Ohio’s State Tests
ITEM RELEASE
SPRING 2015
GRADE 8
SCIENCE
PART 1:
PERFORMANCE-BASED
ASSESSMENT
Table of Contents
Questions 1 – 4: Content Summary and Answer Key ..........................1
Question 1: Question and Scoring Guidelines ......................................3
Question 1: Sample Responses...............................................................7
Question 2: Question and Scoring Guidelines ....................................13
Question 2: Sample Responses.............................................................17
Question 3: Question and Scoring Guidelines ....................................23
Question 3: Sample Responses.............................................................27
Question 4: Question and Scoring Guidelines ....................................35
Question 4: Sample Responses.............................................................39
Grade 8 Science PBA
Item Release
Content Summary and Answer Key
Question
No.
Item
Type
Content
Strand
Content
Statement
Forces have magnitude
and direction.
Answer
Key
Points
---
2 points
1
Graphic Physical
Response Science
2
A combination of constructive
Graphic Earth and
and destructive geologic
Response Space Science
processes formed Earth’s surface.
---
2 points
3
Earth’s crust consists of major and
Short
Earth and
minor tectonic plates that move
Response Space Science
relative to each other.
---
2 points
4
Earth’s crust consists of major and
Earth and
Short
minor tectonic plates that move
Response Space Science
relative to each other.
---
2 points
1
Grade 8
Science
PBA Item Release
Question 1
Question and Scoring Guidelines
3
Question 1
16580
Points Possible: 2
See Alignment for more detail.
Scoring Guidelines
For this item, a full-credit response includes only:
• “Add an apple to the basket” selected;
AND
• “Roughen the surface of the table to increase friction” selected;
AND
• “Pull with less force” selected (2 points).
For this item, a partial-credit response includes:
• At least two of the correct responses with no more than one incorrect response
(1 point).
4
Alignment
Content Strand
Physical Science
Content Statement
Forces have magnitude and direction.
The motion of an object is always measured with respect to a reference point.
Forces can be added. The net force on an object is the sum of all of the forces
acting on the object. The net force acting on an object can change the object’s
direction and/or speed. When the net force is greater than zero, the object’s speed
and/or direction will change. When the net force is zero, the object remains at rest
or continues to move at a constant speed in a straight line.
Content Elaboration
A force is described by its strength (magnitude) and in what direction it is acting.
Many forces can act on a single object simultaneously. The forces acting on an
object can be represented by arrows drawn on an isolated picture of the object
(a force diagram). The direction of each arrow shows the direction of push or pull.
When many forces act on an object, their combined effect is what influences the
motion of that object. The sum of all the forces acting on an object depends not
only on how strong the forces are, but also in what directions they act. Forces can
cancel to a net force of zero if they are equal in strength and act in opposite
directions. Such forces are said to be balanced. If all forces are balanced by equal
forces in the opposite direction, the object will maintain its current motion (both
speed and direction). This means if the object is stationary, it will remain stationary.
If the object is moving, it will continue moving in the same direction and at the same
speed. Such qualitative, intuitive understandings and descriptions of inertia must be
developed through inquiry activities.
If the forces are not balanced, the object’s motion will change, either by speeding
up, slowing down or changing direction. Qualitative, intuitive understandings of
the influence of unbalanced forces on objects must be developed through
inquiry investigations.
NOTE: The subtopic description states that there will be acceleration when “the net
force is greater than zero.” When positive and negative values are used to represent
the direction of forces, this statement will need to be expanded. Any nonzero net
force, including a negative net force, also may result in a change in speed or
direction (acceleration).
5
Cognitive Demand
Interpreting and Communicating Science Concepts (C)
Requires student to use subject-specific conceptual knowledge to interpret and
explain events, phenomena, concepts and experiences using grade-appropriate
scientific terminology, technological knowledge and mathematical knowledge.
Communicate with clarity, focus and organization using rich, investigative scenarios,
real-world data and valid scientific information.
Explanation of the Item
This item requires the student to determine how to reduce the rate at which a basket
of apples changes its speed. The basket is experiencing a net force that is causing its
speed to increase. This means that the pulling force must be greater than the friction
force, as shown in the diagram. The rate at which speed changes is affected by the
magnitude of the net force. The greater the net force, the faster the speed changes.
