WASL Washington Assessment s2

WASL Washington Assessment of Student LearningA Component of the Washington State Assessment ProgramUsing Results to Improve Student LearningScience Grade 52007 Released Scenarios and Items Published by the Science Learning Team of the Washington Office of the Superintendent of Public Instruction on October 4, 2007.Copyright © 2007 by Washington Office of the Superintendent of Public Instruction (OSPI)All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document. All other individuals wishing to reproduce this document must contact OSPI.2 Table of ContentsA Letter from Terry Bergeson, State Superintendent of Public Instruction 5Introduction to the Science Released Scenarios and Items 6How to Use this Release Booklet and the Item Analysis Report 8What do the Scores on the Science WASL Mean? 9Using Information and Data to Improve Instruction and Student Achievement 9Using Released Items as Professional Development Opportunities 10Weather Wonders An Earth system scenario describing how two students observed the weather in four different cities in the state of Washington. A map of Washington with the four cities and the average yearly precipitation for the four cities is recorded by the students.Scenario Map 11Scenario 12Items 1 – 4: Multiple choice items with characteristics and data 13Item 5: Factors Affecting Precipitation, Short answer item 18 Scoring Rubric 20 Student papers and annotations 21Item 6: Designing and Testing Solutions, Short answer item 24 Scoring Rubric 26 Student papers and annotations 273 Better Boiling An inquiry scenario on the effects of temperature on time for water to begin boiling.Scenario Map 30Scenario 31Items 7 –10: Multiple choice items with characteristics and data 33Item 11: Write a Conclusion, Short answer item 37 Scoring Rubric 39 Student papers and annotations 43Item 12: Evaluating Potential Solutions, Short answer item 46 Scoring Rubric 48 Student papers and annotations 49Item 13: Plan an Investigation, Extended response item 52 Scoring Rubric 55 Student papers and annotations 594 September, 2007Dear Washington Educator:I am delighted to offer this seventh annual publication of released test items from the 2007 Washington Assessment of Student Learning (WASL). I hope you continue to find these materials helpful to your efforts to improve instruction and increase student learning.This released item document also is available on our Web site and offers the option to print sections individually. In addition, we have printed the state results for each test question into the data analysis box.We release items from the WASL each year, so that teachers and administrators can better analyze the results of specific test items by identifying strengths, weaknesses, patterns and trends of student performance on the Essential Academic Learning Requirements (EALRs). Additionally, the use of these released items in the classroom, along with an intentional focus on the Grade Level Expectations (GLEs), has been found to be an effective method for improving student learning and achievement.Using these test items and your school- and district-specific data that is provided by the state, you will be able to learn more about students in your school and district. By analyzing the differences in data and the relationship of each question to the EALRs, areas of strength and improvement will become apparent. I encourage you to join with other staff to work with the item-specific scoring guides and the annotated student responses that illustrate each score point. Schools that have used this process have given very positive feedback about this experience. Please continue to visit our Web site, www.k12.wa.us, for additional resources. I wish you a wonderful and successful school year as we continue our work together to ensure all students have the skills needed to be successful today and in the future. Sincerely,Dr. Terry Bergeson State Superintendent of Public Instruction5 Introduction to the Science Released Scenarios and ItemsThe OSPI Assessment Team is delighted to offer these released scenarios and associated items from the grade five Science WASL given in the spring of 2007. We release scenarios and items each year so teachers and administrators can better analyze the results of specific test items in order to identify strengths, weaknesses, patterns, and trends of student performance on the Science Essential Academic Learning Requirements (EALRs). This release booklet contains two scenarios with 13 items representing 40.8% of the exam points. Powerful Classroom Assessments: Released scenarios and items are refined into Powerful Classroom Assessments (PCAs) for use in science classrooms. PCAs include pilot and template items reflecting the whole test map of the Science WASL and ten annotated student responses for each constructed-response item. Using Science PCAs to help students get involved in their assessment has been demonstrated to be an effective method for improving student learning and achievement. All published PCAs