Meeting the Challenge:
Ohio Graduation Test for Science
A Sampler of Items for Ohio’s Teachers
Copyright © 2004, Ohio Department of Education
Table of Contents
Introduction……………………………………………………………………………
3
What is the purpose of the Ohio Graduation Tests? ………………………….
3
What science content and skills are assessed by the Ohio Graduation Tests?
3
What types of items are used on the Ohio Graduation Test for science? …….
4
What are passage-based items and item clusters? …………………………….
4
Will levels of understanding continue to be used on the
Ohio Graduation Test for science? ……………………………………………
5
What reference materials and tools can students use while taking the
science test? ……………………………………………………………….… …
6
Sample Items with Annotations ………………………………………………………
7
Earth and Space Sciences …………………………………………………….
8
Life Sciences …………………………………………………………………
11
Physical Sciences …………………………………………………………….
13
Science and Technology ……………………………………………………..
15
Scientific Inquiry ……………………………………………………………..
18
Scientific Ways of Knowing …………………………………………………
21
Tips for Teachers ……………………………………………………………………..
23
Information Regarding Item Development and Scoring ……………………………..
25
Ohio Graduation Test for Science – Test Sampler, July 2004
2
Introduction
This document is designed as a tool for teachers and students. It contains information about the
Ohio Graduation Test for science. Sample test questions and answers are provided for each of
the item types that will be included in the assessment. They are not actual items that will be
used on the test, but are illustrative of the structure and content of items that could appear on
the test. Suggestions are also provided to assist teachers in preparing students for the
assessment.
A full-length practice test will be made available on the Ohio Department of Education Web site
(www.ode.state.oh.us) in September of 2004. Additional resources and released items from
operational forms of the OGT will be provided in future years.
What is the purpose of the Ohio Graduation Tests?
The Ohio Graduation Tests (OGT) are designed to ensure that all students who receive high
school diplomas in Ohio demonstrate proficiency on a standards-based cumulative high school
test, in addition to completing curricular requirements. The tests measure knowledge and skills
as articulated in Ohio’s academic content standards by the end of 10th grade in five content
areas: reading, writing, mathematics, social studies and science. The Ohio Graduation Tests
also meet requirements of federal law for high school testing.
What science content and skills are assessed by the Ohio Graduation Tests?
The OGT for science is aligned with Ohio’s Academic Content Standards for K-12 Science
using the 31 benchmarks for grades nine and 10. A listing of those benchmarks can be
accessed on the Ohio Department of Education Web site.
Every item on the Ohio Graduation Test for science assesses a benchmark for one of the six
standards related to major topics within science, which are:
•
•
•
•
•
•
Earth and Space Sciences;
Life Sciences;
Physical Sciences;
Science and Technology;
Scientific Inquiry;
Scientific Ways of Knowing.
Items that test Science and Technology, Scientific Inquiry and Scientific Ways of Knowing are
within the content limits of Earth and Space Sciences, Life Sciences and Physical Sciences.
Items that test Science and Technology, Scientific Inquiry, and Scientific Ways of Knowing will
draw approximately equal content from Earth and Space Sciences, Life Sciences and Physical
Sciences.
Ohio Graduation Test for Science – Test Sampler, July 2004
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What types of items are used on the Ohio Graduation Tests for science?
Three types of items are used on the Ohio Graduation Tests: multiple-choice, short-answer and
extended-response.
The multiple-choice items present students with questions or incomplete statements. Student
responses to multiple-choice items receive a score of 0 or 1. There are 32 multiple-choice items
on the science test.
Short-answer and extended-response items (constructed-response items) address aspects of
the science academic content standards that are better assessed with constructed-response
tasks rather than multiple-choice questions. They require students to generate, rather than
recognize, a response. These items emphasize thinking skills and allow for different strategies
in devising responses. Constructed-response items may ask the student to present
comparisons, predictions, explanations, conclusions, inferences or descriptions pertaining to
events, ideas or concepts. The number of possible points for constructed-response items is
given at the end of each item.
A short-answer item, for example, may ask a student to review a laboratory situation and
organize a set of observations. Student responses to short-answer items receive a score of 0, 1
or 2. There are four short-answer items on the science test.
The extended-response items offer students opportunities to demonstrate understanding in
depth. For example, given the description of an ecosystem, students may be asked to discuss
the impact of a large-scale environmental change. Student responses to extended-response
items receive a score or 0, 1, 2, 3 or 4. There are two extended-response items on the science
test.
The operational portion of the OGT that counts for the student’s score will be comprised of 38
items and 48 points and may take up to two and one-half hours to complete. Items are
distributed among three item formats on each form of the test according to the following
guidelines:
•
•
Each of the six standards is assessed by multiple-choice items and at least one
constructed-response item (short-answer or extended-response) on every form of the
test.
