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Science

Answer Keywith

Scoring Rubrics

Grade 5

Colorado Measures ofAcademic Success

Practice Resource for Students

1123278 ISD330831 2 3 4 5 A B C D E Printed in the USA

CMAS CPR Answer Key and Scoring Rubric – Grade 5 Science | 1

ANSWER KEY ‐ ITEM SET 1

Item Set 1 ‐ Question 1 (Selected Response)

Item Information

Answer: B

Standard: 1. Physical Science

Concepts and Skills Mastered:

1. Mixtures of matter can be separated regardless of how they were created; all weight and mass of the mixture are the same as the sum of weight and mass of its parts.

Evidence Outcome: a. Develop, communicate, and justify a procedure to separate simple mixtures based on physical properties.

P Value: 0.722

Item Set 1 ‐ Question 2 (Constructed Response)


Item Information

Answer: See Scoring Rubric and Sample Student Responses




Evidence Outcome: b. Share evidence‐based conclusions and an understanding of the impact on the weight/mass of a liquid or gas mixture before and after it is separated into parts.

Score Point Distribution:

28.0% of students earned 2 points. 43.0% of students earned 1 point. 28.0% of students earned 0 point.

Scoring Rubric

Points Attributes

2 Student responses may include but are not limited to: State whether the results for each cup support the student’s hypothesis or not. Explain why the results for each cup do or do not support the student’s hypothesis.

Student answers may be similar to the following: The results in Cup 2 support the hypothesis, but the results in Cup 1 do not. The mass of the solids remaining for Cup 2 is the same as the mass of the sugar added to the cup. However, the mass of the solids for Cup 1 has two more grams than what he added to the cup.

1 The student demonstrates a partial understanding of the task. The student answered only one part of the question. OR The student only compared one cup’s results to the hypothesis and explained why the results did or did not support the student’s hypothesis.

0 Incomplete or incorrect response.

Sample Student Responses

Points

2 Sample A Student Response The cup with hot chocolate does not support the students hypothesis. However, the cup with the water does. The hot chocolate results say that the student added 5g of sugar but the mass of the solids was 7g. The results with the cup of water supports the students hypothesis because he added 5g of sugar and there were still 5g after evaporation. Sample A Annotation The student states whether the results for each cup supports the student’s hypothesis or not (The cup with hot chocolate does not support the students hypothesis. However, the cup with the water does). The student explains why the results for each cup does or doesn’t support the student’s hypothesis (The hot chocolate results say that the student added 5g of sugar but the mass of the solids was 7g. The results with the cup of water supports the student’s hypothesis because he added 5g of sugar and there were still 5g after evaporation).


Sample B Student Response The results in each cup do not support the student’s hypothesis. I think this because on the table, the mass of solids after evaporation in the hot chocolate is more than the mass of sugar added. But, with the sugar and water, it stayed the same. This might have happened because there was some sugar in the hot chocolate powder that stayed behind when the hot chocolate itself was evaporated. The student’s hypothesis was that the mass before and after evaporation would stay the same. His hypothesis was incorrect. Sample B Annotation The student states whether the results for each cup supports the student’s hypothesis or not (The results in each cup do not support the student’s hypothesis). Hypothesis Note: It is acceptable for students to count both parts of the hypothesis as a whole and thus reject it altogether when one element of it (hot chocolate) disrupts the results.

The student explains why the results for each cup does or doesn’t support the student’s hypothesis (The mass of solids after evaporation in the hot chocolate is more than the mass of sugar added. But with the sugar and water, it stayed the same; there was some sugar in the hot chocolate powder that stayed behind when the hot chocolate itself was evaporated). Explanation Note: Students may use qualitative data instead of quantitative data to answer the question. They do not need to identify a 2g difference, or state that the hot chocolate resulted in 7g instead of 5g, provided that the explanation without numbers still conveys understanding of the concepts.

1 Sample A Student Response In this expirement the students hypothesis was incorrect. If the expiriment did support the hypothesis then mass of solids after evaperation in the hot chocolate would have to be 5. But in this expirement the mass after evaperation in the hot cololate was not 5 but was 7. Sample A Annotation The student states whether the results for each cup supports the student’s hypothesis or not (the students hypothesis was incorrect).

However, the student only explains why the results for one cup does or doesn’t support the student’s hypothesis (If the expiriment did support the hypothesis then mass of solids after evaporation in the hot chocolate would have to be 5. But in this expirement the mass after evaperation in the hot chocolate was not 5 but was 7). This is correct, but there is no explanation for the cup of water experiment. Sample B Student Response the student wasn’t right or wrong in cup one, the students hypothesis was wrong. in cup two, the students hypothesis was right Sample B Annotation The student states whether the results for each cup supports the student’s hypothesis or not (In cup one, the students hypothesis was wrong. In cup two, the students hypothesis was right).

However, no explanation is provided.


0 Sample A Student Response Yes the students thinking was correct. 5+7+5+5=22

Sample A Annotation The student’s response is vague. The student may be stating that the result in one cup supports the student’s hypothesis, but without including support from the cup of water results, this hypothesis statement is not reasonable (Yes the students thinking was correct). The explanation only includes an incorrect procedure, adding all the numbers listed in the problem (5+7+5+5+=22).

Sample B Student Response When the liquid evaporates there will only be a little bit of suger beacause the suger will disolv. Sample B Annotation The student doesn’t state whether the results for each cup supports the student’s hypothesis or not. The explanation is incorrect (When the liquid evaporates there will only be a little bit of suger beacause the suger will dissolv).


Item Information

Answer: C

Standard: 2. Life Science


2. Human body systems have basic structures, functions, and needs.

Evidence Outcome: a. Develop and communicate an evidence‐based scientific explanation regarding how humans address basic survival needs.

P Value: 0.848


Item Set 1 ‐ Question 4 (TEI)

Item Information Answer: See image




Evidence Outcome: b. Analyze and interpret data to generate evidence that human systems areinterdependent.

P Value: 0.299


Item Set 1 ‐ Question 5 (Multiple Select)

Item Information

Answer: B,C,E




Evidence Outcome: c. Assess further scientific explanations regarding basic human body system functions.

P Value: 0.641



Item Information

Answer: A




Evidence Outcome: d. Create and evaluate models of human body systems and organs.

P Value: 0.848



Item Information

Answer: B





P Value: 0.683


Item Information









Scoring Rubric

Points Attributes

2 Student responses may include but are not limited to: The oil cannot dissolve in water (oil and water do not mix) AND the oil is less dense/lighter than water (or the water is more dense/heavier than oil).

1 Student demonstrates a partial understanding of the task.

0 Incorrect response, no response, or off topic.


Points

2 Sample A Student Response Oil and Water In the technology‐enhanced stimulation, I was shown how salt and oil settle in water. When the oil was poured into the water, the oil rose to the top. Why? I think the oil rose to the top because oil weighs weighs a little less than water. If the oil did not weigh less and it truely weighed more, than the oil would have sunk to the bottom and the water have gone above it. Also, I think the oil raised to the top because it does not mix with other substances like salt does. I found this true because in the video, when the oil was stirred with the water, the oil wasn’t in one clump, but it did not dissolve, thus prooving my theory correct.