and templates to write your own PCAs are available through the OSPI website at www.k12.wa.us. PCA workshops are offered regularly in every region of the state through Educational Service Districts (ESDs), Washington Science Teachers Association (WSTA), Leadership and Assistance in Science Education Reform (LASER), school districts, and OSPI institutes. Science WASL: The Science WASL is composed of about six scenarios measuring student understanding of the three Science EALRs (see the state’s science symbol on the left). System scenarios briefly describe a natural system then ask students about the inputs, outputs, and transfers of matter, energy, and information in the system. Inquiry scenarios describe a student investigation then ask students to analyze the investigation, including writing a conclusion and planning a new investigation. Application scenarios describe a student solution to a human problem then ask students to analyze the solution, including designing a solution to a new problem. The points on the Science WASL are balanced among the Systems of Science with 33% physical systems, 33% Earth/space systems, and 33% living systems. In addition to these scenarios, a pilot scenario with five items is embedded at the end of one of the sections of the exam. The updated 2007 Science WASL Specifications are available through the OSPI website at www.k12.wa.us /assessment/WASL/Science/default.aspx. *New Science Core Concepts: During the 2006-07 school year, the state’s science learning system established 15 science core concepts. These are the 15 GLEs which are key to understanding the Systems of Science. These GLEs describe fundamental concepts that incorporate (bring together) other related concepts (GLEs). Science core concepts are GLEs through which related concepts will be understood. (E.g. Experiencing conservation of matter through a physical change, like mixing salt and water, will help build understanding of the properties and structure of salt and water.) If students correctly respond to items measuring these 15 science core concepts on the Science WASL, they will be proficient. For more information about science core concepts, attend OSPI workshops or review the 2007 Science GLEs with WASL Evidences of Learning document at www.k12.wa.us/assessment/WASL/Science /default.aspx . *New 2007 Legislation Update: The state government continues to strongly support high quality science education for all. The governor and legislature have greatly increased resources to improve science education by funding additional professional development days for teachers of science and quadrupling the funding for LASER. At the same time, new law asks the State Board of Education to review the science standards with respect to other states’, national, and international standards then make necessary revisions by December 2008. These laws ask OSPI to gather stakeholders and identify three sets of instructional materials best suited for the revised science standards by June 2009. In addition, new law requires the class of 2013 to be proficient in science to graduate.6 *New Science National Assessment of Educational Progress (NAEP): In preparation for the 2009 administration of science NAEP, a new framework has been published. Most states are correlating their science standards to this new NAEP science framework as shown in the chart below. NAEP is called the Nation’s Report Card and is required by federal law. NAEP posts results and comparisons between states on their website at nces.ed.gov/nationsreportcard. WA Core Science Concepts NAEP Science Framework Systems of Science Science Content Physical Systems Physical Science Energy Transfer and Transformation Energy Conservation of Matter (and Energy) Matter Forces to Explain Motion Motion Earth and Space Systems Earth and Space Science Components and Patterns of Earth Systems Earth Structures Processes and Interactions in Earth Systems Earth Systems Interactions in the Solar System and Beyond Earth in Space and Time Living Systems Life Science Life Processes and the Flow of Matter and Energy Structures and Functions of Living System Interdependence of Life Changes in Living System Biological Evolution Note: All test items are coded as science content. Inquiry in Science Science Practices Planning and Conducting Safe Investigations Identifying Science Principles Explaining (the results of an investigation) Using Science Principles Evaluating Methods of Investigations Using Scientific Inquiry Application of Science Using Technological Design Designing and Testing Solutions Note: Each test item for a particular science content is also Evaluating Potential Solutions classified as one of the science practices Environmental and Resource IssuesWe trust this publication is helpful for you when analyzing your students’ performance on the Science WASL. Please contact any of the team with your questions or if you would like to get more involved in the state’s science learning system.Sincerely, OSPI Science Assessment TeamRoy Beven ( [email