Each operational form will typically include six field test items which do not contribute to
the student’s score.
What are passage-based test items and item clusters?
Ohio’s academic content standards for science guide teaching and learning opportunities that
develop students’ understanding of valid and technically precise science information; doing and
understanding scientific inquiry and technological design; communicating understanding of
science concepts and analysis of data; and applying scientific concepts. Standards-based
science education engages all students with relevant, real-world activities that extend their
thinking and communication skills and develop their science process skills. To provide students
with a scientific context for demonstrating achievement of the benchmarks, passages that align
to these expectations will be used with OGT science test items or item clusters. Items and item
clusters that accompany passage information will comprise the majority of the items on the test.
Ohio Graduation Test for Science – Test Sampler, July 2004
4
•
•
Passage lengths will be 1/3 to 2/3 of a page.
The passages may contain a variety of media in combination (e.g., narrative, data table,
graph, diagram, map, drawing and other graphic organizers). Media may be drawn from
a variety of real-world applications (e.g., consumer use of materials in relation to
properties of the materials) and/or technical sources (e.g., a partial periodic table).
Will levels of understanding continue to be used on the Ohio Graduation Test for
science?
Items will no longer be classified by levels of understanding that were found on the Ninth-Grade
Ohio Proficiency Test for science, i.e., acquiring, processing and extending scientific
information. However, attention is given in test item development to explicit types of
performance expectations (cognitive demand) for students’ science skills and understandings
on the Ohio Graduation Test for science. To ensure a balance of ways for students to
demonstrate science skills and understandings, each item on the OGT for science will focus on
one of four types of performance expectations. They are generally described below:
Recalling/Identifying Accurate Science (R)
Items test student ability to accurately recall and/or identify fundamental science. Students may
be asked to accurately recall and/or identify scientifically valid:
•
•
•
Facts;
Concepts;
Relationships.
Communicating Understanding/Analyzing Science Information (C)
Items test student ability to analyze scientific information and communicate in science with
clarity, focus and organization. Students may be asked to:
•
•
•
•
Organize, summarize and evaluate observations and data;
Set up or complete computations and/or estimations;
Choose among given models or representations in order to summarize observations and
data;
Make inferences from observations and data, and describe patterns and trends in
observations, explain concepts or describe relationships (e.g., structure and function,
cause and effect, systems and interactions, constancy and change).
Demonstrating Investigation Processes of Science (D)
Items test student ability to think scientifically. Students may be asked to:
• Make observations and select appropriate tools;
• Discuss procedures and methods of science;
• Describe procedures or to make measurements;
• Develop and evaluate questions or make predictions from information, including text,
graphs, charts, tables, photographs, drawings or other graphic organizers;
• Design, evaluate or revise a given investigation including the effects of different
variables.
Ohio Graduation Test for Science – Test Sampler, July 2004
5
Applying Concepts/Making Relevant Connections with Science (A)
Items test student ability to apply science in the context of individuals and society. Students
may be asked to:
•
•
•
Propose solutions and/or analyze consequences and alternatives;
Use and integrate knowledge and concepts in new situations;
Recognize scientific procedures appropriate to given real-world situations.
Each test form will assign approximately equal numbers of points to each of the four types of
performance expectations.
What reference materials and tools can students use while taking the science test?
Students will not be permitted to use reference materials, whether in print or electronic form
(such as a thesaurus or spell-check software) unless specifically directed by their IEP or 504
plans. LEP students (students whose native language is not English) may have the use of a
dictionary or translation dictionary.
Ohio Graduation Test for Science – Test Sampler, July 2004
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Sample Items with Annotations
The sample items are organized with some of the benchmarks for grades nine through 10 in
each of the six content standards that are to be assessed on the Ohio Graduation Tests.
Multiple-choice, short-answer and extended-response items are included in the samples. Two
items are provided per content standard.
A discussion of each item includes the correct answer and highlights of the knowledge and skill
it is intended to assess. The cognitive demand is also identified for each item.
These test items come from a variety of sources, including released items from national and
state assessments. Not all items may conform to the style that will be used on the Ohio
Graduation Tests. Notes have been included with specific items to describe how the items
differ from the style that will be used on the OGT.
The sample items have not been subject to the same rigorous reviews and field testing
as have the actual Ohio Graduation Test items. The items were not developed for use on the
OGT and are only intended to represent the kinds of items that may appear on the Ohio
Graduation Tests.
It is important to remember that the sample items that follow represent a small portion of
the knowledge and skills measured by the Ohio Graduation Tests. The full range of
content and performance expectations of Ohio’s science benchmarks for grades nine
through 10 is not reflected in the sample test items in this document. The total number of
items to be used on operational forms of the test is not reflected in this document.