In conclusion, the oil formed a layer on top of the water because it weighs less than water and does not dissolve into other substances as salt does. Sample A Annotation The student correctly explains why the oil formed a layer on top of the water. The student explains that oil cannot dissolve in water and that oil and water do not mix (I think the oil raised to the top because it does not mix with other substances…it does not dissolve into other substances). In addition, the student explains that oil is lighter than water (the oil formed a layer on top of the water because it weighs less than water).

Note: To earn a Score Point 2, the student must show both an understanding that oil and water do not mix (or that oil cannot dissolve in water) and that oil is less dense or lighter than water.

Sample B Student Response The oil formed a layer at the top of the water because water and oil do not mix. They separate when ever in contact. The oil having the lighter mass stays on top. That is why the oil forms a layer on top. Sample B Annotation The student correctly explains why the oil formed a layer on top of the water. The student explains that oil and water do not mix (The oil formed a layer at the top of water because water and oil do not mix). In addition, the student explains that oil is lighter than water (The oil having the lighter mass stays on top).

Note: for this item’s responses, the terms “mass” and “weight” are accepted as interchangeable; the student may use either and earn credit.


1 Sample A Student Response The oil formed a layer on top of the water because the water has more mass. The water has more mass that the oil so, the water is heavier and stays at the bottom. However, the oil has less mass than the water so, the oil is lighter and created a layer on top of the water. Sample A Annotation The student explains that the water has more mass and is more dense than the oil (because the water has more mass. The water has more mass than the oil so, the water stays at the bottom…the oil has less mass than the water so, the oil is lighter and created a layer on top of the water). However, the student does not address the concept that oil and water do not mix.

Sample B Student Response The oil made a layer because the oil can’t dissolve with the water so instead of dissolving.

Sample B Annotation The student correctly explains that oil cannot dissolve in water (The oil made a layer because the oil can’t dissolve with the water). However, the student does not address the concept that oil is lighter or less dense than water.

0 Sample A Student Response The oil formed a layer on top of the water because the oil seperated from eachother and then mixed together and formed at the top of the water.

Sample A Annotation The student simply describes what occurred in the simulation (The oil formed a layer on top of the water because the oil seperated from eachother and then mixed together and formed at the top of the water). The response is also inaccurate, as the oil and water never did mix (…the oil seperated from eachother and then mixed together…). The student shows no understanding that oil is lighter than water or that oil and water cannot mix.

Sample B Student Response because of all the mass and the oil having different liquids in it. Sample B Annotation Although the student attempts to explain why the oil formed a layer on top of the water, the response is unclear (because of all the mass and the oil having different liquids in it). The student shows no understanding that oil is lighter than water or that oil and water cannot mix.



Item Information








Scoring Rubric

Points Attributes

2 Student responses may include but are not limited to: Describes how to measure the mass of the oil that does not include the mass of the water or beaker, e.g. I. Put the beaker of oil and water on a scale and record the mass. II. Allow the oil and water to separate. III. Separate/remove the oil from the water. IV. Measure the mass of the beaker and water. V. Subtract the mass of the beaker and water from the mass of the beaker, water, and oil.

1 Student demonstrates a partial understanding of the task.

0 No response or off topic.


Points

2 Sample A Student Response To do this students can wait so the water evaporates and then put the beaker and the oil on a scale and then see what that is. The next step is to put to the beaker on the scale by it’s self and then subtracting that to the whole mass to see what the oil’s mass is.

Sample A Annotation The student describes the correct steps to measure the mass of the oil that does not include the mass of the water or beaker: evaporate the water (wait so the water evaporates), weigh the beaker and oil (put the beaker and oil on the scale), weigh the beaker alone (put the beaker on the scale by it’s self), and find the difference (subtracting).


Sample B Student Response Let the water evaporate. Weigh the remaining. Then take the oil out and weigh the mass of the beaker. Subtract that from the mass of the beaker and oil. Sample B Annotation The student describes the correct steps: evaporate the water (Let the water evaporate), weigh the beaker and oil (weigh the remaining), weigh the beaker alone (take the oil out and weigh the mass of the beaker), and find the difference (subtract).

1 Sample A Student Response First, weigh the mixture of oil and water while it is in the beaker. Then, weigh the same beaker empty. Finally, subtract the weight of the beaker from the weight of the oil/water mixture in the beaker. This will give the mass of the mixture without the beaker.

Sample A Annotation The student describes steps to determine the mass of the oil and water mixture separately from the beaker, but not to find the mass of the oil alone. The response receives partial credit because it has some of the necessary steps, or concepts: weigh (weigh the same beaker empty) and find the difference (subtract). Sample B Student Response They could measure the weight of the water and the beaker before adding the oil then weigh the mixture again after adding the oil. Then they should subtract the weight of the water and beaker from the weight of the oil water and beaker to get their answer Sample B Annotation The student describes a process to find the mass of the beaker, water, and oil but the steps are not in the correct order (They could measure the weight of the water and the beaker before adding the oil then weigh the mixture again after adding the oil, then they should subtract the weight of the water and beaker from the weight of the oil water and beaker to get their answer). In the information given in the item, the oil and water are already mixed and in the beaker. The response receives partial credit because it has some of the necessary steps, or concepts: weigh and subtract.

0 Sample A Student Response The students can measure the mass of the oil and add the the measured mass of the water and that should be the answer.

Sample A Annotation The student does not describe any of the steps to find the mass of the oil: evaporate water, weigh beaker and oil, weigh beaker alone, or find the difference (The students can measure the mass of the oil and add the the measured mass of the water and that should be the answer).

Sample B Student Response The student can take the bowl to a stove and take out the oil Sample B Annotation The student does not describe any of the steps to find the mass of the oil: evaporate water, weigh beaker and oil, weigh beaker alone, or find the difference (The student can take the bowl to a stove and take out the oil).



Item Information

Answer: D

Standard: 3. Earth Systems Science


1. Earth and Sun provide a diversity of renewable and nonrenewable resources.

Evidence Outcome: b. Analyze and interpret a variety of data to understand the origin, utilization, and concerns associated with natural resources.

P Value: 0.556


Item Set 1 ‐ Question 11 (TEI Drag‐and‐Drop)

Item Information

Answer: See image



1. All organisms have structures and systems with separate functions.

Evidence Outcome: a. Develop and communicate an evidence‐based scientific explanation of the role ofdifferent organs or structures that are important for an organism’s survival – in bothplants and animals.

P Value: 0.923



Item Information



Concepts and skills Mastered:


Evidence Outcome: c. Create and evaluate models of plant and/or animal systems or parts.


15.0% of students earned 3 points. 28.0% of students earned 2 points. 28.0% of students earned 1 point. 29.0% of students earned 0 point.

Scoring Rubric

Points Attributes

3 The student: names a body part in the diagram and identifies the body system to which it belongs, such as

the heart, which is part of the circulatory system

explains two functions of that body system, such as delivering oxygen to the body and removing carbon dioxide/waste

Student responses may include but are not limited to:

The heart is part of the circulatory system.

The circulatory system delivers oxygen to the body and removes carbon dioxide/waste. Note: The student must select a body part that is in the diagram and correctly identify its body system for one point. The student must correctly explain two functions of the system identified for the other two points.


