Science
The grade 4 LEAP Science test is composed of forty multiple-choice items, four
independent short-answer items, and one comprehensive science task. The
science task consists of three short-answer items and one extended
constructed-response item, all based on a manipulated task. A student earns 1
point for each correct answer to a multiple-choice item, from 0 to 2 points for
the answer and work shown for each short-answer item and from 0 to 4 points
for the answer and work shown for the extended constructed-response item.
The short-answer items are scored using the following rubric:
Score
Description
2
S The student’s response provides a complete and correct answer.
1
S The student’s response is partially correct.
S The student’s response demonstrates limited awareness or contains errors.
0
S The student’s response is incorrect, irrelevant, too brief to evaluate,
or blank.
The extended constructed-response item is scored using the following rubric:
Score
4
3
Description
S The student’s response demonstrates in-depth understanding of the
relevant content and/or procedures.
S The student completes all important components of the task accurately
and communicates ideas effectively.
S Where appropriate, the student offers insightful interpretations and/or
extensions.
S Where appropriate, the student uses more sophisticated reasoning
and/or efficient procedures.
S The student completes most important aspects of the task accurately
and communicates clearly.
S The response demonstrates an understanding of major concepts and/or
processes, although less important ideas or details may be overlooked or
misunderstood.
S The student’s logic and reasoning may contain minor flaws.
2
S The student completes some parts of the task successfully.
S The response demonstrates gaps in conceptual understanding.
1
S The student completes only a small portion of the task and/or shows
minimal understanding of the concepts and/or processes.
0
S The student’s response is incorrect, irrelevant, too brief to evaluate,
or blank.
Note: It is important to recognize that the score points for constructedresponse items and the LEAP 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 extended constructed-response item.
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Grade 4 Sample Items and Student Work—2006
It is possible for a grade 4 student to earn a total of 58 points on the
LEAP Science test. The number of raw 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 spring 2006 raw
score range for each achievement level is listed below.
Spring 2006 Science Test, Grade 4
Achievement Level
Raw Score Range
Advanced
53 – 58 points
Mastery
48 – 52 points
Basic
37 – 47 points
Approaching Basic
27 – 36 points
Unsatisfactory
00 – 26 points
The following section of this document presents four multiple-choice
items taken from the four science strands as detailed for science in the grade 4
LEAP Assessment Guide: Earth and Space Science, Physical Science,
Science as Inquiry, and Life Science. In addition, two short-answer items are
included, with scoring guides for each item. Student work at each score point
(0 to 2 for the short answer) is annotated to explain how the score was derived
and the strengths and weaknesses of the response.
The multiple-choice items were selected because they illustrate results from
four of the five achievement levels used to report LEAP results—Approaching
Basic, Basic, Mastery, and Advanced. Examples of Unsatisfactory work are not
included; by definition, work classified as Unsatisfactory exhibits a narrower
range of knowledge and skills than work classified as Approaching Basic.
Information shown for each item includes
S the correct answer,
S the achievement level or score point,
S the standard and benchmark each item measures, and
S commentary on the skills/knowledge measured by the item.
Grade 4 Sample Items and Student Work—2006
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Grade 4—Science
Multiple-Choice Items
Reporting Strand:
Earth and Space Science
Benchmark ESS-E-A2: Understanding that approximately three-fourths of
Earth’s surface is covered with water and how this
condition affects weather patterns and climates
Achievement Level:
Advanced
Use the map below to answer the following question.
Springfield, Missouri, and San Francisco, California, are at similar latitudes, but
they have very different climates. Springfield has very hot summers and cold
winters, while San Francisco has about the same temperatures all year. What is
the most likely reason the two cities have such different climates?
A. the amount of sunlight on each city
* B. the distance of each city from an ocean
C. the elevation above sea level of each city
D. the distance of each city from the equator
* correct answer
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Grade 4 Sample Items and Student Work—2006
This Earth and Space Science item would most likely be answered correctly by
students who score at the Advanced level. It requires students to understand
the factors that affect climate and specifically how large bodies of water (e.g.,
oceans) can moderate temperatures in adjacent land masses. Students who
choose options A, C, or D recognize three features that can affect a region’s
climate but do not understand that the moderating effect of the ocean is the
reason San Francisco’s climate is more temperate than Springfield’s. Students
who choose option B understand that water heats and cools slower than land;
oceans retain heat longer. When air masses and winds travel inland from the
ocean, they bring increased moisture and moderate air temperatures to the
adjacent coastal areas, which helps to maintain a more constant temperature
(less extreme fluctuation of hot/cold temps).
Grade 4 Sample Items and Student Work—2006
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Reporting Strand:
Physical Science
Benchmark PS-E-C6:
Exploring and describing simple energy
transformations
Achievement Level:
Mastery
What is an energy change that takes
place in a lightbulb?
A. Chemical energy changes to light
energy.
B. Chemical energy changes to heat
energy.
* C. Electrical energy changes to light
energy.
D. Electrical energy changes to
chemical energy.
* correct answer
This Physical Science item would most likely be answered correctly by students
who score at the Mastery level and above. The item requires students to be able
to identify energy conversion/transformations, specifically in a lightbulb.
Students who choose options A or B understand that lightbulbs emit light and
heat energies, but they do not understand that electrical energy is being
converted by the lightbulb to produce the light and heat. Students who choose
option B understand that in a lightbulb, electrical energy is converted into light
and heat energies. Students who choose option D do not understand that in a
lightbulb, electrical energy is converted into light and heat energies.
