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Colorado Summative Assessment: Science and Social Studies

High School Social Studies ePAT and TestNav Tools Guide

Colorado Summative Sample Item Practice Guide – High School Social Studies | 1

TABLE OF CONTENTS

Overview

System Requirements for TestNav

Technology-Enhanced Item (TEI) Types Drag and Drop

Hot Spot Bar Graph or Histogram

Fill-in-the-Blank

Opening the ePAT

Online Tools and Navigation

Sample Items 1–17

2 | Colorado Summative Sample Item Practice Guide – High School Social Studies

OVERVIEW

This guide is designed to help educators and students understand the electronic practice test environment and TestNav tools in order to prepare for Colorado’s

new online science and social studies assessments. The High School Social

Studies field test assessment will be administered online in Fall 2013, with operational testing to take effect in Fall 2014. In preparation for this change,

practice items are being provided to school districts. The items available in the High School Social Studies practice set are examples of the new content and

increased rigor represented by the 2013 Colorado Academic Standards. These items also illustrate the technology-enhanced item (TEI) types. The practice items

are not intended to simulate a complete test, nor are they intended to address all content or TEI types for High School.

These practice items allow students the opportunity to become familiar with the

format and functionality of test items, including TEI. Practice items also provide students the opportunity to use the tools available in TestNav™, the online testing

software used in Colorado. While these practice items will not be scored in TestNav, the correct answer for each question is provided in this guide.

This practice item guide may be used by teachers and educators to direct students through the practice items for High School Social Studies. While the use

of this guide with the practice items is not required, it is strongly encouraged, as it will help ensure that students are familiar with the types of items on the test.

This guide will also help students navigate the test.

Prior to guiding students through the practice items, carefully read this practice item guide and review the practice items to become familiar with them.


SYSTEM REQUIREMENTS FOR TESTNAV

The minimum hardware requirements for all workstations used to access TestNav are available at

http://www.pearsononlinetesting.com/TestNav/7/requirements_testnav_7_5_10.

html.

TECHNOLOGY-EHANCED ITEM (TEI) TYPES TEI types allow students to indicate their responses in a format other than

multiple-choice.

Technology-enhanced items may include:

• drag and drop,

• hot spot (which includes number line and coordinate plane items),

• bar graph or histogram, and

• fill-in-the-blank.

A brief description of each technology-enhanced item (TEI) type is provided

below.

Drag and Drop Drag and drop items contain draggers and bays.

• Draggers are the answer options that are moved to bays in response to the

question.

• Bays are areas of an item where draggers will remain once moved there.

Drag and drop items require a student to respond by moving a dragger from one place on the screen into a bay on the screen.

The student will click on the dragger and keep the button down while moving the dragger to the desired location. Once the button is released, the dragger will be in

the new location. Students can move a dragger out of a bay if they want to change their answer.

http://www.pearsononlinetesting.com/TestNav/7/requirements_testnav_7_5_10.html

http://www.pearsononlinetesting.com/TestNav/7/requirements_testnav_7_5_10.html


Hot Spot

Hot spot items contain hot spot zones which represent student answer options.

• Hot spot zones are answer options that may be part of a graphic, art, numbers,

or text that are selected in response to a question.

Unlike a traditional multiple-choice item where only one answer option can be selected, hot spot items may require the student to select one or more hot spot

zones (answer options) in order to correctly answer the item.

The student selects a hot spot by clicking on it. In some hot spot items, there will be an indication on the screen (such as the zone being outlined in light blue)

which confirms that the pointer is over a hot spot. After the hot spot is clicked, there will always be an indication that the zone has been selected as an answer,

e.g., the hot spot being outlined in burnt orange, the hot spot being shaded, a check mark being placed on the hot spot, or a red point being plotted on the

number line or coordinate plane.

Bar Graph or Histogram

Bar graph or histogram items require students to graph data by indicating the height (if the bars are vertical) or length (if the bars are horizontal) of one or

more bars or intervals. The bar height or length is graphed by clicking on a location within the graph or by dragging the bar to the desired location.

Fill-in-the-Blank

Fill-in-the-Blank items require students to input characters from the keyboard (numbers, letters, or symbols) to answer the question. For this item type, the

student responds to a question by typing into a blank box provided in the item.

Some response boxes may limit the characters that can be entered. For instance, if the response is expected to be numeric, the student will not be able to enter

letters.

Students should carefully follow directions in fill-in-the-blank items, such as

providing an answer in simplest form, rounding a number as indicated, or using significant digits.