2 Student demonstrates a partial understanding of the task. The student answers two of the three possible responses.

The heart is part of the circulatory system. The circulatory system delivers oxygen to the body.

1 Student demonstrates a very limited understanding of the task, and the task is incomplete. The student answers one of the three possible responses. The heart is part of the circulatory system.

0 Incorrect or incomplete response. The lungs are part of the circulatory system.


Points

3 Sample A Student Response One body part in this diagram is the large intestine. This body part is part of the digestive system. One function of the digestive system is to break down food so it can be digested. Another function of the digestive system is it gives nutrients to the bloodstream which then carries it to all of the cells.

Sample A Annotation The large intestine is named and is identified as part of the digestive system. The student explains two functions of that system (to break down the food so it can be digested...gives nutrients to the blood stream which carries it to all of the cells). Sample B Student Response The lungs belong to the respiratory system. A function of the respiratory system is, the lungs take in oxygen and breather out carbon dioxide. Another function is, the lungs can’t work without the herart. As long as the heart is pumping, the lungs are working.

Sample B Annotation The lungs are named and are identified as part of the respiratory system. Two functions of that system are explained (the lungs take in oxygen and breathe out carbon dioxide). The student states that another function is that the lungs can’t work without the heart. This does not receive credit as it is not a function, but it does not detract from the response.

2 Sample A Student Response the heart is part of the circultory system and it pumps blood to the brain and body Sample A Annotation The student names the heart and identifies it correctly as part of the circulatory system but gives only one function (it pumps blood to the brain and body).

Sample B Student Response the stomach is apart of the digestive system and it breaks down food into nutrients and energy

Sample B Annotation The stomach is correctly identified as part of the digestive system, but only one function is given (it breaks down food into nutrients and energy).


1 Sample A Student Response

digestive breaks down food for the frog

circulatory circulates the blood Sample A Annotation The student offers a function for two systems (digestive breaks down food, circulatory circulates blood) but does not name body parts shown in the diagram that belong to those systems. Sample B Student Response The brain of the frog is part of the nervous system.

Sample B Annotation The brain is identified as part of the nervous system but no functions are given.

0 Sample A Student Response The brain is part of the respretory system. It sends out a message to every body part telling them to move.

Sample A Annotation The brain is misidentified as part of the respiratory system so the function that is stated (It sends out a message to every body part telling them to move) is disregarded and receives no credit. Sample B Student Response One function is that frogs have there eggs in there body system. The second function is that frog body system is kinda the same as humans body system. Sample B Annotation The student attempts to describe two functions (One function is that frogs have there eggs in there body system. The second function is that frog body system is kinda the same as humans body system), but does not name body parts or acceptable systems.



Item Information

Answer: C



2. Earth’s surface changes constantly through a variety of processes and forces.

Evidence Outcome: a. Analyze and interpret data identifying ways Earth’s surface is constantly changing through a variety of processes and forces such as plate tectonics, erosion, deposition, solar influences, climate, and human activity.

P Value: 0.566


Item Information









Scoring Rubric

Points Attributes

2 The student:

Uses the data to describe how the amount of soil removed changed from 1982 to 1997

Suggests one possible reason for the pattern Student responses may include but are not limited to: The amount of erosion goes down from 1982 to 1997. There was less wind in the area. OR More/larger trees grew around the farmland.

1 Student demonstrates a partial understanding of the task. The student correctly completes 1 of 2 tasks.

0 Incorrect or incomplete response. The student attributes the changes to a different type of erosion such as rain/water.

Scoring Rubric

Points

2 Sample A Student Response THE AMOUNT OF soil erosion got much smaller over the period. the number went really high in 1982 and got much smaller evry five years. during the fifteen years the amount went down by 143 millions of tons of soil removed per year. this may have happened in result of the wind getting less intense and less often.

Sample A Annotation The student correctly states that the amount of soil removed from the farmland by erosion decreased from 1982 to 1997 (THE AMOUNT OF soil erosion got much smaller over the period. the number went really high in 1982 and got much smaller evry five years. during the fifteen years the amount went down by 143 millions of tons of soil removed per year). In addition, the student provides one acceptable reason for the decrease in soil removal from 1982 to 1997 (this may have happened in result of the wind getting less intense and less often). Note that students may cite data from the table in their description of how the amount of soil removed by erosion changed, but it is not required if the student gives a clear statement that the amount removed decreased.

Sample B Student Response The wind erosion decreased because farmers found new ways, such as planting tall trees around fields, to provent top soil from depositing. Sample B Annotation The student correctly states that the amount of soil removed from the farmland by erosion decreased from 1982 to 1997 (The wind erosion decreased) and also provides an acceptable reason for the decrease in soil removal (planting tall trees around fields).


1 Sample A Student Response The amount of soil removed by erosion change from 1982 to 1997 by the wind deacreasing.A possible reason for the pattern from 1982 to 1997 is that in years in the future from 1982 it became less windy. Sample A Annotation Although the response provides an acceptable reason for a decrease in soil removal from 1982 to 1997 (by the wind decreasing…it became less windy), the student never actually states that the amount of soil removed from the farmland decreased over time (The amount of soil removed by erosion change from 1982 to 1997).

Sample B Student Response

the most soil that was removed was in 1982 because it says that it took out 333.

In 1987 it was 17 less than 1982 because it is 316.

1992 was 66 less than 1982 because it is 250

1997 is 60 less than 1992 because it is 190 the pattern is that their is always a number to subtract it from. Sample B Annotation The student correctly indicates that the amount of soil removed from the farmland by erosion decreased from 1982 to 1997, citing data from the table in support (the most soil that was removed was in 1982 because it says that it took out 333. In 1987 it was 17 less than 1982 because it is 316. 1992 was 66 less than 1982 because it is 250 1997 is 60 less than 1992 because it is 190). However, the student does not provide any reason for the decrease.

0 Sample A Student Response the amount of soil removed by erosion changed frrom 1982 through 1997 because back in 1982 the amount of soil removed waqs 333 millions of tons that year. In 1987the amount was 316 soil removedand in 1992 250 soil was removed, also, in 1997 190 soil was removed. Throughout the years 1,089 millions of tons of the soil were removed.the amount of soil that has been removed was 1,089 millions of tons.

Sample A Annotation The student attempts to describe how the amount of soil removal changed over time, but there is no analysis of the data and no conclusion that soil removal decreased (The amount of soil removed by erosion changed…back in 1982 the amount of soil removed waqs 333 millions of tons…In 1987the amount was 316 soil removed…in 1992 250 soil was removed…in 1997 190 soil was removed). In addition, the student does not provide a reason for the data pattern. Sample B Student Response The amout of soil removed from farmlands by erosion was tons and tons of soil. It removed by erosion because erosion could be wind erosion and it could have very bad wind or it could be water erosion wiping out all the soil. There could be many possible reasons that the millions of tons of soil from farm lands got removed by the erosion.


Sample B Annotation The student does not describe how the amount of soil removal decreased over the period, and does not provide a possible reason for the decrease. The student focuses on how the soil was removed (the processes involved), rather than why less soil was removed over time (The amout of soil removed…was tons and tons of soil. It removed by erosion…erosion could be wind erosion…or it could be water erosion wiping out all the soil. There could be may possible reasons that the millions of tons of soil…got removed).