protected] ) Andy Boyd ([email protected]) Science Assessment Manager Science Assessment TOSACinda Parton ( [email protected] ) Jonathan Frostad ([email protected]) Science Assessment Specialist Science Assessment TOSAMolly Becker-Miller ([email protected]) Science Assessment Support7 How to Use this Release Booklet and the Item Analysis ReportTo analyze your results, you should have two documents: this Release Booklet and the Item Analysis Report available at https://eds.ospi.k12.wa.us/WASLTestItems/default.aspx. These two documents should be used together to help administrators, teachers, and parents understand and use released Science WASL scenarios and items. This Release Booklet includes the following information:  A scenario map showing the design of the scenario, including the WASL Evidence of Learning gathered for each targeted GLE and the cognitive level of the items of the scenario.  WASL science scenarios and the associated items from the 2007 operational exam.  A table for each item where state-level results are recorded and places for you to enter your school-level and district-level results for each item.  Item-specific scoring rubrics, sample student responses at each score point, and annotations for each student response explaining how the score was derived. The Item Analysis Report includes the following information:  A list of all released items referenced to EALR, GLE, and WASL Evidence of Learning.  Data on student responses to multiple-choice items, including the percentage of students who responded to each possible answer by school, district, and state. Correct answers are indicated with an asterisk.  Data for constructed-response items (short answer and extended response) are presented by the percentage of students who scored at each score point by school, district, and state.  Data for the “write a conclusion” and “nature of forces” short answer (2-point) items are also presented in terms of 4 value points by school, district, and state. The attributes of a scientific conclusion or a description of forces are assigned value points that are used to derive the student’s item scores.  Data for the “plan an investigation” and “design a solution” extended response (4-point) items are presented in terms of 10 value points by school, district, and state. The attributes of a scientific investigation and of designing solutions are assigned value points that are used to derive the student’s item scores. To Interpret Your Data:  First, transfer your data from the Item Analysis Report to the Released Booklet. Transfer all the information for each item into each table so you will have all the information in one place.  Second, examine the item types to determine the strengths and weaknesses in student performance in your school or district. Do the students perform well on multiple-choice items? Constructed-response items? What percentage of students in your school or district left constructed-response items blank or earned a zero?  Third, examine the data by strand and learning targets. Group together targets that represent strengths and weaknesses for the students in your school or district. Do the targets all fit under one particular strand?  Fourth, look for trends. Do the students in your school perform markedly lower or higher on a particular item in comparison to the students in your district or the state? What do the Scores on the Science WASL Mean?The high school Science WASL measures what all students should know and be able to do in science by the spring of their 10th grade year. The Science WASL does not measure student understanding developed in one course or one school year. The Science WASL measures students’ understanding of science concepts and processes developed from kindergarten through 10th grade, with the assumption that all students have been provided the opportunity to learn the Science EALRs and GLEs every one of the eleven years the students have been in school. Items on the Science WASL measure student understanding of many of the 41 Science GLEs. However, the majority of the points measure student understanding of the 15 Core Science Concepts (GLEs). These released items give some indication of how well students did on particular GLEs. Proficiency on the Science WASL indicates a student is literate in science. As a whole, the Science WASL measures students’ understanding of the three Science EALRs. The strand scores are directly related to the three Science EALRs. Strand scores indicate how well students did on all the items of a strand compared to proficient or advanced students.  Systems of Science strand is measured by 40% of the Science WASL points.  