Additional resources and actual test items from OGT operational test forms will be released in
future years.
Ohio Graduation Test for Science – Test Sampler, July 2004
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Earth and Space Sciences Standard
Benchmark E:
Explain the processes that move and shape Earth's surface.
Sample Multiple Choice Item:
The layers of rocks in a geologic cross section provide a glimpse into the geologic history of
Earth. Consider a formation of layered rock directly atop a formation of unlayered rock. Which of
the following would most likely not be found in the two formations?
A. A granite intrusion that penetrated the two formations at the same time
B. Fossils that were formed in the two formations at the same time
C. A fault that penetrated the two formations at different times
D. Folds resulting from pressures that occurred in the two formations at different times
Source: Adapted from High School Item 814, Council of Chief State School Officers SCASS Science Assessment
Project. Copyright © 1997 by CCSSO, Washington D.C.
Explanation:
The answer is option B. Fossils that were formed in the two formations at the same time will
most likely NOT be found in a formation of layered rock directly atop a formation of “unlayered”
rock. Moreover, if students accurately recall that “un-layered” most likely implies igneous or
metamorphic rock then the presence of “clear” fossil records in the “unlayered” rock are unlikely.
All other options identify accurate scientific descriptions of potential/valid results (intrusion, fault,
folds) of plate tectonic activity that may be found in both of the layers described.
This example represents a Recalling/Identifying Accurate Science item. It requires students to
accurately recall fundamental relationships and descriptions of processes (e.g., intrusions,
faulting and folding) that help explain the results of plate tectonic activity, as well as
distinguishing characteristics of scientific evidence in the geologic record (rock sequences, fossil
distribution) that provide a glimpse into Earth’s geologic history.
Please Note: Limited use will be made of negatives such as not and except in science test
items. When used, such emphasis words will appear in boldface font according to the Ohio
Style Guide.
Ohio Graduation Test for Science – Test Sampler, July 2004
8
Earth and Space Sciences Standard
Benchmark C:
Explain the 4.5 billion-year-history of Earth and the 4 billion-year-history of life
on Earth based on observable scientific evidence in the geologic record.
Sample Extended-Response Item:
One measure of geologic time is absolute time, which relates to the year something happened.
Another is relative time, which relates to the order or sequence in which events occurred. The
figure below shows a cross-section of five rock layers. You have been asked to determine the
age of rock layer 5. Identify one method that could be used to determine the relative age and
another method for determining absolute age of the rock layer. Describe how each method
helps determine the age of the rock layer.
Source: Adapted from the Pennsylvania STEEP Assessment Handbook, 2002
Explanation:
Students’ responses must identify one method to determine relative age of a rock layer and
describe the type of evidence of the age of the rock layer that the method provides. Their
responses must do likewise for a method to determine absolute age of a rock layer.
Methods to Determine Relative Age
(May include one of the following)
•
law of superposition
•
law of included fragments
Description of Method
(Student responses must show
understanding that relative time methods
provide evidence of the sequence of
events but not their actual dates of
occurrence.)
Observations in a series of undisturbed
sedimentary rock; the oldest layer is on the
bottom and the youngest on top.
Observations of pieces of one rock found
in another rock must be older than the rock
in which it is found.
Ohio Graduation Test for Science – Test Sampler, July 2004
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•
fossil correlation
Methods to Determine Absolute Age
(May include one of the following)
•
radioisotope dating
•
comparison to events that have
known dates
Observed rocks with the same set of
fossils (called assemblages) are similar in
age.
Description of Type of Evidence
(Student responses must show
understanding that methods of determining
absolute time provide evidence of the
actual date of the event.)
While student answers may vary they shall
describe the use of radioisotopes with a
long half-life. Students might also mention
the carbon method as an accepted
representation of radioactive decay
methods even though the carbon-14 dating
method is limited to about 50,000 years
and is not usable for most rocks.
Such events as volcanic eruptions can also
be used when observing some rock layer
sequences or core samplings.
This example represents a Recalling/Identifying Accurate Science item. It requires students to
accurately recall descriptions of methods for estimating geologic time that help explain how
geologic time can be estimated by multiple methods. This includes accurately relating the
method to the type or distinguishing characteristics of scientific evidence in the geologic record
provided by the method.
Ohio Graduation Test for Science – Test Sampler, July 2004
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Life Sciences Standard
Benchmark C:
Explain the genetic mechanisms and molecular basis of inheritance.
Sample Multiple-Choice Item:
In certain breeds of dogs such as the Mexican Hairless, having hair is the result of having two
dominant alleles for normal hair (NN). The heterozygous genotype produces a dog with very
little hair and few teeth. Having two recessive (nn) genes results in a stillborn puppy. Which
Punnett square shows the correct results of a cross between two heterozygous Mexican
Hairless dogs?