OPENING THE ePAT

The ePATs are available on PearsonAccess for use before student testing. To access the ePATs:

1. Go to PearsonAccess and select “Colorado” from the drop-down list:

http://www.pearsonaccess.com.

2. Under the Support tab, the six ePATs are listed under Top Resources:

Grade 4 Social Studies ePAT

Grade 7 Social Studies ePAT Grade 5 Science ePAT

Grade 8 Science ePAT High School Social Studies ePAT

High School Science ePAT

Since this is a web-based application, the links will take you directly to the

practice items.

The ePATs consist of released items and are non-secure. They can be accessed by anyone with the link and do not require logins or passwords. Districts and schools

that are not participating in the Summative Field Test are also encouraged to share this information on accessing the ePATs and these sample item practice

guides.

If you have any questions or concerns on the ePATs, please contact Pearson at

1-888-687-4759 or [email protected].

mailto:[email protected]


ONLINE TOOLS AND NAVIGATION

The following tools can be accessed by clicking the appropriate icon on the toolbar at the top of the screen. These tools can be used to assist the test taker in finding

answers, and only the pointer tool can be used to respond to the questions.


Summative TestNav Tools

Tool Description

Science Social Studies

Grade 5

Grade 8

HS Grade

4 Grade

7 HS

Pointer

Use the Pointer to select an answer to a question. If a different tool is being used, choose the Pointer before trying to select an answer.

Eraser Use the Eraser to remove lines or highlights.

Highlighter Use the Highlighter tool to highlight text or graphics.

Eliminate Choice

Use the Eliminate Choice tool on multiple-choice questions to mark choices you do not wish to consider.

Notepad Use the Notepad to make notes.

Pencil Tool Use the Pencil tool to make marks on the test questions.

Ruler - Inch Use the Ruler tool to measure something on screen.

Ruler - CM Use the Ruler tool to measure something on screen.

Line Reader Use the Line Reader tool to highlight a line of text as you read.

Calculator - 4 Function Use the 4 Function Calculator to perform basic math functions.

Calculator - Scientific Use the Scientific Calculator to perform advanced math functions.

Periodic Table Use the Period Table to look up information on periodic elements.

Magnifier Use the Magnifier tool to magnify a portion of the screen.

Help Text Use the Help Text to find useful information on available tools.

The QuickNav buttons are located at the bottom left of the screen. These can be used to navigate directly to a question.

The Flag for Review button is located at the bottom left of the screen. This should

be used for any question a student would like to review at a later time.

The Next and Previous buttons appear at the bottom of the screen for each question. Clicking Next takes you to the next question. Clicking Previous takes

you back to the previous question.


Sample Item 1

Item Information Grade: High School

Standard: 3. Economics

Concepts and

Skills Mastered:

4. Design, analyze, and apply a financial plan based on short‐ and long‐term financial

goals.

Evidence

Outcome: c. Describe factors affecting take‐home pay.

Correct answer


Sample Item 2


Standard: 1. History

Concepts and

Skills Mastered: 3. The significance of ideas as powerful forces throughout history.

Evidence

Outcome:

b. Investigate the historical development of and impact of major scientific and

technological innovations.

Correct answer


Sample Item 3

Item Information

Grade: High School


Concepts and


Evidence

Outcome: e. Analyze ideas critical to the understanding of American history.

C is the correct answer


Sample Item 4

Scoring Guide

Points

3

Student responses may include but are not limited to: The citizens of Covington could organize

a petition and canvass area neighborhoods seeking signatures in support of their cause. They

could partner with other community organizations/groups to influence the vote on the issue.

Additionally, they could attend city council meetings and speak on behalf of the issue to

persuade council members to alter their votes. The Greater Dog Park Alliance could organize a

protest outside of the next city council meeting to draw media attention to its cause. Citizens

could also try to get the issue placed on the ballot in the next local election.

2 Student demonstrates a partial understanding of the task.

1 Student demonstrates a very limited understanding of the task and the task is incomplete.

0 Incorrect response, no response, or off topic.


Standard: 4. Civics

Concepts and

Skills Mastered:

1. Research, formulate positions, and engage in appropriate civic participation to

address local, state, and national issues or policies.

Evidence

Outcome:

b. Evaluate how individuals and groups can effectively use the structure and functions

of various levels of government to shape policy.