Inquiry in Science strand is measured by 40% of the Science WASL points  Application of Science strand is measured by 20% of the Science WASL points. Using Information and Data to Improve Instruction and Student AchievementTo add meaning to the released item data and strand scores, educators should establish how and where students have the opportunity to learn the Science EALRs and GLEs in their classrooms and school systems. Educators should examine classroom assessment to identify where WASL Evidences of Learning are collected. To improve student learning, educators must assure instruction is focused upon the three Science EALRs. To assure students’ Science WASL results reflect their true understanding of the three Science EALRs, educators should make certain that all students have the opportunity to learn so they can do their best on the Science WASL. Teachers and Administrators: In appropriate groups, assure instructional materials are enhanced to focus upon the three Science EALRs: Systems, Inquiry, and Application. Student performance data on these released items and your strand scores indicate present strengths and weakness. As probably indicated in your students’ performance data, a good place to start is to focus on Inquiry in Science. Notice that 40% of the Science WASL points measure the GLEs of the Inquiry in Science EALR. If your Inquiry in Science strand scores are low, increase the opportunity for students to learn these GLEs. However, all inquiry activities should be focused on the science of the physical, Earth, space, and living systems described in the Systems of Science EALR. To assure that the Inquiry in Science activities you provide will translate well into performance on the Science WASL, use PCAs published by OSPI to help students get involved in their own assessment.9 Using Released Items as Professional Development OpportunitiesKey Goals of Professional Development Opportunities  Develop understanding of the Science EALRs, GLEs, and WASL Evidences of Learning.  Develop understanding of the Science WASL and the meaning of the student, school, and district results.  Develop understanding of how to use PCAs as assessment targets in your curriculum.  Develop a deeper understanding of how to objectively score student responses in science.One to Three Hour Professional Development  Using this Release Booklet and the Science WASL Specifications, follow the guidelines described in the section of this booklet titled, “How to Use this Release Booklet and the Item Analysis Report.”  Provide data analysis from the 2007 released items and ask, “Where do we see areas needing further improvement?” and “What instructional practices can improve student learning in those areas?” Formulate questions based on the work you have done in the school and/or district.  Compare your Science WASL results with other WASL-like Evidences of Learning gathered in the classroom to further define areas in which to focus instruction.  Contact a science education leader in your district, a Science Assessment Leadership Team (SALT) member in your region (information available at www.k12.wa.us), and/or your LASER Alliance (information is available at www.wastatelaser.org) and ask them to facilitate a workshop focused upon your identified areas of need.Four to Eight Hours Professional Development  Contact a certified SALT member in your region to lead PCA workshops for small groups of teachers working with the same instructional materials.  Contact LASER to see how to obtain K-8 professional development services (information is available at www.wastatelaser.org).Follow-Up Professional Development Involving Students  Have teachers use published PCAs with their students.  Gather teachers together to score student responses to the PCAs.  Bring teachers together with their PCA results and ask, “What do the results tell us?” Analyze the science curriculum and ask, “How can we modify the curriculum to build appropriate understanding of the targeted Science GLEs and gather reliable WASL Evidences of Learning?”10 Weather Wonders Scenario MapTitle: Weather Wonders Grade: 5Description: Students observe an Earth system of a map and average yearly precipitation of four cities. Grade Level Expectation & Item Description Item Type Evidence of Learning Codes A oC i R E p f M nSystem of Science A I C o x p e S n S L o i o P S u n g s n t l S h C f q h c f e e i r p c l s n t o c u i o o S S v t WASL Evidence of Learning h n S r w i o e i i a i u p i r e y y a e d t y p c n n r t t c i e e n n s s l s e i y e l v c s t r t t r o g e t for the Grade Level Expectation c d u e e t e e e e e i n e m r m m e s e s s s s Identify water changing state from ice CH03a 1 to liquid water to water vapor and B I back. 1.3.3 Identify simple materials, equipment, IN02f and tools to gather data and extend the C II 2 2.1.2 senses. Identify how one part of Earth’s ST04b system depends on or connects to B I 3 1.2.4 another part of Earth’s system. Identify water changing state from ice CH03a to liquid water to water vapor and B I 4 1.3.3 back. Describe how one part of Earth’s ST04b system depends on or connects to SA II 5 1.2.4 another part of Earth’s system. Describe possible solutions to a AP02b SA II 6 problem. 