Released Test Items:
Sample Student Work Illustrating LEAP 21’s
Achievement Levels
July 2000
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LOUISIANA STATE BOARD OF ELEMENTARY
SECONDARY EDUCATION
AND
Glenny Lee Buquet, President, Third District
Keith Johnson, Vice President, Second District
Donna Contois, Secretary-Treasurer, First District
Dale Bayard, Seventh District
Gerald Dill, Member-at-Large
Leslie Jacobs, Member-at-Large
Linda Johnson, Eighth District
Walter C. Lee, Fourth District
Richard Musemeche, Sixth District
Paul G. Pastorek, Member-at-Large
James Stafford, Fifth District
Weegie Peabody, Executive Director
For further information, contact
Scott Norton or Claudia Davis
Division of Student Standards and Assessments
(225) 342-3406, [email protected]
(225) 342-3393, [email protected]
This public document was published at a total cost of $2789.80. Two thousand
five hundred (2,500) copies of this public document were published in this
printing at a cost of $1.12 per copy. The total cost of all printings of this
document, including reprints, is $2789.80. This document was published by the
Louisiana Department of Education; Division of Student Standards and
Assessments; Post Office Box 94064; Baton Rouge, Louisiana 70804-9064, to
inform the education community of the design of the Louisiana Educational
Assessment Program for the 21st Century (LEAP 21) criterion-referenced tests
(CRTs) under authority of the Division of Administration. This material was
printed in accordance with the standards for printing by state agencies
established pursuant to R.S. 43:31.
Grade 8 Sample Items and Student Work
From the 1999–2000 LEAP 21 Assessment
Louisiana Educational Assessment Program
for the 21st Century (LEAP 21)
GRADE 8 SAMPLE ITEMS AND STUDENT WORK
FROM THE 1999–2000 LEAP 21 TESTS
LEAP 21 is an integral part of the Louisiana school and district accountability system
passed by the state legislature and signed into law by Governor Mike Foster in 1997.
The primary purposes of the accountability system are to raise expectations for
achievement for all Louisiana public school students and to improve public education
in the state.
In the school year 1999–2000, students in grade 8 took LEAP 21 English Language
Arts, Mathematics, Science, and Social Studies tests. The test scores are combined
with other relevant data to create school and district accountability scores, which
serve as a means of measuring educational quality and improvement in educational
programs over time.
This document is part of a series meant to promote understanding of the knowledge
and skills that students must have and the kinds of work they must produce to be
successful on the LEAP 21 tests. A list of other documents providing background and
further information on the LEAP 21 program can be found by accessing the Louisiana
Department of Education Web site at www.doe.state.la.us.
LEAP 21 Reports
Louisiana’s grade 8 students are tested in March of each year. Individual student,
school, district, and state test results are reported in May and July. School and
district accountability results are reported in September.
For LEAP 21, student scores are reported in terms of five achievement levels:
Advanced, Proficient, Basic, Approaching Basic, and Unsatisfactory. The percentages of
students scoring at each level are reported for the school, district, and state. The
general definitions for the achievement levels are shown on page 2. The specific
definitions of the achievement levels for grade 8 science can be found in Appendix A of
this report.
Grade 8 Sample Items and Student Work
From the 1999–2000 LEAP 21 Assessment
LEAP 21
General Achievement Level Definitions
Achievement Level
Advanced
Proficient
Basic
Approaching Basic
Unsatisfactory
Definition
A student at this level has demonstrated superior
performance beyond the proficient level of mastery.
A student at this level has demonstrated competency over
challenging subject matter and is well prepared for the next
level of schooling.
A student at this level has demonstrated only the
fundamental knowledge and skills needed for the next level
of schooling.
A student at this level has only partially demonstrated the
fundamental knowledge and skills needed for the next level
of schooling.
A student at this level has not demonstrated the
fundamental knowledge and skills needed for the next level
of schooling.
Purpose of This Document
This document presents student work in the Science test that was completed as part
of the LEAP 21 assessment. It includes examples of multiple-choice and
comprehensive science task items that exemplify what students at specified
achievement levels should know and be able to do. A discussion of each item
highlights the knowledge and skills it is intended to measure, as well as strengths and
weaknesses in the student work on the item.