A.
N
n
N
Nn
Nn
n
Nn
nn
N
n
N
Nn
nn
N
Nn
nn
N
n
N
NN
Nn
n
Nn
nn
N
n
N
NN
Nn
N
NN
Nn
B.
C.
D.
Source: Adapted from Ohio HSGQE Practice Test, 2000
Explanation:
The correct response is option C. The cross between two heterozygous Mexican Hairless dogs
yields a genotype ration of 1:2:1 meaning 1 NN: 2 Nn: 1 nn. This item focuses on the students’
understanding of the concept of hereditary information including genes, alleles, genotypes,
phenotypes and use of a Punnett square. In a heterozygous organism, the two alleles for a
particular trait are different. The context of the item outlines the various genotypes and
phenotypes possible.
This example represents a Communicating Understanding/Analyzing Science Information item.
It requires students to analyze the information provided in the item and select the Punnett
Ohio Graduation Test for Science – Test Sampler, July 2004
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square that models/explains the probability of inherited traits of off-springs from the given
genetic cross.
Life Sciences Standard
Benchmark F:
Explain the structure and function of ecosystems and relate how ecosystems
change over time.
Sample Extended-Response Item:
An ecosystem is greatly affected when a new species from another part of the world is
introduced. The introduced species may increase in numbers very quickly because the
ecosystem has no controls to keep the species’ population in check.
The zebra mussel is native to the Caspian sea. The zebra mussel first appeared in the Great
Lakes region around 1988, apparently in the ballast water (counterweight in the bottom of the
ship) from ocean-going ships. Within a few years, the zebra mussel had reached very high
concentrations in some areas.
Describe two factors which made it possible for the zebra mussel to reach high concentrations
in some bodies of water.
Source: Adapted from the Ohio Ninth-Grade Proficiency Practice Test, 2000
Explanation:
The student responses accurately describe the relationships between predator-prey
relationships and restructured competition within the ecosystem to the high concentration of
zebra mussels.
This example represents a Recalling/Identifying Accurate Science item. It requires students to
accurately recall two factors that relate to the resulting high concentrations of zebra mussels
after some time following their introduction as a non-native species into the Great Lakes
ecosystem.
Ohio Graduation Test for Science – Test Sampler, July 2004
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Physical Sciences Standard
Benchmark A:
Describe that matter is made of minute particles called atoms and atoms are
comprised of even smaller components. Explain the structure and properties
of atoms.
Sample Multiple-Choice Item:
Atoms can be considered the basic building blocks of matter. If atom X has 9 protons, 10
neutrons and 9 electrons and atom Y has 9 protons, 9 neutrons and 9 electrons, which of the
following statements best describes how atom X and atom Y are related?
Source: Connecticut 2002 Released Item
A.
X and Y are isotopes of the same element.
B.
X is an ion and Y is a neutral atom.
C.
X and Y are different elements.
D.
X is neon and Y is fluorine.
Explanation:
The correct response is option A. This item assesses a students understanding of atomic
theory. Students should recognize that all atoms of the same element contain the same number
of protons, and elements with the same number of protons may or may not have the same
mass. Those with different masses (different numbers of neutrons) are called isotopes.
This example represents a Communicating Understanding/Analyzing Science Information item.
Students must accurately recall fundamental science facts about the atomic theory. But it
requires students to analyze the content of the item in order to select the option that correctly
summarizes that both atom X and Y have the same number of protons and electrons.
Therefore atom X and Y are isotopes of the same element.
Please Note: Decisions are made on a per test item basis whether a partial periodic table is
included with an OGT science test item assessing the benchmark. Although this item uses the
qualifier best, qualifiers are generally not used on the OGT.
Ohio Graduation Test for Science – Test Sampler, July 2004
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Physical Sciences Standard
Benchmark D:
Explain the movement of objects by applying Newton's three laws of motion.
Sample Short-Answer Item:
The diagram illustrates a large, net force that is constantly being applied to a ball. Students are
observing any change in the motion of the ball, making measurements and recording the data.
What measurements should the students make and record in order to describe the motion of the
ball? In their report, how should the students organize (display) the data to describe the ball’s
motion?
Source: Adapted from Ohio HSGQE Practice Test, 2000
Explanation:
Students identify the measurements needed to explain or analyze the motion of the ball.
However, the item does not require students to provide a complete explanation or formal
analysis of the motion.
Students must examine the given circumstances in order to select the measurements that may
be used to describe changes in relative direction and/or rate of motion. The successful
response clearly and completely addresses each of the two parts of the task by first describing
the “measurements” to make and record. These may include, but are not limited to, one of the
following sets of measurements:
ƒ
ƒ
Distance (or position) and time;
Speed and time.