3.1.25 1 2 4 4 0 I=3pts Point Total = 8 62% 13% 25% 50% 50% 0% II=5pts I: 31% Actual Science WASL = 49 pts. 40% 40% 20% 43% 41% 16% II: 69% Note: Points on the WASL are balanced among the Systems of Science with 33% Physical Systems, 33% Earth/Space Systems, and 33% Living Systems.11 Weather WondersDirections: Use the following information to answer questions 1 through 6 on pages 13 through 29.Ian and Emma planned a trip to four cities in the state of Washington. They expected different types of weather while on their trip. The map below shows the four cities they visited.Map of WashingtonThey found the average yearly precipitation for each of the four cities. They recorded their results in the table below. Precipitation in Four CitiesAverage Yearly City Precipitation (centimeters) Ocean Shores 119 Sequim 41 Seattle 94 Spokane 4312 Weather Wonders1 Water evaporates as wind blows across the Pacific Ocean. Which of the following changes takes place during this evaporation process? o A. Gas to liquid o B. Liquid to gas o C. Solid to gasItem informationCorrect Response: BEALR Strand: Systems of Science Grade Level Expectation: CH03 (1.3.3) Conservation of Matter and Energy Understand that a substance remains the same substance when changing state. Understand that two or more substances can react to become new substances.Evidence of Learning: a) Given an adequate description of an object or system, items may ask students to identify or describe water changing state from ice to liquid water to water vapor and back (e.g. water remains the same substance when freezing, melting, evaporating, and condensing).Performance DataUse the space below to fill in student performance information for your school and district.Item 1 Item 1 Percent Distribution of Responses Responses * correct response School District State A 19.3 *B 72.9 C 7.5NR 0.3 (No Response)13 Weather Wonders2 Emma made the tool below to help her measure the wind at the beach.What would Emma be able to measure using this tool? o A. Wind temperature o B. Wind direction o C. Wind speed Item informationCorrect Response: CEALR Strand: IN Inquiry in ScienceGrade Level Expectation: IN02 (2.1.2) Planning and Conducting Safe Investigations Understand how to plan and conduct simple investigations following all safety rules.Evidence of Learning: f) Given a description of a scientific investigation or adequate description of a system, items may ask students to identify or describe simple materials, equipment, and tools to gather data and extend the senses (e.g. magnifiers, rulers, balances, scales, thermometers).14 Weather WondersPerformance Data for Item 2 Use the space below to fill in student performance information for your school and district.Item 2 Item 2 Percent Distribution of Responses Responses * correct response School District State A 3.2 B 34.1 *C 62.3 NR 0.4 (No Response)15 Weather Wonders3 In Spokane, days are usually hotter in the summer and colder in the winter than are days in Seattle. Which of the following reasons explains this difference? o A. Seattle is farther east than Spokane. o B. Seattle is next to a large body of water. o C. Seattle has more rainfall than Spokane.Item informationCorrect Response: BEALR Strand: Systems of ScienceGrade Level Expectation: ST04 (1.2.4) Components and Patterns of Earth Systems Understand that Earth’s system includes a mostly solid interior, landforms, bodies of water, and an atmosphere.Evidence of Learning: b) Given an adequate description of a part of Earth’s systems, items may ask students to identify or describe how one part of Earth’s system depends on or connects to another part of Earth’s system (e.g. Puget Sound water affects the air over Seattle). Performance DataUse the space below to fill in student performance information for your school and district.Item 3 Item 3 Percent Distribution of Responses Responses * correct response School District State A 14.1 *B 49.9 C 35.6 NR 0.4 (No Response)16 Weather Wonders4 The grass in each of the four cities is sometimes wet in the morning, even on days without rain. What is the source of the water on the grass? o A. Water evaporates from the grass. o B. Water in the air condenses on the grass. o C. Water on the grass is absorbed by the soil.Item informationCorrect Response: BEALR Strand: Systems of ScienceGrade Level Expectation: CH03 (1.3.3) Conservation of Matter and Energy Understand that a substance remains the same substance when changing state. Understand that two or more substances can react to become new substances.Evidence of Learning: a) Given an adequate description of an object or system, items may ask students to identify or describe water changing state from ice to liquid water to water vapor and back (e.g. water remains the same substance when freezing, melting, evaporating, and condensing).Performance DataUse the space below to fill in student performance information for your school and district.Item 4 Item 4 Percent Distribution of Responses Responses * correct response School District StateA 14.4*B 65.9C 19.2NR 0.6 (No Response)17 Weather Wonders5 The diagrams below show the normal wind direction for both Ocean Shores and Spokane.Normal Wind Direction DiagramsExplain why the average yearly precipitation is different between Ocean Shores and Spokane. In your explanation, be sure to:  Describe the average yearly precipitation for Ocean Shores and for Spokane.  