wants to boil water to make hot chocolate in the shortest amount of time. Based on the results
of his investigation, what kind of water should Joel start with to make hot chocolate?
Be sure to:
• Choose one kind of water: ice water, cold water, or hot water.
• Explain your answer using data from Joel’s investigation.
I think based on the data that Joel should use ice water because the data from his investigation
shows that hot water boiled the slowest and cold water boiled kinda in the middle and Ice
water boiled the fastest. So if he wants to make hot chocolate as fast as he can he should use
ice water.
Annotations
Score
Points
Kind of water: … should use ice water …
Incorrect
0
Explanation using data: … hot water boiled the slowest … and Ice water boiled
the fastest.
Incorrect reading of the table
51
Better Boiling
13 Plan a new investigation to answer the new question printed in the box.
In your plan, be sure to include:
• Prediction of the investigation results
• Materials needed to do the investigation
• Procedure that includes:
•
•
•
logical steps to do the investigation
one variable kept the same (controlled)
one changed (manipulated) variable
•
•
one measured (responding) variable
how often measurements are taken and recorded
Question: How do different amounts of water affect the time for the water to
begin boiling?
Prediction:
Materials:
Procedure: You may use this space for a labeled diagram to support your procedure.
52
Better Boiling
Procedure: (continued)
53
Better Boiling
Item Information
Score Points:
4
EALR Strand:
IN Inquiry in Science
Grade Level Expectations: IN02 (2.1.2) Planning and Conducting Safe Investigations
Understand how to plan and conduct simple investigations following all
safety rules.
Evidence of Learning:
e) Given a description of a scientific investigation, items may ask students
to construct a logical plan for a simple controlled or field investigation.
Performance Data
Use the space below to fill in student performance information for your school and district.
Item 13
Score Points
Item 13 Percent Distribution of Score Points
School
District
State
0
30.2
1
22.0
2
11.0
3
17.2
4
18.5
NR
1.2
(No Response)
Mean
1.7 points
54
Better Boiling
Scoring Rubric for Item 13: Plan an Investigation
Value
Points
Performance Description
A 4-point response demonstrates the student understands the GLE: Planning and
Conducting Safe Investigations IN02e (2.1.2) Understand how to plan and conduct
simple investigations following all safety rules BY constructing a logical plan for a
simple controlled or field investigation.
7-8
A 3-point response demonstrates the student partially understands the GLE.
5-6
A 2-point response demonstrates the student has limited understanding of the GLE.
3-4
A 1-point response demonstrates the student has very little understanding
of the GLE.
A 0-point response demonstrates the student has almost no understanding
of the GLE.
1-2
0
Attributes of a Controlled Investigation for Awarding Value Points
Investigation
Attributes
Prediction
Description of Attributes
The prediction must answer the given question including the
effect of the changed (manipulated) variable (amount of water)
on the measured (responding) variable (time for the water to
begin boiling).
Value
Point
1
A list of the minimum materials needed to perform the
procedure (e.g., water, device for measuring the amount of
water/cup, can/container/cup, heat source, timing device).
Materials
Attribute Notes:
1. The ‘right’ amount of ingredients (e.g. ‘x’ mL or ‘y’ grams) needed to
carry out the procedure does not need to be given in the materials list.
2. A measuring device listed as minimum may not be needed in the
materials list if the list includes pre-measured amounts of a material
coupled with an appropriate procedure that does not call for using the
device.
3. Standard Classroom Materials do not need to be listed: paper, pencil, and
safety equipment (e.g. goggles, aprons, gloves, tongs).
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Scoring Rubric for Item 13: Plan an Investigation (continued)
Attributes of a Controlled Investigation for Awarding Value Points (continued)
Investigation
Attributes
Description of Attributes
Value
Point
The written or diagrammed procedure is evaluated as follows.
up to 6
One Variable
Kept the Same
(controlled)
Changed
(manipulated)
Variable
At least one variable kept the same (controlled) is identified or
implied in the procedure or the materials list (e.g. same type of
cans, same heat source, pan).
1
Only one changed (manipulated) variable (amount of water) is
identified or implied in the procedure or data table (if given).
1
Measured
(responding)
Variable
The measured (responding) variable (time for the water to
begin boiling) is identified or implied in the procedure or data
table (if given).
1
Procedure
The procedure states or implies measurements are recorded
periodically or gives a data table.
Record
Measurements
Attribute Notes:
1. If artificial data for the responding variable is given, no value point
may be awarded.