In addition, in order to receive full credit, students must describe how to best organize the data
to communicate the ball’s motion. Some examples may include, but are not limited to,
organizing/displaying the measurements via a:
ƒ
ƒ
ƒ
Data table;
Graph;
Labeled illustration.
This example represents a Communicating Understanding/Analyzing Science Information item.
The measurements that must be made and recorded to describe the ball’s motion may be
Ohio Graduation Test for Science – Test Sampler, July 2004
14
based on students understanding or analyzing one of a variety of plausible cause and effect
conditions based the information provided regarding the ball and force. (For example, one
assumed condition is for the ball to accelerate uniformly, from rest in a straight line along a level
floor. It may be inferred that the effects of rolling friction are negligible because of the observed
smoothness of the ball and the floor. The floor appears to be level and it may be inferred that it
remains level throughout the ball’s motion. However, the test question does not require students
to provide this analysis as part of their response.)
The item is similar to a Demonstrating Investigation Processes of Science item in that students
are expected to identify the set of measurements to make in an investigation to describe the
object’s motion. However, the test question does not focus students’ attention on describing
experimental steps or choosing appropriate tools related to collecting data. Moreover, this item
is more like a Communicating item because the item finally asks the students to choose among
models or representations in order to summarize or organize (communicate) the information to
describe the object’s motion.
Science and Technology Standard
Benchmark B:
Explain that science and technology are interdependent: each drives the
other.
Sample Multiple-Choice Item:
What technology was made possible by the discovery of the structure of DNA?
A.
B.
C.
D.
Organ transplants
Antibiotic production
Gene splicing
Artificial fertilization
Source: Public Release, Maryland High School Assessment, Fall 2002
Explanation:
The correct response is option C. This item assesses a student’s understanding of scientific
advances and emerging technologies and how they impact society. Students should recognize
how development of scientific knowledge leads to the creation of new technology and how
technological advances allow for additional scientific accomplishments. All options are related to
DNA, but only gene splicing is dependent upon the structure of DNA.
This example represents a Recalling/Identifying Accurate Science item.
Ohio Graduation Test for Science – Test Sampler, July 2004
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Science and Technology Standard
Benchmark A:
Explain the ways in which the processes of technological design respond to
the needs of society.
Sample Extended-Response Item:
Jim and Sandy each make a flashlight from identical batteries and bulbs. Sandy’s flashlight
contains a reflector, while Jim’s does not. Sandy and Jim point their flashlights at the same wall
5 meters away.
Identify two characteristics of the reflector that will enable Sandy’s flashlight to shine more light
on a wall than Jim’s. Explain how each characteristic is critical to the success of Sandy’s design
in shining more light on the wall.
Source: Adapted from TIMSS Population 2 Item Pool. Copyright © 1994 by IEA, The Hague
Explanation:
Successful student responses clearly communicate two characteristics of the reflector. The
characteristics may be related to the structure of the cone or the physical properties of the
material from which the cone is made. The response directly relates the effect each
characteristic has in causing more light to shine on the wall. For example:
Reflector Characteristics
angle of the cone-shaped surface
size of the cone-shaped surface
smoothness of the surface material
non-transparent surface coating material
Effects
The angle of the reflector in Sandy’s
flashlight would stop light from shining in
all directions, including away from the wall,
as in Jim’s flashlight. Or the student may
say that the angle of the small metal
backing of Jim’s bulb stops less light from
shining in all directions.
The large surface of the cone may keep
more of the light from shining away from
the wall, or the student may say that the
small metal backing of Jim’s bulb does not
cause as much of the light to shine on the
wall as Sandy’s larger reflector.
The smoother the surface of the reflector
material, the more light will reflect at similar
angles directed toward the wall.
A more non-transparent material stops
light lost to shining through the reflector.
Ohio Graduation Test for Science – Test Sampler, July 2004
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This example represents a Demonstrating Investigation Processes of Science item. Students
must identify two key characteristics based on their observation of the textual and graphic
depiction of a design/investigation scenario. These characteristics may be varied in the
design/investigation of the flashlight that will shine the most amount of light on the wall.
The item is similar to a Communicating Understanding/Analyzing Science Information item in
that students must analyze potential cause and effect relationships. However, the test question
is determined to be more like a Demonstrating Investigation Processes of Science item because
it focuses students’ attention on explaining and/or evaluating the effects of different variables on
the flashlight design goal of producing a flashlight to shine more light on the wall.
Ohio Graduation Test for Science – Test Sampler, July 2004
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Scientific Inquiry Standard
Benchmark A:
Participate in and apply the processes of scientific investigation to create
models and to design, conduct, evaluate and communicate the results of
these investigations.