Item Set 1 ‐ Question 15 (TEI – Drag‐and‐Drop)

Item Information

Answer: See image




Evidence Outcome: b. Develop and communicate an evidence based scientific explanation around one ormore factors that change Earth’s surface.

P Value: 0.6077


ANSWER KEY – ITEM SET 2


Item Information

Answer: See image



1. Mixtures of matter can be separated regardless of how they were created; all weightand mass of the mixture are the same as the sum of weight and mass of its parts.

Evidence Outcome: a. Develop, communicate, and justify a procedure to separate simple mixtures based onphysical properties

P Value: 0.436



Item Information

Answer: D




Evidence Outcome: c. Create and evaluate models of plant and/or animal systems or parts

P Value: 0.796



Item Information

Answer: C





P Value: 0.492


Item Information




2. Human body systems have basic structures, functions, and needs

Evidence Outcome: b. Analyze and interpret data to generate evidence that human systems are interdependent


37.40% of students earned 2 points. 38.96% of students earned 1 point. 23.64% of students earned 0 points.

Scoring Rubric

Points Attributes

2 • 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.

1 • 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.


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 be impossible to interpret, lack sufficient information to determine the student’s understanding, contain clear misunderstanding of the underlying concepts and/or may be incorrect.


Points

2 Sample A Student Response The heart is considered both part of the Circulatory system and the Muscular system because the heart is a muscle and it helps pump blood all through the body.

Sample A Annotation The student explains why the heart is part of the circulatory system (helps pump blood) and why it is part of the muscular system (heart is a muscle).

Sample B Student Response The heart is consisdered both the muscular system, and the circulatory sytem because the heart is a muscle (therefore why its in the muscular system.) Also because the heart helps pump the blood through the veins, (therefore why its in the circulatory system. Sample B Annotation The student explains why the heart is part of the circulatory system (helps pump the blood) and why it is part of the muscular system (heart is a muscle).

1 Sample A Student Response The heart is considered both in the circulatory and muscular system because the heart is a muscle too.

Sample A Annotation The student does not explain how the heart is part of the circulatory system, but does explain why it is part of the muscular system (heart is a muscle).

Sample B Student Response the heart is in both places because you use the heart in the circulatory to pump blood and you use the heart in the muscular system because you want to be able to breath while using your musculs in exracising. Sample B Annotation The student explains why the heart is part of the circulatory system (to pump blood) but does not correctly explain why it is part of the muscular system (you want to be able to breath while using your musculs).


0 Sample A Student Response i think that the heart is part of the circulatory system and part of the muscular system because number one the heart is really strong because it hast to be strong because it is what lets us breath and it is part of the ciirculatory system becaus the circulatory system is on of the main body systems because it the body body system that has all the main parts thats why Sample A Annotation The student does not correctly explain why the heart is part of the circulatory system or the muscular system (has all the main parts...the heart is really strong).

Sample B Student Response The heart has to be part of the muscular systum and the circularty systum because the person can have more ebergy in them. Also because the muscular system and the circularty cistum both have more energy than posable. Sample B Annotation The student does not correctly explain why the heart is part of the circulatory system or the muscular system (because the person can have more ebergy in them...both have more energy than posable).


Item Information








Scoring Rubric

Points Attributes

2 • 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.








Points Attributes

2 Sample A Student Response The filter paper represents the function of the kidneys in many ways. First, the kidneys are like washing machines. Filters remove the harmful objects and let the benign objects pass through. The kidneys are very much the same. They take the poisonous items out of your blood, and the kidneys leave the important cells, nutrients, and other items be. Also, the kidneys drain waste to the next part of the excretory system. Clearly the filter paper represents the kidneys very well.

Sample A Annotation The student demonstrates a complete understanding of the task and the concepts measured. The response correctly explains how filter paper can represent the function of the kidneys by comparing the function of the kidneys with the function of filter paper (…kidneys are like washing machines. Filters remove the harmful objects and let the benign objects pass through. The kidneys are very much the same. They take the poisonous items out of your blood, and the kidneys leave the important cells, nutrients, and other items be. Clearly the filter paper represents the kidneys very well). Note: For full credit the student must explain the function of kidneys (filtering toxins and waste from the blood), explain the function of filter paper (separating/removing particles from liquids), showing understanding of how the two functions compare. The response must state what kidneys filter out (waste, toxins, bacteria, germs, bad stuff, etc.) and what paper filters out (particles or solids from liquids, bad stuff, dust or dirt, coffee, noodles from water, salt from water, etc.). Sample B Student Response The paper filter can help represent the kidneys because the kidneys are used to filter the blood. The kidneys filter the blood or clean all of the bad stuff out of it, so the paper filters are a good way to represent because paper filters take the solids out of the water running through the filterBlood is like a liquidWater is a liquidIf you are trying to filter something like rocks out of water it is kind of like filtering pestisides out of blood.That is why using filters as the kidneys a model represents kidneys good.

Sample B Annotation The student demonstrates a complete understanding of the task and the concepts measured. The response correctly explains how filter paper can represent the function of the kidneys by


comparing the function of the kidneys with the function of filter paper (the kidneys filter the blood or clean all of the bad stuff out of it, so the paper filters are a good way to represent because paper filters take the solids out of the water running through the filterBlood is like a liquidWater is a liquidIf you are trying to filter something like rocks out of water it is kind of like filtering pestisides out of the blood). Note: “pesticides” was accepted for “toxins.”

1 Sample A Student Response Filter paper can represent the functions of the kidney because the kidneys filters and diposes of waste from the blood and the filter paper would model that at a lower scale. Sample A Annotation The student demonstrates a partial understanding of the task and the concepts being measured. The response clearly explains the function of the kidneys (the kidneys filters and diposes of waste from the blood), but does not provide an explanation of how filter paper functions or how it would compare to kidney function (the filter paper would model that).

Sample B Student Response why she uses a filter to compare to kidneys is kidneys are like filters they allow liquid to go through but not solids. Sample B Annotation The student demonstrates a partial understanding of the task and the concepts being measured. The response clearly explains the function of the filter paper (they allow liquid to go through but not solids), but does not provide a clear explanation or comparison with how kidneys function (kidneys are like filters). “Kidneys are like filters” or “filters are like kidneys” are vague statements and are not acceptable as explanations or comparisons of how kidneys or filters function.

0 Sample A Student Response The filter paper is like the kidneys and acts the same way.

Sample A Annotation This response does not adequately address the requirements of the task. The response is vague and lacks specificity. The student does not show understanding of the function of the kidneys or of the paper filter or how they compare (the filter paper is like the kidneys and acts the same way). Sample B Student Response Filtered paper can represent the function of the kidney by showing how the kidneys work.

Sample B Annotation This response does not adequately address the requirements of the task. Although the student implies that paper filters work the same way kidneys do, the response is vague and does not state how kidneys or paper filters work. There is no understanding of the function of the kidneys or of the paper filter or how they compare (filtered paper can represent the function of the kidney by showing how they work).