As you review the items, it is important to remember that a student’s achievement
level is based on his or her total test score (cumulative score for all questions in the
test) in a content area, not on one particular item or section, and that the sample
items included in this report represent a small portion of the body of knowledge and
skills measured by the LEAP 21 tests. Additional items will be released in future years
of the LEAP 21 program.
Grade 8 Sample Items and Student Work
From the 1999–2000 LEAP 21 Assessment
Science
The grade 8 LEAP 21 Science test is made up of 40 multiple-choice items, four
independent short-answer items, and one comprehensive science task, which consists
of three short-answer items and one essay, all of which are based on a given problem
or scenario. A student earns one point for each correct answer to a multiple-choice
item, from zero to two points for the answer and work shown for each short-answer
item, and from zero to four points for the answer and work shown for the essay.
The general scoring rubric, or guide, for short-answer items is shown below.
Score
2
1
0
:
:
:
:
Description
The student’s response provides a complete and correct answer.
The student’s response is partially correct.
The student’s response demonstrates limited awareness or
contains errors.
The student’s response is incorrect, irrelevant, too minimal to
evaluate, or blank.
The general scoring rubric, or guide, for the essay is:
Score
4
3
2
1
0
Description
: The student’s response demonstrates in-depth understanding of the
relevant content and/or procedures.
: The student completes all important components of the task accurately
and communicates ideas effectively.
: Where appropriate, the student offers insightful interpretations and/or
extensions.
: Where appropriate, the student uses more sophisticated reasoning
and/or efficient procedures.
: The student completes most important aspects of the task accurately
and communicates clearly.
: The response demonstrates an understanding of major concepts
and/or processes, although less important ideas or details may be
overlooked or misunderstood.
: The student’s logic and reasoning may contain minor flaws.
: The student completes some parts of the task successfully.
: The response demonstrates gaps in conceptual understanding.
: The student completes only a small portion of the task and/or shows
minimal understanding of the concepts and/or processes.
: The student’s response is totally incorrect, irrelevant, too brief to
evaluate, or blank.
Note: It is important to recognize that the score points for the essay and the LEAP 21
achievement levels do not share a one-to-one correspondence. For example, it should
not be assumed that a student who scores at the Advanced achievement level in the
assessment has earned a score of 4 on the essay.
It is possible for an eighth-grade student to earn a total of 58 points on the LEAP 21
Science test. The number of score points that a student would have to achieve to
reach each achievement level may change slightly from year to year given the difficulty
of that particular form of the test. The cut scores for each achievement level are in the
ranges listed on page 4.
Grade 8 Sample Items and Student Work
From the 1999–2000 LEAP 21 Assessment
Spring 2000 Science Test, Grade 8
Achievement Level
Advanced
Proficient
Basic
Approaching Basic
Unsatisfactory
Raw Score Range
53–58 points
43–52 points
32–42 points
24–31 points
0–23 points
This document presents four multiple-choice items, one taken from each of the four
strands in the Teacher’s Guide to Statewide Assessment—Science: Science and the
Environment; Life Science; Physical Science; and Earth and Space Science. In
addition, the items were selected because they illustrate results from four of the five
achievement levels used to report LEAP 21 results—Approaching Basic, Basic,
Proficient, and Advanced. Examples of Unsatisfactory work are not included; by
definition, work in that achievement level exhibits a narrower range of knowledge and
skills than the work classified as Approaching Basic. The information shown for each
item includes
:
the correct answer,
:
the reporting category, and
:
commentary on the skills/knowledge measured by the item.
In addition, we include one comprehensive science task made up of three
short-answer items and one essay, with scoring guides for each item. Student work at
each score point (0–2 for the short-answer and 0–4 for the essay) is annotated to
explain how its score was derived and the strengths and weaknesses of the response.
Grade 8 Sample Items and Student Work
From the 1999–2000 LEAP 21 Assessment
Grade 8 Science
Multiple-Choice Items
The multiple-choice item shown below would most likely be answered correctly only by
students at the Advanced achievement level.
Reporting Category:
Science and the Environment
Benchmark:
SE-M-A4 Understanding that human actions can create risks
and consequences in the environment
Advanced Achievement Level
Multiple-Choice Item
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This item requires that students combine understanding of high-level science content
with analysis skills to determine the correct answer. In order to answer correctly,
students must first differentiate between an observation and a hypothesis;
furthermore, they must be able to identify which observation supports the theory
stated. One of the characteristics of students at the Advanced achievement level is
that they are able to relate several variables to explain phenomena.