2. The phrase ‘take measurement’ cannot be used to mean record.
1
Trials are
Repeated
More than one trial for at least one condition is planned, or
implied in a data table, to measure the measured (responding)
variable.
1
Logical Steps
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).
1
Total Value Points Possible
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Scoring Rubric for Item 13: Plan an Investigation (continued)
Attributes of a Controlled Investigation for Awarding Value Points (continued)
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 value points.
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 “Procedure that
includes:” without including that attribute in the procedure, the attribute point 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 used in the procedure (e.g. add 1mL) may be credited if the vagueness
is clarified in the materials list (e.g. 1mL, 2mL, and 3mL of water).
b) Measuring a vague parameter (e.g. different amounts of water instead of 1 cup or 2
cups of water) may be credited as a manipulated or responding variable. However, a
vague parameter is difficult to repeatedly measure, so the logical steps value point
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. increase the
amount by 5 mL) without indicating how many times, gives no end to the investigation
so the logical steps value point cannot be credited.
g) NA
h) When a procedure conflicts with the labeled diagram, the procedure is too illogical to
be effectively repeated. Therefore, the logical steps value point cannot be credited, but
the procedure can be scored for attributes that are not in conflict.
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Performance Data for Item 13 Investigation Attributes
Use the space below to fill in student performance information for your school and district.
Item 13 Value Point
Investigation
Attributes
Item 13 Percent Distribution of Value Points
School
District
State
Prediction
47.6
Materials
62.0
One Variable
Kept the Same
(controlled)
Changed
(manipulated)
Variable
Measured
(responding) Variable
58.4
55.9
36.1
Record Measurements
51.3
Trials are Repeated
29.4
Logical Steps
18.5
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Annotated example of a 4-point response for item 13:
13 Plan a new investigation to answer the new question printed in the box.
In your plan, be sure to include:
• Prediction of the investigation results
• Materials needed to do the investigation
• Procedure that includes:
•
•
•
•
•
logical steps to do the investigation
one variable kept the same (controlled)
one changed (manipulated) variable
one measured (responding) variable
how often measurements are taken and recorded.
Question: How do different amounts of water affect the time for the water to
begin boiling?
Prediction: I predict that the can with the least amount of water will start boiling
before the rest.
Materials: 3 cans the same size, labeled A, B, C, large pan, stove burner, stopwatch,
thermometer,and different amount so hot water in each-one with 1 cup, 3 cups, and 5 cups.
Procedure: You may use this space for a labeled diagram to support your procedure.
Procedure (continued):
1. Set up large pan with the three cans with different amounts of hot water.
2. Make sure the starting tempature’s are all the same.
3. Place the pan on the stove burner, and turn the burner onto a medium heat.
4. Measure and record the time for the hot water to begin boiling in Trial one.
5. Turn the burner off, and let the pan cool.
6. Repeat steps 1 – 5 two more times as Trials 2 and 3.
7. Find and record the average of seconds it took for each can to start boiling.
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Annotation of the 4-point response:
Investigation
Attributes
Value
Point
Prediction
1
… the can with the least amount of water will start boiling
before the rest.
Materials
1
Minimum materials listed.
1
3 cans the same size found in Materials
1
Can with 1 cup of hot water. can with 3 cups of hot water.
can with 5 cups of hot water. shown in labeled diagram.
Measured
(responding) Variable
1
4 … time for the hot water to begin boiling …
Record
Measurements
1
4 … record …
Trials are Repeated
1
6. Repeat steps 1-5 two more times …
Logical Steps
1
The steps of the procedure are detailed enough to repeat the
procedure effectively.
One Variable
Kept the Same
(controlled)
Changed
(manipulated)
Variable
Total
8
Annotation
4 Score Points
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Annotated example of a 3-point response for item 13:
13 Plan a new investigation to answer the new question printed in the box.
In your plan, be sure to include:
• Prediction of the investigation results
• Materials needed to do the investigation
• Procedure that includes:
•
•
•
•
•
logical steps to do the investigation
one variable kept the same (controlled)
one changed (manipulated) variable
one measured (responding) variable
how often measurements are taken and recorded.
Question: How do different amounts of water affect the time for the water to
begin boiling?
Prediction: I think it affects the time because it all take a certain time to boil different
amounts of water
Materials: water, pan, cans, timer, stove burner
Procedure: You may use this space for a labeled diagram to support your procedure.
Procedure (continued): 1. put the pan on the burner.
2. turn stove on.
3. put the cans on the pans.
4. put different amounts of water in each one.
5. use the timer and mark down how long it takes to boil.