Item Information

Answer: D




Evidence Outcome: b. Analyze and interpret data to generate evidence that all organisms have structures that are required for survival in both plants and animals

P Value: 0.918



Item Information





Evidence Outcome: a. Develop and communicate an evidence‐based scientific explanation regarding how humans address basic survival needs



Scoring Rubric

Points Attributes









Points

2 Sample A Student Response Two ways that people living in the area would change their daily activities when conditions change as shown by the simulation are bundling up and putting on their ice skates or taking out their raincoat and umbrella. With the heavy downcast and temperature at 60 degrees Fahrenheit it would most likely be muddy and soggy with the river going up a bit so they would probably want to stay indoors till it dries up. With the ice covered river they could bundle up and go ice skating or just stay in. Sample A Annotation More than two acceptable ways that daily activities would change because of weather conditions are provided (bundling up...putting on their ice skates...taking out their raincoat and umbrella...stay indoors). Sample B Student Response The river would flood and they would have to put out sand bags. If it snows the river will freeze and they could ice skate on it


Sample B Annotation Two acceptable changes to daily activities because of weather conditions are provided (they would have to put out sand bags...they could ice skate).

1 Sample A Student Response In the first simulation, people should wear raincoats over light, long sleeved shirts and long pants, but in the second, they should wear heavy coats over dark, long clothes.

Sample A Annotation The student attempts to provide two changes, but both changes have to do with adjusting clothing, so only one point is earned (people should wear raincoats over light, long sleeved shirts and long pants...they should wear heavy coats over dark, long clothes). Sample B Student Response They would not go out side ,but when it is raining the crops will grow. Sample B Annotation One acceptable change is provided. (They would not go out side.)

0 Sample A Student Response It will be is Very rainy and cold and will change the pond by over flowing it. It would start snowing very hard and would freeze the pond and freeze anything that’s liquid

Sample A Annotation No changes in people’s activities are discussed.

Sample B Student Response If someware it was vary vary hot and dry like the desert and for it to rain a lot would make is werd.

If someware it was rainy and all of a suden it became a drought people would think this is werd. Sample B Annotation No changes in people’s activities are discussed.



Item Information

Answer: D



3. Weather conditions change because of the uneven heating of Earth’s surface by the Sun’s energy. Weather changes are measured by differences in temperature, air pressure, wind and water in the atmosphere and type of precipitation.

Evidence Outcome: a. Develop and communicate an evidence‐based scientific explanation for changes in weather conditions.

P Value: 0.802


Item Information




2. Earth’s surface changes constantly through a variety of processes and forces





Scoring Rubric

Points Attributes









Points

2 Sample A Student Response It goes to rivers and lakes at lower elevations.

Sample A Annotation The student demonstrates a clear understanding of where the excess water goes (It goes to rivers and lakes at lower elevations). Clearly addressing where the excess water goes is sufficient for full credit.

Sample B Student Response The extra water floods down hill and it can carry sticks, logs, even trees, and anything else in its way and destroy towns.

Sample B Annotation The student demonstrates a clear understanding of where the excess water goes (The extra water floods down hill )and the effect on the land (it can carry sticks, logs, even trees, and anything else in its way and destroy towns).

1 Sample A Student Response When a river overflows a riverbank it floods.

Sample A Annotation The student demonstrates a basic understanding of what happens (it floods).

Sample B Student Response The river will flood. the water flows unit it reaches another river. the riverbank will be mud

Sample B Annotation The student demonstrates a basic understanding of what happens (The river will flood). The


remainder of the response does not clarify where the excess water goes and is not specific enough to demonstrate thorough understanding (water flows until it reaches another river. The riverbank will be mud).

0 Sample A Student Response it gets badly mudy.

Sample A Annotation The student does not indicate where the excess water goes (it gets badly mudy).

Sample B Student Response what hapens when the river is that it will over flow and then when the sun comes out its dry

Sample B Annotation The student does not indicate where the excess water goes and demonstrates a lack of understanding of the task (…it will over flow and then when the sun comes out its dry).


Item Information

Answer: B





P Value: 0.753


Item Set 2 ‐ Question 11 (TEI – Hot Spot)

Item Information

Answer: See image




Evidence Outcome: a. Develop and communicate a scientific explanation addressing a question of localrelevance about resources generated by the sun or Earth.

P Value: 0.188



Item Information

Answer: D



3. Weather conditions change because of the uneven heating of Earth’s surface by the Sun’s energy. Weather changes are measured by differences in temperature, air pressure,wind, and water in the atmosphere and type of precipitation.


P Value: 0.441



Item Information




1. Mixtures of matter can be separated regardless of how they were created; all weight and mass of the mixture are the same as the sum of weight and mass of its parts

Evidence Outcome: b. Share evidence‐based conclusions and an understanding of the impact on the weight/mass of a liquid or gas mixture before and after it is separated into parts


5.15% of students earned 3 points. 21.56% of students earned 2 points. 39.64% of students earned 1 point. 33.65% of students earned 0 points.

Scoring Rubric

Points Attributes

3 • Complete and correct response is demonstrated of the concepts or procedures outlined in the

task. • 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 a partial understanding of the concepts procedures outlined in the task.

• The student expresses an acceptable conclusion or provides an adequate interpretation of the task; however, the student’s work lacks a complete understanding of the underlying concepts or procedures outlined in the task.

• The response may contain minor flaws that reflect inattentiveness or indicate some misunderstanding of the underlying concepts or procedures.

1

• The student demonstrates very limited understanding of the concepts or procedures outlined in the task.

• The student’s response is incomplete and exhibits many flaws. • The student’s response addresses some of the conditions of the task; however, the student

reaches an inadequate conclusion and/or provides 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 or procedures outlined in the task. • The student’s explanation may be impossible to interpret, lack sufficient information to

determine the student’s understanding, contain clear misunderstanding of the underlying concepts and procedures or may be incorrect.


Points

3 Sample A Student Response The students should pour the sand and rocks mixture in a filter with small holes over a different bowl. The sand will go into a different bowl, but pour the rocks back into the original bowl. Then weigh the rocks and the bowl. Subtract that from 830g and that’s the weight of the sand!


Sample A Annotation The student describes the steps to determine the mass of the sand by removing the rocks from the sand (pour the sand and rocks mixture in a filter with small holes...pour the rocks back into the original bowl) and then determining the mass of the sand without the mass of the rocks or bowl (weigh the rocks and the bowl. Subtract that from 830g). Sample B Student Response The students can take out the rocks and weigh them, they can record how much the the rocks weigh. Then the student could take out the sand and dump it all, they can weigh how much the bowl weighs, and then record its mass of grams. Finally they can add the mass of grams of the rocks and the mass of grams of the bowl. Then they could subtract the mass of the rocks and the bowl with the mass of grams that they got in the first place (830‐?=?)

Sample B Annotation The student describes the steps to determine the mass of the sand by removing the rocks from the sand and weighing the rocks (take out the rocks and weigh them), removing the sand from the bowl and weighing the bowl (take out the sand and dump it all, they can weigh how much the bowl weighs) and subtracting the mass of the rocks and mass of the bowl from the total (add the mass of grams of the rocks and the mass of grams of the bowl. Then they could subtract the mass of the rocks and the bowl with the mass of grams that they got in the first place).

2

Sample A Student Response If the students wanted to learn the mass of the sand by not including the rocks or bowl, they could measure the entire bowl with the sand and rocks in it. Then, weigh the bowl and rocks separately, no sand, and add the two together. Next, subtract the amount of the bowl and rocks from the amount of everything together to get the mass of the sand without the rocks and bowl.