Grade 8 Sample Items and Student Work
From the 1999–2000 LEAP 21 Assessment
The following item would most likely be answered correctly only by students at the
Proficient achievement level and above.
Reporting Category:
Earth and Space Science
Benchmark:
ESS-M-A7 Modeling how landforms result from the
interaction of constructive and destructive forces
Proficient Achievement Level
Multiple-Choice Item
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This item, again, requires students to apply knowledge of the forces that change
Earth’s surface to analyze a given situation. Eighth graders at the Proficient level and
above can “explain and connect abstract concepts/theories related to the structure of
Earth [and] Earth history.”
Grade 8 Sample Items and Student Work
From the 1999–2000 LEAP 21 Assessment
The Life Science item shown below would probably be answered correctly by students
at the Basic achievement level and above.
Reporting Category:
Life Science
Benchmark:
LS-M-A2 Comparing and contrasting the basic structures and
functions of different plant and animal cells
Basic Achievement Level
Multiple-Choice Item
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In order to answer this item correctly, students must have some basic knowledge of
cell structure; they must use that knowledge in examining the diagram to determine
the correct answer to the question. Students at the Basic level and above can
“interpret basic data and communicate the conclusion,” as well as “demonstrate basic
knowledge of the structure and function in living systems.”
Grade 8 Sample Items and Student Work
From the 1999–2000 LEAP 21 Assessment
The following Physical Science item is characteristic of skills and knowledge
demonstrated by students at the Approaching Basic achievement level and above.
Reporting Category:
Physical Science
Benchmark:
PS-M-B5 Understanding that unbalanced forces will cause
changes in the speed or direction of an object’s motion
Approaching Basic Achievement Level
Multiple-Choice Item
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This item addresses fundamental knowledge about gravity, a concept that should be
familiar to most eighth-grade students from their science studies as well as from their
life experiences. Students at the Approaching Basic level and above can “demonstrate
partial knowledge of properties and changes of properties in¡motion [and] forces to a
given set of circumstances.”
Grade 8 Sample Items and Student Work
From the 1999–2000 LEAP 21 Assessment
Grade 8 Science
Comprehensive Science Task
A comprehensive science task on the LEAP 21 test is made up of three short-answer
items and one essay, all related to a given scenario. The task requires that students
use the written scenario and materials provided to answer the questions.
The items, scoring rubrics, and sample student work are shown on the next few pages.
The student responses at each score point (0–2 points for the short-answer items and
0–4 points for the essay) are annotated to explain how each score was derived and the
strengths and weaknesses of the responses.
Note: Some items have been reduced in size to fit here. Font size on the LEAP 21
assessments is typically 12 point.
Description of the Task and Materials Used
Grade 8 Sample Items and Student Work
From the 1999–2000 LEAP 21 Assessment
Grade 8 Sample Items and Student Work
From the 1999–2000 LEAP 21 Assessment
Grade 8 Sample Items and Student Work
From the 1999–2000 LEAP 21 Assessment
First Short-Answer Item
Reporting Category:
Science as Inquiry
Benchmark:
SI-M-A5 Developing models and predictions using
the relationships between data and explanations
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Scoring Rubric
Score
2
1
0
Description
The student selects the second statement and provides an adequate
explanation.
The student chooses the second statement but provides an inadequate
explanation.
OR
The student selects the first statement and the explanation is adequate
and related to the path of the hurricane.
The student’s response is totally incorrect, irrelevant, too brief to
evaluate, or blank.
Information for Scorers
The second statement is correct. The Gulf Stream would have little effect in the area of
the storm. In addition, the storm is a phenomenon of air motion that takes energy
from warm water, but its path is independent of ocean currents. The path certainly
would be affected by high pressure systems and the direction of air circulating within
them.
Grade 8 Sample Items and Student Work
From the 1999–2000 LEAP 21 Assessment
Sample Student Work
Score Point 2
Constructed-Response Item
This student identifies the high pressure systems as controlling the path of the
hurricane and provides a correct explanation for the choice. Although the question
does not require extensive knowledge or use of specialized terminology, the student
uses clear, appropriate language in his/her explanation.