Sample Multiple-Choice Item:
Within aquatic ecosystems there is a direct correlation between dissolved oxygen content and
the population of various species of fish. Which relationship can correctly be inferred from the
data presented in the graphs below?
Source: New York State Education Department Test Sampler, 2000
A. As sewage waste increases, oxygen content increases.
B. As the carp population increases, the whitefish population increases.
C. As oxygen content decreases, carp population decreases.
D. As oxygen content decreases, trout population decreases.
Explanation:
The correct response is option D. This item assesses a student’s ability to draw conclusions
from investigations based on scientific knowledge and principles, and the use of logic and
evidence (data). The graphic communicates the data collected in an investigation of the
relationship between dissolved oxygen and the population of various species of fish. The item
does not require students to provide evidence of their understanding of the specific biotic and/or
abiotic factors contributing to the survival of the various species. The other options
Ohio Graduation Test for Science – Test Sampler, July 2004
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communicate an incorrect interpretation of the data.
This is a Communicating Understanding/Analyzing Science Information item. Students must
analyze and interpret the data represented to choose a valid description of a potential
relationship based on the data presented.
Scientific Inquiry Standard
Benchmark A:
Participate in and apply the processes of scientific investigation to create
models and to design, conduct, evaluate and communicate the results of
these investigations.
Sample Extended-Response Item:
As tropical storms gain in strength, they are tracked by the weather service and by many people
living in coastal areas. The chart below provides data on one hurricane. If the hurricane
continues to move in the same direction and rate, on what day will the hurricane probably hit
land? Use the chart and map below to explain how you were able to make this prediction.
Date
Aug. 31
Sept. 01
Sept. 02
Sept. 03
Latitude
Degrees
(north)
28
29
31
33
Longitude
Degrees
(west)
75
78
79
79
Wind
Speed
(mph)
70
65
65
70
Source: Ohio HSGQE Practice Test, 2000
Ohio Graduation Test for Science – Test Sampler, July 2004
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Explanation:
This item assesses a student’s ability to use mathematical models to predict and analyze
natural phenomena. Students must draw conclusions from investigations based on scientific
knowledge and principles, the use of logic and evidence (data). The response makes an
accurate prediction that the tropical storm will make landfall on or about September 4. Students
may cite a slightly variable landing date. To validate this prediction, the response may explain
certain conditions such as uncertainty in the exact time of day at which meteorological data are
updated.
In addition, in order to receive full credit, students must also explain the basis for their prediction
which includes, but is not limited to:
ƒ
ƒ
ƒ
Identifying the pattern in the data (e.g., traveling two degrees latitude in a steady
northern direction);
Describing the process for determining the pattern in the data (e.g., logically consistent
process such as graphing or directly analyzing the data in the chart);
Linking the pattern to details of the chart and/or map that support the prediction.
This is a Communicating Understanding/Analyzing Science Information item. Students must
make a valid prediction, base an explanation of their prediction on their analysis, and interpret
the patterns/trend in the data represented.
Ohio Graduation Test for Science – Test Sampler, July 2004
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Scientific Ways of Knowing Standard
Benchmark B:
Explain how scientific inquiry is guided by knowledge, observations, ideas
and questions.
Sample Multiple-Choice Item:
Aristotle thought that a moving object would stop because its natural state was to be at rest.
Newton thought that friction is a force that opposes all motion and eventually stops moving
objects.
Suppose you were coasting on a level surface on a bicycle and there was no friction. What
would happen to your speed, according to Aristotle and Newton?
Source: Ohio HSGQE Practice Test, 2000
A. Aristotle: slow and stop
Newton: slow and stop
B. Aristotle: maintain speed
Newton: slow and stop
C. Aristotle: maintain speed
Newton: maintain speed
D. Aristotle: slow and stop
Newton: maintain speed
Explanation:
The correct response is option D. The key variable with an impact on students selecting the
correct response is that there is no frictional force opposing the described motion. Under these
conditions, the cyclist would maintain his or her speed according to Newton. According to
Aristotle, since an object’s natural state is at rest, the cyclist would slow and eventually stop.
This item is similar to a Communicating and Analyzing Science Information item in that students
must select the option that accurately summarizes descriptions of the object’s motion, based on
information provided and a cause-and-effect relationship.
However, this example represents a Recalling/Identifying Accurate Science item. To choose
the correct option and eliminate all incorrect options, students likely need to accurately recall the
difference in how motion was described by Aristotle and Newton in the historical context of the
development of scientific knowledge over time.
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Scientific Ways of Knowing Standard
Benchmark C:
Describe the ethical practices and guidelines in which science operates.