Sample A Annotation The student demonstrates a basic understanding of the tasks. The student does not describe removing the rocks and bowl from the sand. However, the student does explain they could (subtract the amount of the bowl and rocks from the amount of everything together) to learn the mass of the sand. Sample B Student Response The students can find out the mass of the sand by weighing the mass of the bowl first. Also, the mass of the rocks. Then add the mass of the bowl and the mass of the rocks. Subtract that number by eight hundred and thirty grams. Thats how the students can find out the mass of the sand.

Sample B Annotation The student demonstrates a basic understanding of the tasks. The student does not describe removing the rocks and bowl from the sand. However, the student does explain they could (add the mass of the bowl and the mass of the rocks. Subtract that number by eight hundred and thirty grams) to learn the mass of the sand.

1

Sample A Student Response before they put the sand in the bowl with the rocks they could weight the sand

Sample A Annotation The student demonstrates a very limited understanding of the task and the task is incomplete. “they could weght the sand” in “before they put the sand in the bowl with the rocks they could weght the sand” earns this response a score point 1.


Sample B Student Response If the students dump out the sand onto a big pan and pick out the rocks, then they can dump the sand back into the bowl and figure out the mass.

Sample B Annotation The student demonstrates a minimal understanding of the concepts being measured. The student describes removing the rocks from the sand (dump out the sand onto a big pan and pick out the rocks) but does not describe weighing the rocks or subtracting the mass of the rocks and mass of the bowl from the total.

0

Sample A Student Response it would make it 80 grams

Sample A Annotation The student demonstrates a lack of understanding of the concepts being measured by only stating a value (it would make it 80 grams).

Sample B Student Response you can time you rmeasure ments by 3 and see what you get.

Sample B Annotation The student demonstrates a lack of understanding of the concepts being measured by only proposing multiplication (you can time you rmeasure ments by 3).



Item Information

Answer: See image




Evidence Outcome: e. Compare and contrast a human system to that of another organism, and provide hypotheses about why the similarities and differences exist.

P Value: 0.209


Item Information

Answer: B



3. Weather conditions change because of the uneven heating of Earth’s surface by the Sun’s energy. Weather changes are measured by differences in temperature, air pressure, wind and water in the atmosphere and type of precipitation.

Evidence Outcome: b. Gather, analyze, and interpret data such as temperature, air pressure, wind, and humidity in relation to daily weather conditions.

P Value: 0.768


ANSWER KEY ‐ ITEM SET 3

Item Set 3 – Question 1 (Selected Response)

Item Information

Answer: A

Standard: 3. Earth Systems and Science


3. Weather conditions change because of the uneven heating of Earth’s surface by the Sun’s energy. Weather changes are measured by differences in temperature, air pressure, wind, and water in the atmosphere and type of precipitation.


P Value: 0.633

Item Set 3 ‐ Question 2 (Multiple Select)


Item Information

Answer: C, F




Evidence Outcome: b. Analyze and interpret a variety of data to understand the origin, utilization, and concerns associated with natural resources.

P Value: 0.6093


Item Information

Answer: A




Evidence Outcome: b. Analyze and interpret data to generate evidence that all organisms have structures that are required for survival in both plants and animals.

P Value: 0.9429



Item Information




1. Mixtures of matter can be separated regardless of how they are created; all weight and mass of the mixture are the same as the sum of weight and mass of its parts.




Scoring Rubric

Points Attributes



1

• The student’s response shows only a partial understanding of the concepts embodied in the evidence outcome.



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.




Points

2

Sample A Student Response Students would use the magnet to sperate the metal and sand mixture because of the metal’s magnetic properties. And, students would use the tweezers to serperate the sand and pebble mixture because pebbles are much larger than sand and would be easy to seperate. Furthermore, using the ingrediants properties , such as magnetism and size, it can either very easy or very hard to seperate a mixture, but is extremely hard to separate a solution.

Sample A Annotation The student describes using the magnet to attract metal (use the magnet to sperate the metal and sand mixture because of the metal’s magnetic properties) and the tweezers to extract pebbles due to size difference (use the tweezers to serperate the sand and pebble mixture because pebbles are much larger).

Sample B Student Response If you were to mix metal, sand, and pebbles into a mixture and try to separate the different materials, you would first need to use the magnet to seperate the metal. The magnetic force will catch the metal and pull it out. then, you would use the tweezers to seperate the pebbles. The grain size of the pebbles compared to the sand will allow you to pick them out of the mixture. You will then have three seperate materials once again.

Sample B Annotation The student describes using the magnet to attract metal (use the magnet to seperate the metal. The magnetic force will catch the metal) and the tweezers to extract pebbles due to size difference (use the tweezers to seperate the pebbles. The grain size of the pebbles compared to the sand will allow you to pick them out).

1

Sample A Student Response They would use the magnet to get the metal. You would use the tweezers to pick up the sand, and the pebbles

Sample A Annotations The student earns a point for correctly using the magnet (use the magnet to get the metal). However, the student does not receive credit for knowing how to use tweezers (use the tweezers to pick up the sand, and the pebbles), as the tweezers would not be effective on the sand.

Sample B Student Response Step 1: I would use the tweezers first to pick up the pebbles.

Step 2: Then use the magnet to pick up the metal and sand.

Sample B Annotations The student earns a point for using the tweezers (tweezers first to pick up the pebbles). However, the student does not receive credit for knowing how to use a magnet (use the magnet to pick up the metal and sand), as the magnet would have no effect on the sand.


0

Sample A Student Response You would use the magnet first since it would the magnetike particals out of the nonmagnetike particals . Then you would use the tweezers and take the magentike particals out of the nonmagnetike particals.

Sample A Annotations The student does not successfully describe using the magnet to attract metal (use the magnet first since it would the magnetike particals out of the nonmagnetlike particals) or the tweezers to extract pebbles (use the tweezers and take the magnetike particals out of the nonmagnetike particals).

Sample B Student Response I think they should use sand, pebbles, metal, and then the magnet. Sample B Annotations This response demonstrates a lack of understanding of the concepts being measured (they should use sand, pebbles, metal, and then the magnet).


Item Information

Answer: See image



1. All organisms have structures and systems and separate functions.

Evidence Outcome: a. Develop and communicate an evidence‐based scientific explanation of the role of different organs or structures that are important for an organism’s survival – in both plants and animals.

P Value: 0.377



Item Information








Scoring Rubric

Points Attributes


understanding.

1

• The student’s response shows only a partial understanding of the concepts embodied in the evidence outcome.




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.



Points

2

Sample A Student Response The temperature of the land and the lake cause clouds to form because the warm water evaporats because its warmer than the land and as it raeches the cooler air it condenses and the cold air blows from west to east and because the water that evaporated is raelly cold it turns into snow and the snow falls and changes the temperature.

Sample A Annotation The student correctly explains the reason that clouds form (clouds…form because the warm water evaporats because its warmer than the land and as it raeches the cooler air it condenses). The student also shows an understanding of why the clouds form on the east side of the lake (cold air blows from west to east). Sample B Student Response The clouds are forming in the east because when the water vapor rises, it is mixing with the cold air and produceing a cloud. The cold air blows the newly made cloud to the east,the direction it is blowing in.