Score Point 1
Constructed-Response Item
In this response, the student correctly identifies the controlling factor but presents a
vague explanation for the choice. The student obviously understands that high winds
are related to hurricanes but makes an incorrect connection between the high
pressure system and the winds.
Grade 8 Sample Items and Student Work
From the 1999–2000 LEAP 21 Assessment
Score Point 0
Constructed-Response Item
The student received no credit for this response, which is unclear and presents no
evidence that the student understands the science concepts associated with the
question.
Grade 8 Sample Items and Student Work
From the 1999–2000 LEAP 21 Assessment
Second Short-Answer Item
Reporting Category:
Science as Inquiry
Benchmark:
SI-M-B7 Understanding that scientific
development/technology is driven by societal needs
and funding
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Scoring Rubric
Score
2
1
0
Description
The student gives a clear and correct explanation of why there were
differences in the loss of lives but little difference in property damage.
The student gives an explanation either for the differences in the loss of
lives or for the lack of difference in property damage.
The student’s response is totally incorrect, irrelevant, too brief to
evaluate, or blank.
Information for Scorers
Better information about hurricane intensity; daily or even hourly tracking; better
communication to the public about storms; better emergency equipment; better public
understanding and awareness; forced evacuations, etc., have combined to prevent loss
of life. “New technology” is acceptable with a correct explanation.
Grade 8 Sample Items and Student Work
From the 1999–2000 LEAP 21 Assessment
Sample Student Work
Score Point 2
Constructed-Response Item
In this response, the student discusses how increasingly better weather forecasting
and tracking equipment have resulted in less loss of life in hurricanes over the past
century. The student also explains why property damage remains the same.
Score Point 1
Constructed-Response Item
In this response, the student makes a vague reference to improved information
(“because of the news”) as the reason for the differences in the mortality statistics.
While not incorrect, the student does not mention why property damage remains the
same. The answer is incomplete.
Grade 8 Sample Items and Student Work
From the 1999–2000 LEAP 21 Assessment
Score Point 0
Constructed-Response Item
The student received no credit for this response. He or she repeated the information
presented in the chart and wrote a summary that has no relevance to the intent of the
question. There is no evidence that the student understands the science content covered by this item.
Grade 8 Sample Items and Student Work
From the 1999–2000 LEAP 21 Assessment
Third Short-Answer Item
Reporting Category:
Science as Inquiry
Benchmark:
SI-M-B3 Understanding that mathematics, technology, and
scientific techniques used in an experiment can limit or
enhance the accuracy of scientific knowledge
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Scoring Rubric
Score
2
1
0
Description
The student clearly and correctly describes one significant change. There
are no errors.
The student attempts to describe a change but is vague or makes errors.
OR
The student mentions any weather equipment from the list below.
The student’s response is totally incorrect, irrelevant, too brief to
evaluate, or blank.
Information for Scorers
Technological changes that have improved the studying and reporting of hurricanes
include weather satellites, radar (Doppler), weather aircraft, improved weather
instruments, computers. There is also better communication, increased weather
knowledge, etc.
Grade 8 Sample Items and Student Work
From the 1999–2000 LEAP 21 Assessment
Sample Student Work
Score Point 2
Constructed-Response Item
In this response, the student describes in detail how satellites have improved the
study and reporting of hurricanes. He/she discusses two important abilities of satellite
technology—imaging and tracking.
Score Point 1
Constructed-Response Item
The student attempts to describe a change in the studying and reporting of
hurricanes, but the answer is vague. (The response lists the results of the use of better
technology rather than the change in technology itself.) The student exhibits partial
understanding of the concept and assignment.
Score Point 0
Constructed-Response Item
The student received no credit for this response; it shows little or no knowledge of the
science content addressed by the question.
Grade 8 Sample Items and Student Work
From the 1999–2000 LEAP 21 Assessment
Essay
Reporting Category:
Earth and Space Science
Benchmark:
ESS-M-A11 Understanding that the atmosphere interacts
with the hydrosphere to affect weather and climate conditions
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Grade 8 Sample Items and Student Work
From the 1999–2000 LEAP 21 Assessment
Scoring Rubric
Score
4
3
2
1
0
Description
The student clearly and correctly explains (a) the process of energy
absorption, and (b) how and why the hurricane changed once over land.