One way to reduce the rate at which speed changes is to decrease the net force
acting on the basket. This can be done by either decreasing the pulling force or
increasing the friction force. Since friction is affected by the texture of the surface,
roughening the surface can increase the friction force and decrease the net force
acting on the basket. The rate at which speed changes is also influenced by
the mass of the object. The greater the mass, the slower the change in speed.
Increasing the mass of the basket will also decrease the rate at which the
speed changes.
6
Grade 8
Science
PBA Item Release
Question 1
Sample Responses
7
Sample Response: 2 points
Notes on Scoring
This response earns full credit (2 points) for selecting
“Add an apple to the basket” AND “Roughen the
surface of the table to increase friction” AND “Pull with
less force.”
8
Sample Response: 1 point
Notes on Scoring
This response earns partial credit (1 point) for selecting
“Add an apple to the basket” AND “Roughen the
surface of the table to increase friction” but incorrectly
selecting “Smooth the surface of the table to decrease
friction.” Smoothing the surface will decrease friction,
increasing the net force, which will cause the rate at
which the speed of the basket changes to increase.
In order to earn partial credit, the response must have
at least two of the three correct responses selected
and have no more than one incorrect response.
9
Sample Response: 1 point
Notes on Scoring
This response earns partial credit (1 point) for correctly
selecting “Roughen the surface of the table to increase
friction” AND “Pull with less force” but incorrectly
selecting “Take an apple out of the basket.” Taking an
apple out of the basket will decrease the mass,
which will increase the rate at which the speed of the
basket changes.
In order to earn partial credit, the response must have
at least two of the three correct responses selected
and have no more than one incorrect response.
10
Sample Response: 0 points
Notes on Scoring
This response earns no credit (0 points). While the
response correctly selects “Add an apple to the
basket,” it incorrectly selects “Pull with more force”
AND “Take an apple out of the basket.”
In order to earn partial credit, the response must have
at least two of the three correct responses selected
and have no more than one incorrect response.
11
Sample Response: 0 points
Notes on Scoring
This response earns no credit (0 points). While the
response correctly selects “Add an apple to the
basket” and “Roughen the surface of the table to
increase friction,” it incorrectly selects “Pull with more
force” AND “Smooth the surface of the table to
decrease friction.”
In order to earn partial credit, the response must have
at least two of the three correct responses selected
and have no more than one incorrect response.
12
Grade 8
Science
PBA Item Release
Question 2
Question and Scoring Guidelines
13
Question 2
16031
Points Possible: 2
See Alignment for more detail.
Scoring Guidelines
For this item, a full-credit response includes:
• “Mountain” in the top-left box, “Canyon” in the middle box AND “Delta”
in the bottom-right box;
AND
• “Plate Movement” in the top-left box, “Erosion” in the middle box AND
“Deposition” in the bottom-right box (2 points).
14
For this item, a partial-credit response includes:
• “Mountain” in the top-left box, “Canyon” in the middle box AND “Delta”
in the bottom-right box;
OR
• “Plate Movement” in the top-left box, “Erosion” in the middle box AND
“Deposition” in the bottom-right box;
OR
• the landform and process correct for 2 out of the 3 features shown (1 point).
Alignment
Content Strand
Earth and Space Science
Content Statement
A combination of constructive and destructive geologic processes formed
Earth’s surface.
Earth’s surface is formed from a variety of different geologic processes, including
but not limited to plate tectonics.
Content Elaboration
Distinguishing between major geologic processes (e.g., tectonic activity, erosion,
deposition) and the resulting feature on the surface of Earth is the focus of this
content statement. It is important to build on what was included in the elementary
grades (recognizing features), enabling students to describe conditions for formation.
Topographic, physical and aerial maps, cross-sections, field trips and virtual settings
are methods of demonstrating the structure and formation of each type of feature.
Cognitive Demand
Interpreting and Communicating Science Concepts (C)
Requires student to use subject-specific conceptual knowledge to interpret and
explain events, phenomena, concepts and experiences using grade-appropriate
scientific terminology, technological knowledge and mathematical knowledge.
Communicate with clarity, focus and organization using rich, investigative scenarios,
real-world data and valid scientific information.