Sample Short-Answer Item:
Students are planning to investigate how the human heart rate changes with changes in activity.
The teacher required students to present their plan for prior approval before conducting the
investigation. The teacher approved the students’ experimental procedures using a timer for
recording heart rate and a treadmill for changing heart rate.
However, the students are not permitted to proceed until their plan follows ethical practices for
experiments with human subjects. Describe two guidelines the students should add to their
plan to assure ethical treatment for the human subjects.
Source: Adapted from TIMSS Population 2 Item Pool. Copyright © 1994 by IEA, The Hague
Explanation:
Successful student responses clearly communicate two ethical guidelines based upon the
nature of the potential risks inherent in the investigation and the use of human subjects. These
include, but are not limited to, creating a record of informed consent, ensuring a prior physical
(stress test) of each human subject and ensuring that the treadmill is in safe operating condition
and that students and human subjects use the treadmill safely.
This example represents a Demonstrating Investigation Processes of Science item. Students
must identify two key guidelines to be added to the investigation based on their observation of
the textual depiction of a design/investigation scenario. These guidelines may be varied by the
context, methods and content of the investigation.
The item is similar to a Communicating Understanding/Analyzing Science Information item in
that students must analyze potential cause-and-effect relationships that may put human
subjects at risk. However, the test question is determined to be more like a Demonstrating
Investigation Processes of Science item because it focuses students’ attention on evaluating,
explaining and/or the effects of different investigative variables on assuring ethical treatment of
human subjects.
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Tips for Teachers
What can teachers do to help students?
Strategies for preparing students for success on the Ohio Graduation Test for science include:
•
Become familiar with the benchmarks for grades nine through 10 and the gradelevel indicators that represent progress toward achieving those benchmarks. All
teachers, across the K-12 program, need to be cognizant of the specific benchmarks
and the grade-level indicators used with the new test. Information about the test should
also be shared with students and parents.
•
Discuss relationships between benchmarks and grade-level indicators. A key
component of curriculum design and instructional planning using Ohio’s Academic
Content Standards: K−12 Science is the relationship between the benchmarks and
grade-level indicators. The benchmarks serve as the focal points for assessment items.
The grade-level indicators contain the content and skills that inform, support and provide
substance for assessment of the benchmarks. Discussions about curriculum and
instruction must integrate the expectations represented by the benchmarks with the
content and skills incorporated within the grade-level indicators. Instruction cannot focus
solely upon the benchmarks or upon the grade-level indicators.
•
Match instructional strategies, materials and assessments to identified student
learning experiences. In addition to providing instruction on the topics included within
the grade-level indicators, classroom experiences should also afford students the
opportunity to examine the topics and practice the skills in the manner expressed in the
indicators. For instance, if an indicator states that students should “evaluate a design for
a device or process”, classroom instruction should not only define and provide examples
of criteria, but develop skills related to determining criteria. The instruction should also
model how to use criteria and give students the chance to develop criteria, apply the
criteria and decide if the criteria are useful in accomplishing a given task. The classroom
materials and assessments should also fit with the grade-level indicator. Expectations
contained in the benchmarks should likewise be reflected in classroom instruction.
•
Provide required learning experiences based on the benchmarks and grade-level
indicators to all students. The local course of study and its implementation should be
reviewed and adjusted, as needed, to ensure all students have access to the full
preparation for the Ohio Graduation Test for science. The depth and breadth of the
content and instructional experiences are critical in determining the role a specific course
or grade level makes in addressing the benchmarks and grade-level indicators. Course
titles or topic lists alone are not sufficient for determining if students have access to the
instruction needed to be successful on the Ohio Graduation Test for science.
•
Practice selecting, developing and administering a variety of assessment
strategies and items. Multiple strategies for assessing student progress and
achievement should be included as part of science classes. Particular attention should
be given to incorporating assessment items that require student-generated responses.
Professional development in classroom assessment should include issues related to
identifying and writing appropriate assessment items and tasks, implementing new
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assessment strategies, applying scoring guidelines and making inferences about student
learning.
•
Promote self-assessment of student work by providing scoring guides or
checklists for students to use when constructing responses and generating
products or demonstrations.
Some specific tips and suggestions for teachers include:
Conducting scientific inquiry that requires scientific reasoning applied to practical problems is
the best possible preparation that students can have before taking the test. Mere memorization
of scientific definitions and facts is inadequate preparation for what they will see on the test. The
following are some key aspects that will best prepare students.
•
Provide students practice in applying science concepts, big ideas, and process
skills to content in various situations. Science content and process may be assessed
in novel context.