Sample B Annotation The student correctly explains why clouds are forming (…when the water vapor rises, it is mixing with the cold air and produceing a cloud). The student also explains why the clouds form on the east side of the lake (The cold air blows the newly made cloud to the east, the direction it is blowing in).

1

Sample A Student Response The temperatures of the land and the lake cause clouds to form on the east side of the lake

because the water from the lake evaperates and then forms a cloud teh cloud will form on the east side of the lake because eather the wind is blowing the cloud to the east or the warm water from the lake is to warm for the snow to over lap the water.

Sample A Annotation The student only demonstrates partial understanding of cloud formation (water from the lake evaperates and then forms a cloud) as no mention is made of the cold air and warm air mixing together to form the cloud. Also, the student does not completely understand why the clouds will form on the east side of the lake (because either the wind is blowing the cloud to the east or the warm water from the lake is too warm for the snow to over lap the water). Sample B Student Response It causes clouds on the East side of the lake because the wind is blowing the clouds tords the East. The water from the lake evaperates and creates clouds. Then the cold air pushes the clouds to the East. So it starts snowing on the East side of the lake which is called pecipetation. Percipetation is snow, sleet, hail, or rain. This uses the water cycle. The first part of the water cycle is evaperation. Evaperation is when the water turns into a gas. The next part of the water cycle is called


condensation. Condensation is when the wind moves the clouds and the clouds can’t hold any more water vaper. The next part of the water cycle is percipetation. Percipetation is when water, sleet, hail, or snow falls out of the clouds. The last part of the water cycle is called runoff. Runoff is after the rain, hail, sleet, or snow falls out of the clouds and then slides down into a lake, river, stream, or ocean. Sample B Annotation The student only demonstrates partial understanding of cloud formation (The water from the lake evaporates and creates clouds) as no mention is made of the cold air and warm air mixing together to form the cloud. This response also incorporates a misconception (Condensation is when the wind moves the clouds and the clouds can’t hold any more water vapor). The student does explain why the clouds form on the east side of the lake (the cold air pushes the clouds to the East).

0

Sample A Student Response Because of the water is rising to the cloud that is why temperatures of the land cause clouds to for east sid of the lake.

Sample A Annotation This response does not include a discussion of temperatures and shows no evidence of understanding the requirements of the prompt. Instead, the student attempts to describe the image provided in the prompt (Because of the water is rising to the cloud that is why temperatures of the land cause clouds to for east sid of the lake). Sample B Student Response it made the clouds form to the east because of the temperuture of the waqter . Sample B Annotation This response does not provide enough information to be considered correct (it made the clouds form to the east because of the temperuture of the waqter). More information and/or detail is needed to earn credit.

Item Set 3 ‐ Question 7 (TEI Hot Spot)


Item Information

Answer: See image




Evidence Outcome: e. Compare and contrast a human system to that of another organism, and provide hypotheses about why the similarities and differences exist.

P Value: 0.5306



Item Information

Answer: See image




Evidence Outcome: b. Analyze and interpret data to generate evidence that human systems are interdependent

P Value: 0.7913


Item Information





Evidence Outcome: c. Assess further scientific explanations regarding basic human body system functions.



Scoring Rubric

Points Attributes


understanding.








Points

2 Sample A Student Response The amount of sleep would most likely affect a student’s ablity to take a timed science test. It would because their brain would remember the answer quicker if the student had 8 hours of sleep shown in the simulation. But, in the simulation, when the student had 2 hours of sleep, he or she had a slower reaction time, so it would be harder to do a test with 2 hours of sleep because your body can’t remember how to do the question, or wouldn’t be able to react to the question as fast.

Sample A Annotation The response correctly connects the amount of sleep to attentiveness (their brain would remember the answer quicker if the student had 8 hours of sleep). Details from the table are given to support the answer (when the student had 2 hours of sleep, he or she had a slower reaction time).

Sample B Student Response I beleive that the less sleep you got, the slower you could think. I think this because it took the person longer to think to grab the ruler when they had less sleep. So, you would be slower and most likely not be able to answer all the questions.

Sample B Annotation The response correctly indicates that the less sleep a student gets, the slower he or she would be able to complete the science test (the less sleep you got, the slower you could think). Relevant support from the simulation is included (it took the person longer to think to grab the ruler when they had less sleep).

1 Sample A Student Response I think it would help to get lots of sleep for a timed test so you have a better reaction time.

Sample A Annotation The response indicates that the more sleep a student gets, the faster the reaction time would be, indicating a faster completion time (it would help to get lots of sleep for a timed test so you have a better reaction time). However, the response does not include support for this statement with evidence from the simulation.

Sample B Student Response The amount of sleep you got would most likely affect the students ability to take a timed test by if you get a lot of sleep you would do well but if you got little sleep wouldn’t do so well.

Sample B Annotation The response indicates that a lot of sleep would result in doing well on a timed test as well as the converse (if you get a lot of sleep you would do well but if you got little sleep wouldn’t do so well). However, the response does not include support.

0 Sample A Student Response The amount of sleep that a student would take would affect the ability to take a timed science test because based on the simulation if the student were to sleep for 2 hours the student would have a most likely chance to be ready for the test that it would if the student were to sleep for 8 or 4 hours.

Sample A Annotation The response is incorrect (if the student were to sleep for 2 hours the student would have a most


likely chance to be ready for the test).

Sample B Student Response when they take 8 hours of sleep it only 10,9,and 12 seconds of sleep. when a person only takes hours of sleep it is only 45,40,and 57 seconds. when a person only sleeps for 2 hours 83,1.02,and 95 seconds Sample B Annotation The response only gives a summary of the simulation’s data without referencing the task.


Item Information








Scoring Rubric

Points Attributes










Points

2 Sample A Student Response The muscular system and nervous system work together to catch the ruler. The nervous system hasto react and then it sends a message to the muscules to catch the ruler. In the “Body System Animation” it shows how The muscular system and the nervous system work together. Sample A Annotation Two body systems that work together in the investigation are given (The muscular system and nervous system work together) and the simulation is used to demonstrate how each ties in (The nervous system has to react and then it sends a message to the muscules to catch the ruler). Sample B Student Response The simulation helps me understand how the body system works together because i can see how the message from the nervous system is traveling. I can also see how the nervous system controlls the muscular system when he grabs the ruler. Sample B Annotation Two body systems that work together in the investigation are given (nervous system...muscular system) and the simulation is used to demonstrate how each ties in (i can see how the message from the nervous system is traveling. I can also see how the nervous system controlls the muscular system when he grabs the ruler).

1 Sample A Student Response well the brain is has a big part of your reaction time because it is the leader in your boady and tells your boady what to do and your nerves has to tell the hand that he needs to catch something.

Sample A Annotation This response refers to body parts (the brain...your nerves...the hand), not systems, which does not earn credit. However, the simulation is referenced to indicate the parts working together (to catch something), which earns credit.

Sample B Student Response The eyes tell the brain that the ruler is dropping and the brain send the mesage through the nerve system to the arm to grab it.

Sample B Annotation The response includes one accepted body system (nerve system) and the simulation is referenced to indicate the parts working together to catch something (eyes tell the brain that the ruler is dropping and the brain send the mesage through the nerve system to the arm to grab it).