There are no errors or omissions.
The student explains both (a) and (b), but one response is vague and the
other is strong.
The student explains either (a) or (b) correctly.
OR
The student attempts to explain both (a) and (b) but makes minor errors
and/or omits critical points.
The student attempts an explanation related to the question but is mostly
wrong. Shows only minimal understanding.
The student’s response is totally incorrect, irrelevant, too brief to
evaluate, or blank.
Information for Scorers
(a) Rising air in a low pressure area over water carries warm water vapor upward
where it cools, releasing its energy. The increased energy is transferred to increased
circulation in the system that grows in intensity until it is classified as a hurricane.
(See the cross-section diagram.)
(b) As the system passes over land, the source of warm water vapor is cut off and the
intensity of the hurricane is reduced until it becomes again a typical low pressure
area. The convection patterns of the low pressure system are very simple, but the
interactions in a hurricane form cells of rising and falling currents as shown in the
diagram. The difference that develops may be described by some students, but is not
required for a 4-point score.
Grade 8 Sample Items and Student Work
From the 1999–2000 LEAP 21 Assessment
Sample Student Work
Score Point 4
Essay
This student writes a concise and correct answer to the question, using appropriate
scientific terminology. He/she explains how water is absorbed by evaporation and how
the hurricane loses its force as it travels over land. The student demonstrates a strong
ability to use/apply the concepts assessed in this question.
Grade 8 Sample Items and Student Work
From the 1999–2000 LEAP 21 Assessment
Score Point 3
Essay
In this response, the student presents an unclear response to part a; it is difficult to
determine whether the student understands the concept of energy absorption. Part b,
however, represents a stronger, correct response. It is evident that the student
understands what is being asked in this question but does not grasp the details of the
process and has trouble communicating them.
Grade 8 Sample Items and Student Work
From the 1999–2000 LEAP 21 Assessment
Score Point 2
Essay
The first half of this response to part a is a simple repetition of the text of the
question; the second half provides a simplistic, though correct, description of how a
hurricane absorbs energy. The response to part b correctly states that it would “loose
energy” but lacks any explanation of why the hurricane would change when it hits
land. This response shows limited understanding of science content.
Score Point 1
Essay
The student attempts to answer both parts of the question, but the answers are
minimally correct and include no correct explanation. The student exhibits some grasp
of the concept and task.
Grade 8 Sample Items and Student Work
From the 1999–2000 LEAP 21 Assessment
Score Point 0
Essay
In this answer, the student discusses “energy” and “high pressure systems” but does
not correctly answer any part of the question. The student received no credit for this
response.
Grade 8 Sample Items and Student Work
From the 1999–2000 LEAP 21 Assessment
Appendix A
LEAP 21
ACHIEVEMENT LEVEL
DEFINITIONS FOR
SCIENCE – GRADE 8
Grade 8 Sample Items and Student Work
From the 1999–2000 LEAP 21 Assessment
Louisiana Educational Assessment Program for the 21st Century (LEAP 21)
Science Achievement Levels and Definitions
Grade 8
ACHIEVEMENT
LEVEL
ADVANCED
DEFINITION
Eighth-grade students performing at the Advanced level
demonstrate a broad and in-depth understanding of science
concepts and process skills and have the ability to apply,
synthesize, connect, and evaluate concepts in the five science
content strands.
Eighth-grade students performing at this level:
: use abstract concepts/theories to explain everyday situations,
: are able to describe many elements of a system and explain the limits
of a particular example,
: design complex models,
: demonstrate an understanding of the nature and limits of science,
and that science is subject to change.
When given a problem, students can design a simple
investigation by:
: asking appropriate questions, and identifying those questions that
are testable and nontestable,
: manipulating variables,
: using mathematics and appropriate tools to gather, analyze and
interpret data,
: relating several variables to explain phenomena, and
: developing descriptions, explanations, and appropriate displays to
communicate and defend data.
Within each content strand, students:
: in physical science can apply and communicate knowledge of
properties and changes of properties in matter, motion, forces, and
energy transformations to a given set of circumstances;
: in life science can apply and communicate knowledge of the
structure and function in living systems, of reproduction and
heredity, of populations and ecosystems, and adaptations of
organisms;
: in earth and space science can apply and communicate abstract
concepts/theories related to the structure of Earth, Earth history,
and Earth and the solar system;
: in science and the environment can apply and communicate the
relationship between living and nonliving factors in order to
maintain a viable ecosystem and processes involved in the natural
cycles.