•
Provide students opportunities to propose or evaluate a scientific investigation of
a physical, living, or earth and space system. Evaluations of conclusions based on
scientific data are an important indicator of scientific understanding. Encourage students
to use precise, detailed language (scientific terminology is best) and logical sequence in
their explanations. A good way to develop this skill is to have students take detailed
notes while conducting experiments or observations. Have students reflect and report on
their observations and conclusions, including how to revise an investigation to test for a
different variable.
•
Focus students’ planning for an investigation on recognizing potential health and
safety hazards involved in scientific investigations and everyday activities. Safety
is an important facet of scientific inquiry and procedures. They need to know about safe
procedures and basic protective gear and its use. This information should be
incorporated into any science activity.
•
Help students practice developing an eye for detail on test items. Keen
observational and thinking skills are extremely important. Students will be asked to make
inferences and justify explanations based upon information and observations of
phenomena given in test item passages.
•
Assist students becoming comfortable interpreting data and other information
provided in tables, graphs, diagrams, charts and drawings that are commonly
used to relay scientific information in passages and test items. They should be able
to explain their reasoning and/or show logical processes (e.g., solution steps, patterns,
extrapolation, relationships) for making inferences or in evaluating conclusions from
such information. Students should be prepared to provide accurate answers, including
complete, appropriate labels (e.g., units, direction).
•
Prepare students to accurately display scientific information (e.g., correctly plot
data and draw the line of best fit on a graph; show the correct direction and/or
angle on motion and force diagrams and drawings) using appropriate
conventions. Using appropriate conventions for displaying information includes, but is
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not limited to, drawing complete graphs with appropriately scaled and labeled axes as
well as completely labeling data tables, diagrams, charts and drawings.
•
Provide, develop and discuss models of acceptable and unacceptable responses
to short-answer and extended-response items. Discuss what makes these responses
more or less complete and have students suggest revisions. Involve students in creating
and using context-specific rubrics to evaluate responses to classroom-developed tasks.
Information Regarding Item Development and Scoring
Test items go through a rigorous development and review process before qualifying for inclusion
in the Ohio Graduation Test for science. Using a blueprint developed by the Ohio Department
of Education, an assessment development contractor writes test items aligned to the ninth- and
10th-grade benchmarks of the Ohio science academic content standards. The draft blueprint
and items are reviewed by a content advisory committee, which includes parents, educators,
community members and business representatives, to ensure that proposed items accurately
align with the science benchmarks. The content advisory committee is primarily composed of
teachers at the appropriate grade levels. A fairness/sensitivity review committee reviews the
questions to ensure that they are not biased in any way and do not inquire about individuals’
moral or social values or beliefs. This committee is also composed of parents, educators,
community members and business representatives. Science consultants from the Ohio
Department of Education and content experts from the assessment development contractor
advise these committees and provide additional review for content accuracy. At any point
during this process, an item may be returned to the assessment development contractor for
revision or may be rejected without revision.
Accepted draft test items are field tested to collect data on how satisfactorily each item
measures student achievement of the science benchmarks. Field tests are conducted with
representative student populations across the state. Multiple-choice items are scored by the
scoring contractor according to the key approved by the content advisory committee. Shortanswer and extended-response items are sent to a rangefinding committee composed of Ohio
teachers, where samples of student responses for each question are reviewed. Under the
guidance of the assessment scoring contractor and the Ohio Department of Education, the
committee assembles a bank of student responses for use as training materials for scorers.
Results of the field test are reviewed by the assessment development contractor, the Ohio
Department of Education as well as the fairness/sensitivity and content advisory committees.
Based on field test results, items may be rejected, sent back to the assessment development
contractor for revision, or accepted as written. Accepted items are entered into the pool of
available OGT items.
The assessment scoring contractor screens potential test scorers for appropriate educational
backgrounds to score the short-answer and extended-response items on operational forms of
the test. The contractor then designs training sessions for the selected scorers.
Representatives from the Ohio Department of Education and the rangefinding committee attend
these training sessions, helping trainers and scorers understand the structure and intent of the
scoring guidelines for the constructed-response items. During training and scoring, the
contractor monitors scorer performance to ensure accuracy.
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To Obtain Further Information on:
• The Ohio Graduation Tests
o Contact the Office of Assessment – (614) 466-0223.
o Consult the Ohio Department of Education Web page – www.ode.state.oh.us
•
Academic Content Standards
o Contact the Office of Curriculum and Instruction – (614) 466-1317.
o Consult the Ohio Department of Education Web page – www.ode.state.oh.us
Ohio Department of Education
Offices of Curriculum, Instruction and Assessment
25 S. Front Street, Mail Stop 509
Columbus, OH 43215-4183
The Ohio Department of Education does not discriminate on a basis of race, color, national
origin, sex, religion, age, or disability in employment or the provision of services.
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