0 Sample A Student Response The “Body System Animation” in the simulation helps me understand how body systems work

together to help catch the ruler. It shows someone who had only 4 hours to sleep so I know that a when you have 8 hours to sleep your systems must function faster. Two specific body systems that work together are the skeletal system and the muscular system.

Sample A Annotation The response includes two systems (skeletal system and the muscular system) but without an explanation of how they work together in the simulation. This does not show an understanding of the question.


Sample B Student Response This simulation shows me how the body systems work by showing us how the lack of sleep can efect how long it takes for your brain to proccess whats going on and how to react.

Sample B Annotation The student does not identify two body systems, nor does the student reference the simulation to demonstrate understanding of the question.


Item Information

Answer: A





P Value: 0.4086



Item Information

Answer: D





P Value: 0.833



Item Information

Answer: D




Evidence Outcome: b. Share evidence‐based conclusions and an understanding of the impact on theweight/mass of a liquid or gas mixture before and after it is separated into parts.

P Value: 0.232



Item Information





Evidence Outcome:

b. Develop and communicate an evidence‐based scientific explanation around one or more factors that change Earth’s surface.


5.14% of students earned 3 points. 21.98% of students earned 2 points. 52.44% of students earned 1 point. 20.44% of students earned 0 points.

Scoring Rubric

Points Attributes

3 • Complete and correct response is demonstrated of the concepts or procedures outlined in the task.

• Student explanations and/or interpretations are clear and complete. • The response may contain minor flaws that do not detract from the demonstration of a


2 • The student’s response shows a partial understanding of the concepts procedures outlined in the task.

• The student expresses an acceptable conclusion or provides an adequate interpretation of the task; however, the student’s work lacks a complete understanding of the underlying concepts or procedures outlined in the task.

• The response may contain minor flaws that reflect inattentiveness or indicate some misunderstanding of the underlying concepts or procedures.


1 • The student demonstrates very limited understanding of the concepts or procedures outlined in the task.

• The student’s response is incomplete and exhibits many flaws. • The student’s response addresses some of the conditions of the task; however, the student

reaches an inadequate conclusion and/or provides 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 or procedures outlined in the task.

• The student’s explanation may be impossible to interpret, lack sufficient information to determine the student’s understanding, contain clear misunderstanding of the underlying concepts and procedures or may be incorrect.


Points

3 Sample A Student Response The first force I will talk about is water, or more the rain. Every time there was rain fall, the water droplets would hit the side of the cliff, wearing it down, getting in the cracks of the rocks and making them degrade, or fall off the wall. To prove this you can see fallen rocks at the base of the cliff, the ones that fell off due to water. The next force is the wind. It definetly helped the water tear the rocks of the cliff face, also the wind would pick up any excess dirt, sand, or any other parts of soil that might be stuck on the cliff face. You can see this had happened beacause of the horizontal lines on the cliff, and the build up of sand leading to the cliff face, it resembles a hill resting on the cliff. Sample A Annotation The student correctly identifies two forces that changed the sedimentary rock found on the cliffs over time and provides two pieces of evidence from the image to support the answers: (Rain… you can see fallen rocks at the base of the cliff). (Wind… You can see this…beacause of the horizontal lines on the cliff, and the build up of sand leading to the cliff face).

Sample B Student Response Two forces that changed the rock over time is wind erosion and water erosion. Wind erosion happens when sand is picked up and cuts into rocks over time. Water erosion happens when it rains and water picks up bits and pieces of the rock until there’s crevices were the water was in the rock. Water because I can see were water falls could have been at one time and carved in the rock. Wind erosion because the rock looks like it could’ve been worn down in the wind.

Sample B Annotation The student correctly identifies two forces that changed the sedimentary rock found on the cliffs over time and provides two pieces of evidence from the image to support the answers: (wind erosion… the rock look like it could’ve been worn down). (water erosion… I can see were water falls could have been at one time and carved in the rock).


2 Sample A Student Response This sedimentary rock near Grand Junction was most likely could have been formed by wind. The wind could brush against the rock and cuase it to sand down. Another force that could form this is water erosion when it rains is could brush away particals and cuase it to erode making cresses and crevises. Sample A Annotation The student correctly identifies two forces (wind...water) that changed the rock on the cliffs over time, but provides only one piece of evidence from the image: (water erosion… making cresses and crevises). Note that “When it rains it could brush away particals and cause it to erode” is not acceptable as evidence on its own, but the student goes on to cite evidence from the picture of water erosion (cresses and crevises). “Wind could brush again the rock and cause it to sand down” is not considered acceptable evidence for wind. It simply describes the process of how the force (wind) changes the rock (by sanding it down). The student provides no evidence from the picture to support weathering, such as rocks looking smooth or worn down.

Sample B Student Response One of the forces that chaged the cliffs is erosion over time. The second force is water, it might of carved these cliffs over time.

Sample B Annotation The student correctly identifies two forces (erosion...water) that changed the sedimentary rock on the cliffs over time, but provides only one piece of evidence: (water… it might of carved these cliffs over time). Note: “Water might have carved these cliffs” is minimally acceptable as evidence, as the student implies there is evidence of “carved cliffs” in the image.

1 Sample A Student Response Wind and erosion make the rock ware away.

Sample A Annotation The student correctly identifies two forces (Wind, erosion) that changed the sedimentary rock on the cliffs over time, but does not provide acceptable evidence from the picture to support the answers. “Make the rock ware away” is not acceptable as evidence. It simply describes the process of how forces (wind and erosion) change the rock over time (make rock ware away). The student provides no evidence from the picture. Sample B Student Response two forces that changed the sedementary rock are water and wind. the wind and water slowly erode the rock.


Sample B Annotation The student correctly identifies two forces that changed the sedimentary rock on the cliffs over time (water and wind), but does not provide acceptable evidence to support the answers. “Wind and water slowly erode the rock” receives no credit for evidence, as it just addresses the process (or action) of the force, providing no evidence (cracks and ridges in the rocks, rocks washed down to the bottom of the cliffs, etc.).

Note: Responses only identifying correct forces earn a Score Point 1.

0 Sample A Student Response Over time heat and pressure changed the sedimentary rock found on book cliffs. Heat made the sediments softer and easier to squish. Then pressure turns the many sediments into one rock. Then the sedimentary rock was made.

Sample A Annotation The student attempts to describe how the sedimentary rock was formed (Over time heat and pressure changed the sedimentary rock…Heat made the sediments softer and easier to squish…Then pressure turns the many sediments into one rock), instead of addressing the given task concerning how the sedimentary rock of the cliffs was changed after formation.

Sample B Student Response Well time can change the cliff and the sunlight can also help with the cliff formation.

Sample B Annotation The student does not correctly identify any of the forces that changed the sedimentary rock on the cliffs over time (time can change the cliff and the sunlight can also help with cliff formation).

Note: “Heat” is also not an acceptable force.

Item Set 3 ‐ Question 15 (TEI Inline Choice)

Item Information

Answer: See image




Evidence Outcome: a. Develop and communicate a scientific explanation addressing a question of local relevance about resources generated by the Sun or Earth.

P Value: 0.7363

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