Scoring Rubric

Points Attributes

3 Complete and correct response is made to all concepts embodied in the evidence outcome.

Student explanations and/or interpretations are clear and complete.

The response may contain minor flaws that do not detract from the demonstration of a

thorough understanding.

2 The student’s response shows only a partial understanding of the concepts embodied in

the evidence outcome.

The student has arrived at an acceptable conclusion or provided an adequate interpretation

of the task; however, the student’s work lacks an essential understanding of the

underlying concepts.

The response may contain minor flaws that reflect inattentiveness or indicate some

misunderstanding of the underlying concepts.

1 The student has demonstrated a very limited understanding of the concepts embodied in


The student’s response is incomplete and exhibits many flaws.

The student’s response has addressed some of the conditions of the task; however, the

student has reached an inadequate conclusion and/or provided reasoning that is faulty or

incomplete.

The response exhibits many flaws or may be incomplete.

0 Student has not provided a response or has provided a response that does not

demonstrate an understanding of the concepts embodied in the evidence outcome.

The student’s explanation may not be interpretable; lack sufficient information to

determine the student’s understanding, contain clear misunderstanding of the underlying

concepts and/or may be incorrect.


Sample Item 5



Concepts and

Skills Mastered:

1. Productive resources – natural, human, capital – are scarce; therefore, choices are

made about how individuals, businesses, governments, and societies allocate these

resources.

Evidence

Outcome:

c. Understand that effective decision‐making requires comparing the additional

(marginal) costs of alternatives with the additional (marginal) benefits.

B is the correct answer


Sources 1 – 4 shown below are used to answer Sample Items 6–10.


Sample Item 6



Concepts and

Skills Mastered:

2. The key concepts of continuity and change, cause and effect, complexity, unity and

diversity over time.

Evidence

Outcome:

f. Investigate causes and effects of significant events in United States history. Topics

to include but not limited to WWI, Great Depression, Cold War.

A is the correct answer


Sample Item 7


Standard: 2. Geography

Concepts and

Skills Mastered:

2. Explain and interpret geographic variables that influence the interactions of people,

places and environments.

Evidence

Outcome:

c. Explain how altering the environment has brought prosperity to some places and

created environmental dilemmas for others.

D is the correct answer


Sample Item 8



Concepts and

Skills Mastered:

1. Use different types of maps and geographic tools to analyze features on Earth to

investigate and solve geographic questions.

Evidence

Outcome: b. Create and interpret various graphs, tables, charts, and thematic maps.

This is the correct answer


Sample Item 9

Scoring Guide

Points

3

Student responses may include but are not limited to: Farmers’ borrowing increased to

purchase mechanized equipment, overloading them with debt. Greater debt and the

mechanized equipment led to the need and the ability to increase production, which

contributed to the already saturated post-World War I commodity market. Prices plummeted.

Furthermore, the increased use of mechanized farm tools devastated the land of the Great

Plains, which was already suffering from drought.






Concepts and

Skills Mastered:

1. Use the historical method of inquiry to ask questions, evaluate primary and

secondary sources, critically analyze and interpret data, and develop interpretations

defended by evidence.

Evidence

Outcome: a. Evaluate a historical source for point of view and historical context.


Scoring Rubric

Points Attributes

















incomplete.








Sample Item 10

Scoring Guide

Points

3

Student responses may include but are not limited to: The Dust Bowl coincided with and

overlapped the period of the Great Depression, so times were hard throughout the United

States. Source 5 notes that community leaders in California were opposed to the camps on

political grounds. The source implies that people also opposed the migrants on social grounds.

Moreover, it would have been difficult for migrants to find work once in California due to the

large numbers of people looking for work.






Concepts and

Skills Mastered: 3. The interconnected nature of the world, its people and places.

Evidence

Outcome:

c. Explain how migration of people and movement of goods and ideas can enrich

cultures, but also create tensions.


Scoring Rubric

Points Attributes

















incomplete.








Sample Item 11

Scoring Guide

Points

3

Student responses may include but are not limited to:

After World War I, demand for wheat increased, creating a positive incentive for farmers to

increase wheat production.

Farmers made rational choices to increase wheat production and supply more wheat at lower

prices to make the same amount of money as before. They needed the income to pay the

bank notes mentioned in Source 1.

As prices began to fall, farmers made the decision to increase production despite falling wheat

prices. If prices decreased, a rational decision would be to decrease the supply by producing

less. Instead, the sources say farmers produced more wheat, which exacerbated the

environmental situation.