15
Explanation of the Item
This item requires the student to interpret a topographic map to identify landforms
and the geologic processes that created them.
16
Grade 8
Science
PBA Item Release
Question 2
Sample Responses
17
Sample Response: 2 points
Notes on Scoring
This response earns full credit (2 points) for selecting
“Mountain” in the top-left box, “Canyon” in the middle
box AND “Delta” in the bottom-right box along with
“Plate Movement” in the top-left box, “Erosion” in the
middle box AND “Deposition” in the bottom-right
box. All landforms and processes that formed them
are correct.
18
Sample Response: 1 point
Notes on Scoring
This response earns partial credit (1 point) for correctly
selecting “Mountain” in the top-left box, “Canyon” in
the middle box AND “Delta” in the bottom-right box
along with incorrectly selecting “Deposition” in the
top-left box, “Plate Movement” in the middle box AND
“Erosion” in the bottom-right box. These processes are
incorrect. The landforms are correct but the processes
that formed them are not correctly identified.
19
Sample Response: 1 point
Notes on Scoring
This response earns partial credit (1 point) for correctly
selecting “Delta” in the bottom-right box AND
“Deposition” in the bottom-right box (landform and
process) along with correctly selecting the processes
“Plate Movement” in the top-left box AND “Erosion”
in the middle box. It incorrectly selects the landforms
“Canyon” in the top-left box AND “Mountain” in the
middle box.
20
Sample Response: 0 points
Notes on Scoring
This response earns no credit (0 points) for incorrectly
matching the landforms and processes. “Delta” and
“Erosion” are correct but not enough to earn credit.
In order to earn partial credit, the response must
correctly select the landform and process for two
out of the three features shown.
21
Sample Response: 0 points
Notes on Scoring
This response earns no credit (0 points) for failing to
select a landform in the top-left box, for incorrectly
selecting “Mountain” in the middle box AND for
incorrectly selecting “Canyon” in the bottom-right box.
The response also incorrectly selects “Deposition”
and “Erosion” in the top-left box, “Plate Movement” in
the middle box AND “Erosion” in the bottom-right box.
This response earns no credit for incorrectly matching
the landforms and processes.
In order to earn partial credit, the response must
correctly select the landform and process for two
out of the three features shown
22
Grade 8
Science
PBA Item Release
Question 3
Question and Scoring Guidelines
23
Question 3
18463
Points Possible: 2
See Alignment for more detail.
24
Scoring Guidelines
Score Point
Description
2 points
The response correctly:
• Identifies one type of plate boundary where mountains
are formed;
AND
• Explains what happens along the plate boundary to cause
the formation of mountains.
1 point
The response correctly:
• Identifies one type of plate boundary where mountains
are formed.
OR
• Explains what happens along the plate boundary to cause
the formation of mountains.
0 points
The response fails to demonstrate any understanding of how
mountains are formed at plate boundaries. The response does not
meet the criteria required to earn one point. The response indicates
inadequate or no understanding of the task and/or the idea or
concept needed to answer the item. It may only repeat
information given in the test item. The response may provide
an incorrect solution/response and the provided supportive
information may be irrelevant to the item, or, possibly, no other
information is shown. The student may have written on a different
topic or written, “I don’t know.”
25
Alignment
Content Strand
Earth and Space Science
Content Statement
Earth’s crust consists of major and minor tectonic plates that move relative to
each other.
Content Elaboration
There are three main types of plate boundaries: divergent, convergent and transform.
Each type of boundary results in specific motion and causes events (such as
earthquakes or volcanic activity) or features (such as mountains or trenches) that
are indicative of the type of boundary.
The historical data related to the present plate tectonic theory must include
continental “puzzle-like-fit” (noticed as early as Magellan and by other mapmakers
and explorers), paleontological data, paleoclimate data, paleomagnetic data,
continental drift (Wegener), convection theory (Holmes) and sea-floor spreading
(Hess, Deitz). Contemporary data must be introduced, including seismic data,
GPS/GIS data (documenting plate movement and rates of movement), robotic
studies of the sea floor and further exploration of Earth’s interior.