Use the Normal Wind Direction Diagrams to explain why Ocean Shores and Spokane have different average yearly precipitations.18 Weather WondersItem InformationScore Points: 2EALR Strand: System of ScienceGrade Level Expectations: ST04 (1.2.4) Components and Patterns of Earth Systems Understand that Earth’s system includes a mostly solid interior, landforms, bodies of water, and an atmosphere.Evidence of Learning: b) Given an adequate description of a part of Earth’s systems, items may ask students to identify or describe how one part of Earth’s system depends on or connects to another part of Earth’s system (e.g. Puget Sound water affects the air over Seattle).Performance DataUse the space below to fill in student performance information for your school and district.Item 5 Item 5 Percent Distribution of Score Points Score Points School District State0 49.11 40.62 7.8NR 2.5 (No Response)Mean 0.6 points19 Weather WondersScoring Rubric for Item 5: Factors Affecting Precipitation A 2-point response demonstrates the student understands the GLE: Components and Patterns of Earth Systems ST04b (1.2.4) Understand that Earth’s system includes a mostly solid interior, landforms, bodies of water, and an atmosphere BY describing how one part of Earth’s system depends on or connects to another part of Earth’s system (e.g. Puget Sound affects the air over Seattle). The response explains why the average yearly precipitation is different between Ocean Shores and Spokane by: Describing the average yearly precipitation for Ocean Shores and for Spokane AND Using the Normal Wind Direction Diagrams to explain why Ocean Shores and Spokane have different average yearly precipitations. Examples: Describes the average yearly precipitation for Ocean Shores and Spokane. 1. Ocean Shores has an average of 119 cm. Spokane has an average of 43 cm. 2. Ocean Shores receives more rain than Spokane. 3. Spokane receives less than half as much rain as Ocean Shores. Explains why Ocean Shores and Spokane have different yearly precipitations 1. Wet wind from the Pacific blows over Ocean Shores producing lots of rain. Dry wind from land blows over Spokane producing less rain. 2. Spokane is not close to a large body of water like Ocean Shores, so the wind will not pick up as much water. A 1-point response demonstrates the student has partial understanding of the GLE. The response explains why the average yearly precipitation is different between Ocean Shores and Spokane by describing the average yearly precipitation for Ocean Shores and for Spokane, but the use of the Normal Wind Direction Diagrams to explain why Ocean Shores and Spokane have different average yearly precipitations is vague or incomplete. OR The response explains why the average yearly precipitation is different between Ocean Shores and Spokane by using the Normal Wind Direction Diagrams to explain why Ocean Shores and Spokane have different average yearly precipitations, but does not include a complete description of the average yearly precipitations for Ocean Shores and Spokane.A 0-point response demonstrates the student has little or no understanding of the GLE. General Notes: 1. If used, numeric values from the Precipitation in Four Cities table must be precise. 2. Responses must include moisture (evaporated water) being moved by wind to be credited for an explanation of why the average annual precipitations are different. Pushing water cannot be credited as evaporation of water. 3. Responses that only imply one of the cities may be credited (e.g. Spokane receives less rain). 4. Responses that have an arithmetic error cannot receive 2 points. 5. Responses that do not discuss precipitation cannot be credited any points.20 Weather WondersAnnotated example of a 2-point response for item 5:5 The diagrams below show the normal wind direction for both Ocean Shores and Spokane. Normal Wind Direction DiagramsExplain why the average yearly precipitation is different between Ocean Shores and Spokane. In your explanation, be sure to:  Describe the average yearly precipitation for Ocean Shores and for Spokane.  Use the Normal Wind Direction Diagrams to explain why Ocean Shores and Spokane have different average yearly precipitations.In Ocean Shores they get 119 centimeters of precipitation, and in Spokane they only get 43 centimeters. In ocean shores the wind pushes over the ocean causing more mist and rain, where in Spokane its all dry land so they dont get as much.Score Annotations Point Description of the average yearly precipitation of Ocean Shores and Spokane: In Ocean Shores … 119 centimeters of precipitation, and in Spokane … only get 43 centimeters. 