6. Do steps 1 – 5 2 more times.
7. Measure and record your data.
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Annotation of the 3-point response:
Investigation
Attributes
Value
Point
Prediction
0
Materials
0
No volume measuring device
One Variable
Kept the Same
(controlled)
1
1 … pan …
Changed (manipulated)
Variable
1
Measured (responding)
Variable
1
5 … how long it (the water) takes to boil.
Record Measurements
1
5 … mark down …
Trials are Repeated
1
6. Do steps 1-5 2 more times.
Logical Steps
0
Vague manipulated variable: General Note 3b
Total
5
Annotation
… all take a certain time to boil different amounts of water
Vague
4. put different amounts of water in each one (can).
Vague
3 Score Points
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Annotated example of a 2-point response for item 13:
13 Plan a new investigation to answer the new question printed in the box.
In your plan, be sure to include:
• Prediction of the investigation results
• Materials needed to do the investigation
• Procedure that includes:
•
•
•
•
•
logical steps to do the investigation
one variable kept the same (controlled)
one changed (manipulated) variable
one measured (responding) variable
how often measurements are taken and recorded.
Question: How do different amounts of water affect the time for the water to
begin boiling?
Prediction: it takes longer or leas longer for water to boil.
Materials: pan, 3 cups, different amounts of water, and a stove
Procedure: You may use this space for a labeled diagram to support your procedure.
Procedure (continued): First, put the pan on the stove. Then you put different amounts of
water in the cups and place them on the pan. Lastly, turn the stove on for awhile then look at
witch amount of water affect the time. REPEAT TRILES 3 – 5 TIMES.
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Annotation of the 2-point response:
Investigation
Attributes
Value
Point
Prediction
0
Materials
One Variable
Kept the Same
(controlled)
Changed
(manipulated)
Variable
Annotation
it takes longer or leas longer for water to boil.
Too vague
0
No timer
1
… pan …
1
… different amounts of water in the cups …
Vague
… look at witch amount of water affect the time.
Measured
(responding) Variable
1
Record
Measurements
0
No record
Trials are Repeated
1
REPEAT TRILES 3-5 TIMES.
Logical Steps
0
Vague Responding and Manipulated Variables:
General Note 3b.
Total
4
Vague
2 Score Points
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Annotated example of a 1-point response for item 13:
13 Plan a new investigation to answer the new question printed in the box.
In your plan, be sure to include:
• Prediction of the investigation results
• Materials needed to do the investigation
• Procedure that includes:
•
•
•
•
•
logical steps to do the investigation
one variable kept the same (controlled)
one changed (manipulated) variable
one measured (responding) variable
how often measurements are taken and recorded.
Question: How do different amounts of water affect the time for the water to
begin boiling?
Prediction: you should use less water so it is faster
Materials:
Procedure: You may use this space for a labeled diagram to support your procedure.
Procedure (continued) : you will use have of the water you used before so it will take up less
time and then use smaller cups.
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Annotation of the 1-point response:
Investigation
Attributes
Value
Point
Prediction
1
… less water so it (time for water to boil) is faster
Materials
0
None
Annotation
Inappropriate Procedure – See General Note 1
One Variable
Kept the Same
(controlled)
Changed
(manipulated)
Variable
0
0
Measured
(responding) Variable
0
Record
Measurements
0
Trials are Repeated
0
Logical Steps
0
Total
1
1 Score Points
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Annotated example of a 0-point response for item 13:
13 Plan a new investigation to answer the new question printed in the box.
In your plan, be sure to include:
• Prediction of the investigation results
• Materials needed to do the investigation
• Procedure that includes:
•
•
•
•
•
logical steps to do the investigation
one variable kept the same (controlled)
one changed (manipulated) variable
one measured (responding) variable
how often measurements are taken and recorded.
Question: How do different amounts of water affect the time for the water to
begin boiling?
Prediction: the water would still boil if you add more water
Materials: a pot and water and stove.
Procedure: You may use this space for a labeled diagram to support your procedure.
Procedure (continued): if we added more water, it will still boil and if we don’t have alot of
water it will still boil. If we have cold water, it will boil right and if we start will hot water, the
water will boil rong.
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Annotation of the 0-point response:
Investigation
Attributes
Value
Point
Prediction
0
Materials
0
Annotation
the water would still boil if you add more water
No responding variable
No volume measuring device or timer
Inappropriate Procedure: General Note 1
One Variable
Kept the Same
(controlled)
Changed
(manipulated)
Variable
0
0
Measured
(responding) Variable
0
Record
Measurements
0
Trials are Repeated
0
Logical Steps
0
Total
0
0Score Points
68