Concepts and

Skills Mastered:

1. Productive resources - natural, human, capital - are scarce; therefore, choices are


resources.

Evidence

Outcome:

a. Analyze the relationships between economic goals and the allocation of scarce

resources.


Scoring Rubric

Points Attributes

















incomplete.








Sources 1 – 6 shown below are used to answer Sample Items 12–17.


Sample Item 12



Concepts and

Skills Mastered:




Evidence

Outcome: a. Evaluate a historical source for point of view and historical context.

D is the correct answer


Sample Item 13



Concepts and


Evidence

Outcome:





Sample Item 14



Concepts and

Skills Mastered:

1. Productive resources – natural, human, capital – are scarce; therefore, choices are


resources.

Evidence

Outcome:

d. Identify influential entrepreneurs and describe how they have utilized resources to

produce goods and services.

C is the correct answer


Sample Item 15



Concepts and


Evidence

Outcome:





Sample Item 16



Concepts and

Skills Mastered:

1. Use geographic tools to gather data and make geographic inferences and

predictions.

Evidence

Outcome: d. Ask and answer questions after examining geographic sources.

Correct answer (order does not matter)


Sample Item 17

Scoring Guide

Points

7

Student responses may include but are not limited to:

If a student argues that the most important impacts were Economic or Political, they may

cite:

--Source 1 indicates small businesses, low-income groups and injured veterans are being

evicted, and this will hurt city economies. It also indicates that the Federal Government is

aiding (funding) the construction of the Highway, showing that tax dollars are being spent on

this project. This indicates a pact between the Federal, State and Local Governments.

--Source 2 indicates that the interstate system helps to shape the U.S. into a superpower by

allowing the nation to become even more industrialized. It also indicates political maneuvering

in order to pass the Highway Act of 1956. This source also gives perspective that the Federal

Government works with State and Local Governments to allocate resources and materials for

the construction.

--Source 4 indicates an economic effect as entrepreneurs like Levitt are taking advantage of

the trend of Americans leaving the cities. It also indicates that the Interstate has a positive



Concepts and

Skills Mastered:




Evidence

Outcome:

c. Construct and defend a written historical argument using relevant primary and

secondary sources as evidence.


effect on the U.S. economy since so many homes are being built.

--Sources 5 & 6 indicate economic effects as Americans are eating in their cars and watching

movies in their cars. It shows the growth of new businesses geared toward Americans and

their automobiles.

If a student argues that the most important impacts were Social, they may cite:

--Source 1 indicates that people in the cities are being forced to move as a result of the

interstate.

--Source 2 indicates that people can now freely drive further distances, opening up

opportunities for family road trips.

--Source 4 indicates huge housing developments that now are standard in the American

landscape. The growth of neighborhoods and the idea of owning a family home.

--Sources 5 & 6 indicate a new “culture” of America: being able to stay in your car while you

eat and entertain yourself. This adds to Americans’ preoccupation with their automobiles.

5–6 Student demonstrates understanding of most aspects of the task.

3–4 Student demonstrates understanding of some aspects of the task.

1–2 Student does not demonstrate an understanding of the task and the task is incomplete.

0 No response or off topic.

SCORE POINTS 4 3 2 1 0 Points

Evidence

Assess how the student uses

an array of evidence to defend or reject hypotheses and interpretations

of a variety of sources

The student’s response incorporates

meaningful and relevant examples of evidence from the source materials to

support their position.

The student’s response contains

applicable, relevant evidence cited from the sources but the evidence provided does

not fully support their position.

The student's response cites

evidence from the sources, but the evidence does not support their

position.

The student’s response

does not cite evidence from the sources.

3 points possible

Structure/ analysis

Assess how the

student constructs and defends a position by using the historical method to

critically evaluate sources and interpret data.

The student’s response identifies and

argues a strong, relevant position and is composed in a logical and well‐organized

sequence that fully addresses the complexity of the task. May contain insignificant

errors that do not

detract from the essay.


argues a relevant position and is composed in a somewhat logical and organized sequence that

addresses the complexity of the task. Contains errors that minimally that

detract from the

essay.


argues a relevant position and is composed in a somewhat logical and organized sequence that

minimally addresses the complexity of the task. Contains errors that

detract from the

essay.

The student’s response minimally

identifies a relevant position, is not well organized and does not address the

complexity of the task. Contains errors that significantly

detract from

the essay.

No response, incorrect

response, or off‐topic.

4 points possible

Total Points __ / 7

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