2 Why Ocean Shores and Spokane have different average yearly precipitations: In ocean shores the wind pushes over the ocean causing more mist and rain … in Spokane its (Spokane is) all dry land … dont get as much.21 Weather WondersAnnotated example of a 1-point response for item 5:5 The diagrams below show the normal wind direction for both Ocean Shores and Spokane. Normal Wind Direction DiagramsExplain why the average yearly precipitation is different between Ocean Shores and Spokane. In your explanation, be sure to:  Describe the average yearly precipitation for Ocean Shores and for Spokane.  Use the Normal Wind Direction Diagrams to explain why Ocean Shores and Spokane have different average yearly precipitations.The average yearly percipitation for ocean shores is 119 centimeters because ocean shores is right by the ocean. Where as spokanes pecipitaion is 43 in centimeters because Spokane is nowhere near the ocean.Score Annotations Point Description of the average yearly precipitation of Ocean Shores and Spokane: The average yearly percipitation for ocean shores is 119 centimeters ... where as spokanes pecipitaion is 43 in centimeters …. Why Ocean Shores and Spokane have different average yearly 1 precipitations: … ocean shores is right by the ocean. … Spokane is nowhere near the ocean. Vague explanation because there is no description of how precipitation is moved (see General Note 2).22 Weather WondersAnnotated example of a 0-point response for item 5:5 The diagrams below show the normal wind direction for both Ocean Shores and Spokane. Normal Wind Direction DiagramsExplain why the average yearly precipitation is different between Ocean Shores and Spokane. In your explanation, be sure to:  Describe the average yearly precipitation for Ocean Shores and for Spokane.  Use the Normal Wind Direction Diagrams to explain why Ocean Shores and Spokane have different average yearly precipitations. the difference in Ocean shores and Spokane are that ocean shores has water and Spokane is just dryScore Annotations PointDescription of the average yearly precipitation of Ocean Shores and Spokane: NoneWhy Ocean Shores and Spokane have different average yearly 0 precipitations: the difference in Ocean shores and Spokane are that ocean shores has water and Spokane is just dry No description of precipitation (see General Note 5).23 Weather Wonders6 Emma needs to buy a coat for her trip. The table below describes the properties of four materials often used in coats. Describe two different materials that Emma could have as the two layers in her coat. The coat needs to be waterproof, warm, and as lightweight as possible. In your description, be sure to:  Name the material for the outer layer and inner layer.  Describe the reason for choosing each layer.Material for the outer layer:Reason:Material for the inner layer:Reason:24 Weather WondersItem InformationScore Points: 2EALR Strand: AP Application of ScienceGrade Level Expectations: AP02 (3.1.2) Designing and Testing Solutions Understand how the scientific design process is used to develop and implement solutions to human problems. Evidence of Learning: b) Given a common, straightforward problem, items may ask students to describe possible solutions to a problem (e.g. preventing an injury on the playground by creating a softer landing at the bottom of a slide).Performance DataUse the space below to fill in student performance information for your school and district.Item 6 Item 6 Percent Distribution of Score Points Score Points School District State0 50.51 9.02 38.8NR 1.7 (No Response)Mean 0.9 points25 Weather WondersScoring Rubric for Item 6: Designing and Testing Solutions A 2-point response demonstrates the student understands the GLE: Designing and Testing Solutions AP02b (3.1.2) Understand how the scientific design process is used to develop and implement solutions to human problems BY describing possible solutions to a problem (e.g. preventing an injury on the playground by creating a softer landing at the bottom of a slide).The response describes two different materials that Emma could have as the two layers for a coat that is waterproof, warm and lightweight by: Naming the material for the outer layer and inner layer AND Describing the reason for choosing both layers.Examples: Outer layer Reason Inner layer Reason A waterproof and warm B, C, or D lightweightC waterproof and lightweight A warmA 1-point response demonstrates the student has partial understanding of the GLE.The response names two different materials that Emma could have as the two layers for a coat by naming the material for the outer layer and inner layer and describing at least two different properties as reasons for choosing the layers.A 0-point response demonstrates the student has little or no understanding of the GLE.General Notes: 1. A response giving an incorrect property of a material may not be credited two score points (e.g. outer A because waterproof and warm, inner B because warm and lightweight would receive one score point). 