Cognitive Demand
Recalling Accurate Science (R)
Requires students to provide accurate statements about scientifically valid facts,
concepts and relationships. Recall only requires students to provide a rote response,
declarative knowledge or perform routine mathematical tasks. This cognitive
demand refers to students’ knowledge of science fact, information, concepts,
tools, procedures (being able to describe how) and basic principles.
Explanation of the Item
This item requires the student to communicate an understanding of how tectonic
plate motion contributes to the formation of mountains on Earth’s surface.
Mountains formed as a result of convergent boundaries have one plate that rises
up over another. One plate is subducted under the other, and folding, faulting
uplift and/or volcano creation occurs, and mountains result. When associated with
a divergent boundary, magma from deep in the Earth rises and solidifies, forming a
mountain range.
26
Grade 8
Science
PBA Item Release
Question 3
Sample Responses
27
Sample Response: 2 points
Notes on Scoring
The response earns full credit (2 points) for correctly
identifying one type of tectonic plate boundary
(“convergeant boundary”) AND explaining what
happens along the boundary to cause the formation
of mountains (“due to the subduction of the plates as
one sinks under the other when they collide…one plate
is denser than the other, making it sink…the top plate
creates a ridge in the surface”).
28
Sample Response: 2 points
Notes on Scoring
The response earns full credit (2 points) for correctly
identifying one type of tectonic plate boundary
(“convergent boundaries”) AND explaining what
happens along the boundary to cause the formation
of mountians (“start to colide creating…A mountian
when the push each other up”).
29
Sample Response: 1 point
Notes on Scoring
The response earns partial credit (1 point) for incorrectly
identifying one type of tectonic plate boundary
(“folding boundary”) but explaining what happens
along the boundary to cause the formation of
mountains (“colide together and overlap forming
mountains”).
30
Sample Response: 1 point
Notes on Scoring
The response earns partial credit (1 point) for correctly
identifying one type of tectonic plate boundary
(“divergent plate boundary”) but incorrectly explaining
what happens along a convergent boundary to cause
the formation of mountains (“subduction. This is when
a hanging wall. The footwall subducts back down
because it is far more dense than the haning wall”).
31
Sample Response: 1 point
Notes on Scoring
The response earns partial credit (1 point) for incorrectly
identifying one type of tectonic plate boundary
(“Buckling”) but correctly explaining what happens
along a boundary to cause the formation of mountains
(“the plates puch together then buckle land goes up
and creats a mountain”).
32
Sample Response: 0 points
Notes on Scoring
The response earns no credit (0 points) for incorrectly
identifying one type of tectonic plate boundary
(“compression plate boundary”) AND incorrectly
explaining what happens along a boundary to cause
the formation of mountains (“the plates slide into each
other and the land is pushed together and it moves
and forms a mountain”). Upward movement of land
must be referenced for convergent plate boundary
mountain creation.
33
Sample Response: 0 points
Notes on Scoring
The response earns no credit (0 points) for incorrectly
identifying one type of tectonic plate boundary
(“sudden movement in the earths surface”) AND
incorrectly describing what causes the formation of
mountains (“Earthquakes cause mountains to form”).
34
Grade 8
Science
PBA Item Release
Question 4
Question and Scoring Guidelines
35
Question 4
17832
Points Possible: 2
See Alignment for more detail.
36
Scoring Guidelines
Score Point
Description
2 points
The response provides a complete interpretation and/or correct
solution. It demonstrates a thorough understanding of the concept
or task. It indicates logical reasoning and conclusions. It is
accurate, relevant and complete.
The response correctly:
• Explains how one piece of geological evidence from the
diagram supports the hypothesis of sea-floor spreading;
AND
• Explains how a second piece of geological evidence from the
diagram supports the hypothesis of sea-floor spreading.
1 point
The response provides evidence of a partial interpretation and/or
solution process. It demonstrates an incomplete understanding
of the concept or task. It contains minor flaws in reasoning.
It neglects to address some aspect of the concept or task.
The response correctly:
• Explains how one piece of geological evidence from the
diagram supports the hypothesis of sea-floor spreading.
0 points
The response does not meet the criteria required to earn one point.
The response indicates inadequate or no understanding of the
task and/or the idea or concept needed to answer the item.
The response may provide an incorrect solution/response.