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Grade 4 Sample Items and Student Work—2006
Reporting Strand:
Science as Inquiry
Benchmark SI-E-A4:
Employing equipment and tools to gather data and
extend the sensory observations
Achievement Level:
Basic
Della has a mixture of soil and water in a jar. Which of the following tools
would best help Della separate the soil from the water?
* A. a filter
B. a measuring cup
C. a balance
D. a magnifying glass
* correct answer
This Science as Inquiry item would most likely be answered correctly by
students who score at the Basic level and above. The item requires students to
know how the different types of tools listed in the options are used. Students
must also select the appropriate tool for a specified task, separation. Students
who choose option A understand that filters are used to separate liquid-solid
mixtures, such as a soil-water mixture. Students should be able to eliminate
the other three options (B, C, D) because they are not appropriate for
separation; options B and C can be eliminated because they are measuring
tools and option D because it enlarges images.
Grade 4 Sample Items and Student Work—2006
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Reporting Strand:
Life Science
Benchmark LS-E-A2:
Distinguishing between living and nonliving things
Achievement Level:
Approaching Basic
Use the list below to answer the following
question.
Which of these items below belongs
best with the list of items in the box?
A. oil
B. rocks
* C. grass
D. glaciers
* correct answer
This Life Science item would most likely be answered correctly by students who
score at the Approaching Basic level and above. The item requires students to
have enough minimal knowledge about the characteristics of living and
nonliving things to be able to distinguish one from the other. Students should
be able to recognize that all of the things listed in the box are living organisms
and be able to eliminate incorrect options A, B, and D, which are nonliving
things. Students who choose option C recognize that grass is a living thing, as
are the items listed in the box.
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Grade 4 Sample Items and Student Work—2006
Grade 4—Science
Short-Answer Questions
A science short-answer item for a LEAP test may require students to reflect on
an idea, demonstrate their understanding of the unifying concepts and
processes of science, make meaning of a given set of data, or critique the
design or interpretation of results from an experiment. Frequently, the
short-answer items have more than one part. In addition to writing, students
may be asked to work with graphics, tables, or other materials.
Items, scoring rubrics, and sample student work are shown in this section. The
student responses at each score point (0 to 2) are annotated to explain how
each score was derived and the strengths and weaknesses of the responses.
Sample 1
Reporting Strand:
Science and the Environment
Benchmark SE-E-A4:
Understanding that the original sources of all material
goods are natural resources and that the conserving
and recycling of natural resources is a form of
stewardship
Use the sign and the information below to answer the following question.
The sign pictured above can be seen on many materials such as glass, plastic,
paper, and metals. The sign means that these materials can be recycled.
a.
What is recycling?
b.
Why is it important to recycle materials?
Grade 4 Sample Items and Student Work—2006
49
Scoring Rubric
Score
Description
2
The student correctly identifies two key elements. The response contains no
errors.
1
The student correctly identifies one key element.
0
The student’s response is incorrect, irrelevant, too brief to evaluate, or blank.
Key Elements:
Part A (one of the following):
S Recycling is reusing materials.
S Recycling makes things out of materials that were already used.
Part B (one of the following):
S It is important we do not run out of these materials.
S It is important because some materials or resources are limited and can’t
be replaced.
S It saves natural resources.
S Too many landfills will leave us with little space.
S Pollution can lead to chemicals leaking into the water table (from
batteries, etc.)
S Save the environment/habitat
S Balancing the ecosystem
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Grade 4 Sample Items and Student Work—2006
Score Point 2
The student earns 2 points for correctly describing recycling as reusing
materials and for explaining that recycling materials saves the resource from
which the recycled object was made.
Score Point 1
The student earns 1 point for describing recycling as reusing materials.
Part b does not clearly explain the importance of recycling and does not earn
any credit.
Score Point 0
The student does not earn any points. Part a does not describe recycling and
part b is blank.
Grade 4 Sample Items and Student Work—2006
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Sample 2
Reporting Strand:
Earth and Space Science
Benchmark ESS-E-B4: Modeling changes that occur because of the rotation of
Earth (alternation of night and day) and the revolution
of Earth around the Sun
a.
Using the picture of Earth and the Sun below, mark a spot on Earth where
it is day with a “D.” Then mark a spot on Earth where it is night with an “N.”
b.
Louisiana goes through a period of day and night every 24 hours. Explain
what causes day and night.
Scoring Rubric
Score
Description
2
The student correctly identifies two key elements. The response contains no
errors.
1
The student correctly identifies one key element.
0
The student’s response is incorrect, irrelevant, too brief to evaluate, or blank.
Key Elements:
Part A: Picture drawn like:
D
N
Earth
Part B: Earth spins on its axis/Earth rotates.
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Grade 4 Sample Items and Student Work—2006
Score Point 2
The student earns 2 points for correctly locating and marking the spots on the
picture where night and day is happening and for explaining that Earth’s
rotation causes day and night.
Grade 4 Sample Items and Student Work—2006
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Score Point 1
The student earns 1 point for correctly explaining that the Earth’s rotation
causes night and day. The student did not answer part a and therefore does
not get credit.
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Grade 4 Sample Items and Student Work—2006
Score Point 0
The student does not get any points. There is no response to part a and part b
is incorrect.
Grade 4 Sample Items and Student Work—2006
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