Grade 8 Sample Items and Student Work
From the 1999–2000 LEAP 21 Assessment
Science Achievement Levels and Definitions
Grade 8
PROFICIENT
Eighth-grade students performing at the Proficient level
demonstrate mastery and application of science concepts and
process skills in the five science content strands.
Eighth-grade students performing at this level:
: understand complex concepts/theories and communicate them,
: demonstrate an understanding of elements of the system,
: demonstrate understanding of models and diagrams,
: recognize various limits of science and its changes.
When given a problem, students can:
: use a simple investigation and design an experiment,
: link ideas while collecting data,
: use mathematics and appropriate tools to design methods of display
for the data, and
: draw conclusions from data.
Within each content strand, students:
: in physical science can explain and connect knowledge of
properties and changes of properties in matter, motion, forces, and
energy transformations to a given set of circumstances;
: in life science can explain and connect knowledge of the structure
and function in living systems, of reproduction and heredity, of
populations and ecosystems, and adaptations of organisms;
: in earth and space science can explain and connect abstract
concepts/theories related to the structure of Earth, Earth history,
and Earth and the solar system;
: in science and the environment can explain and connect the
relationship between living and nonliving factors in order to
maintain a viable ecosystem and processes involved in the natural
cycles.
Grade 8 Sample Items and Student Work
From the 1999–2000 LEAP 21 Assessment
Science Achievement Levels and Definitions
Grade 8
BASIC
Eighth-grade students performing at the Basic level demonstrate a
general understanding of fundamental science concepts and process
in the five science content strands.
Eighth-grade students performing at this level:
: possess a fundamental knowledge of some theories and concepts,
: identify elements of a system and state one limiting factor when
given a particular example,
: identify a simple model,
: begin to understand the nature of science, and
: show an awareness that science is subject to change.
When given a problem, students at the Basic level can:
: design a simple investigation by asking appropriate questions,
: identify the important variables,
: select appropriate tools to gather data, and
: interpret basic data and communicate the conclusion.
Within each content strand, students:
: in physical science demonstrate basic knowledge of properties and
changes of properties in matter, motion, forces, and energy
transformations to a given set of circumstances;
: in life science demonstrate basic knowledge of the structure and
function in living systems, of reproduction and heredity, of
populations and ecosystems, and adaptations of organisms;
: in earth and space science demonstrate basic knowledge of
abstract concepts/theories related to the structure of Earth, Earth
history, and Earth and the solar system;
: in science and the environment demonstrate basic knowledge of
the relationship between living and nonliving factors in order to
maintain a viable ecosystem and processes involved in the natural
cycles.
Grade 8 Sample Items and Student Work
From the 1999–2000 LEAP 21 Assessment
Science Achievement Levels and Definitions
Grade 8
APPROACHING
BASIC
Eighth-grade students performing at the Approaching Basic level
demonstrate minimal understanding of science concepts and
process skills in the five science content strands.
Eighth-grade students performing at the Approaching Basic
level possess limited skills and knowledge of theories and
concepts. Given the appropriate tools, they can:
: identify related elements of a system,
: identify elements of a simple model, and
: show some awareness that science is developing and changing.
Given an investigation, students can:
: answer specific scientific questions,
: identify at least one variable in an experiment, and
: seek and identify basic scientific data and communicate it.
Within each content strand, students:
: in physical science demonstrate partial knowledge of properties
and changes of properties in matter, motion, forces, and energy
transformations to a given set of circumstances;
: in life science demonstrate partial knowledge of the structure and
function in living systems, of reproduction and heredity, of populations
and ecosystems, and adaptations of organisms;
: in earth and space science demonstrate partial knowledge of
abstract concepts/theories related to the structure of Earth, Earth
history, and Earth and the solar system;
: in science and the environment demonstrate partial knowledge of
the relationship between living and nonliving factors in order to
maintain a viable ecosystem and processes involved in the natural
cycles.
UNSATISFACTORY A student at this level has not demonstrated the fundamental
knowledge and skills needed for the next level of schooling.
Grade 8 Sample Items and Student Work
From the 1999–2000 LEAP 21 Assessment