Alignment
Content Strand
Earth and Space Science
Content Statement
Earth’s crust consists of major and minor tectonic plates that move relative to
each other.
Content Elaboration
Historical data and observations such as fossil distribution, paleomagnetism,
continental drift and sea-floor spreading contributed to the theory of plate tectonics.
The rigid tectonic plates move with the molten rock and magma beneath them in
the upper mantle.
37
The historical data related to the present plate tectonic theory must include
continental “puzzle-like-fit” (noticed as early as Magellan and by other mapmakers
and explorers), paleontological data, paleoclimate data, paleomagnetic data,
continental drift (Wegener), convection theory (Holmes) and sea-floor spreading
(Hess, Deitz). Contemporary data must be introduced, including seismic data,
GPS/GIS data (documenting plate movement and rates of movement), robotic
studies of the sea floor and further exploration of Earth’s interior.
Physical world maps, cross sections, models (virtual or 3D) and data must be used
to identify plate boundaries, movement at the boundary and the resulting feature
or event. The relationship between heat from Earth’s core, convection in the magma
and plate movement should be explored. World distribution of tectonic activity
of possible interest should be investigated (e.g., Ring of Fire, San Andreas Fault,
Mid-Atlantic Ridge, Mariana Trench, Hawaiian Islands, New Madrid Fault System).
Cognitive Demand
Interpreting and Communicating Science Concepts (C)
Requires student to use subject-specific conceptual knowledge to interpret and
explain events, phenomena, concepts and experiences using grade-appropriate
scientific terminology, technological knowledge and mathematical knowledge.
Communicate with clarity, focus and organization using rich, investigative scenarios,
real-world data and valid scientific information.
Explanation of the Item
This item requires the student to recognize evidence for and explain sea-floor
spreading. Sea-floor spreading is a tectonic activity that produces new oceanic crust.
The Mid-Atlantic Ridge diagram provides data on the age of the sea floor at each
igneous rock band with reversing polarity. Age and reverse polarity of the igneous
rock provide evidence for sea-floor spreading. This information indicates that the
youngest rock is closest to the magma and mantle material. The magma intrudes
into the center of the ridge, cools and is pushed to opposite sides as new magma
intrudes. As the rock progresses away from the center, the age of the rock gets older
on each side. The magnetic polarity recorded in the rock forms a mirror-image on
both sides of the ridge, switching from normal to reverse and then back again as
you get further away from either side of the ridge.
38
Grade 8
Science
PBA Item Release
Question 4
Sample Responses
39
Sample Response: 2 points
Notes on Scoring
The response earns full credit (2 points) for correctly
explaining geological evidence from the diagram
to support sea-floor spreading (“is how the age of the
Rocks are the same on each side going out from the
plate boundary” AND “is how the change in polarity
creates a banding wich is the same on each side”).
40
Sample Response: 2 points
Notes on Scoring
The response earns full credit (2 points) for correctly
explaining geological evidence from the diagram to
support sea-floor spreading (“is the age of the rock
as it gets farther from the Mid-Atlantic ridge. the age
of the rock increases as it gets away from the mantle”
AND “on each side of the magma the polarity of
the rock changes each time showing that it spreads
over time”).
41
Sample Response: 1 point
Notes on Scoring
The response earns partial credit (1 point) for correctly
explaining one piece of geological evidence from the
diagram to support sea-floor spreading (“magma that
is spliting the igneous rock causing it to seperate”).
However, the response “the layers of the rock with
normal or reversed polarity” fails to provide a second
piece of evidence. It is a true statement (already
provided in the prompt), but it does not describe how
the reverse polarity supports sea-floor spreading.
42
Sample Response: 1 point
Notes on Scoring
The response earns partial credit (1 point) for correctly
explaining one piece of geological evidence from the
diagram to support sea-floor spreading (“the opposite
of one side match the other side in composition of rock
and polarity through time which both match the other
side”). The whole response fails to provide a second
piece of evidence.
43
Sample Response: 0 points
Notes on Scoring
The response earns no credit (0 points) because it is
too vague to describe geological evidence from the
diagram to support sea-floor spreading.
44
Sample Response: 0 points
Notes on Scoring
The response earns no credit (0 points) because it
incorrectly provides geological evidence from the
diagram to support sea-floor spreading.
45
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