2. A response that does not name and describe a waterproof outer layer may not be credited two score points.26 Weather WondersAnnotated example of a 2-point response for item 6:6 Emma needs to buy a coat for her trip. The table below describes the properties of four materials often used in coats. Describe two different materials that Emma could have as the two layers in her coat. The coat needs to be waterproof, warm, and as lightweight as possible. In your description, be sure to:  Name the material for the outer layer and inner layer.  Describe the reason for choosing each layer.Material for the outer layer: AReason: It is waterproof for all that rain and it warm for all those cold and wet days.Material for the inner layer: CReason: It is waterproof in case it rains one day and it is lightweight in case of a long steap hikeAnnotations Score Point Material for the outer layer: A Reason: … waterproof … warm … 2 Material for the inner layer: C Reason: …waterproof … lightweight…27 Weather WondersAnnotated example of a 1-point response for item 6:6 Emma needs to buy a coat for her trip. The table below describes the properties of four materials often used in coats. Describe two different materials that Emma could have as the two layers in her coat. The coat needs to be waterproof, warm, and as lightweight as possible. In your description, be sure to:  Name the material for the outer layer and inner layer.  Describe the reason for choosing each layer.Material for the outer layer: AReason: Material A is the warmer than all.Material for the inner layer: CReason: It’s one of the ones that are waterproof.Annotations Score Point Material for the outer layer: A Reason: … warmer … Material for the inner layer: C 1Reason: … waterproof. Response only describes two properties of the materials used in coats.28 Weather WondersAnnotated example of a 0-point response for item 6:6 Emma needs to buy a coat for her trip. The table below describes the properties of four materials often used in coats. Describe two different materials that Emma could have as the two layers in her coat. The coat needs to be waterproof, warm, and as lightweight as possible. In your description, be sure to:  Name the material for the outer layer and inner layer.  Describe the reason for choosing each layer.Material for the outer layer: A.Reason: because it is waterproofMaterial for the inner layer: A.Reason: Because it is warm.Annotations Score Point Material for the outer layer: AReason: … waterproof Note: Response must name two materials for a score point one Material for the inner layer: A 0Reason: : … warmNote: Response must name two materials for a score point one29 Better Boiling Scenario MapTitle: Better Boiling Grade: 5Description: A student investigates the effect of temperature on time for water to begin boiling. Grade Level Expectation & Item Description Item Type Evidence of Learning Codes A oC i R E p f MSystem of Science n A IC o o i x p e o S P n S L n S C S f u n g s f t l h r q h c e t e i p o S S c l s h n S r o c u i o v t WASL Evidence of Learning n u w p i o y a e y i i y a i i r e e d t c p e n c s n n s r t s t i e n l t r t t e i y e g l v t c s u e e t r o e e for the Grade Level Expectation c d e i e e e m r m m e n e s e s s s s Identify the changed IN02c C I 7 (manipulated) variable in an 2.1.2 investigation. Identify variables kept the same IN02b 8 A I (controlled) in an investigation. 2.1.2 Identify how the method of IN09a A I 9 investigation ensures reliable 2.2.4 results. Identify where or when a part ST02b A I 10 of a simple physical system has 1.2.2 the greatest or least energy. Write a conclusion including IN03a SA II 11 supporting data from an 2.1.3 investigation. Describe the reason(s) for the effectiveness of a solution to a AP03b 12 SA II problem using scientific 3.1.3 concepts/principles. Construct a logical plan for a IN02e 13 ER II simple controlled investigation 2.1.21 9 2 4 4 4 I=4pt. Point Total = 12 8% 75% 17% 33% 33% 33% II=8pts I: 31% Actual Science WASL = 49 pts. 40% 40% 20% 43% 41% 16% II: 69% Note: Points on the WASL are balanced among the Systems of Science with 33% Physical Systems, 33% Earth/Space Systems, and 33% Living Systems.30 Better BoilingDirections: Use the following information to answer questions 7 through 13 on pages 33 through 68.Joel heard that cold water will begin boiling (bubbling at the surface) faster than hot water when heated the same. He and his father did the following investigation.Question: How does the starting temperature of water affect the time for the water to begin boiling?Prediction: The lower the water’s starting temperature, the quicker the water will begin boiling.Materials: empty cans of the same size labeled A, B, C large pan stove burner water: same amounts of ice water, cold water from the faucet, and hot water from the faucet thermometer stopwatch31 Better BoilingProcedure: 1. Set up the large pan and cans of water as shown in the Investigation Setup diagram. 2. Measure and record the starting temperature of the water in each can. 3. Place the pan on the stove burner, and turn the burner on to medium heat. 4. Measure and record the time for the water to begin boiling in each can as Trial 1. 5. Turn the burner off, and let the pan cool. 6. Repeat steps 1 through 5 two more times as Trials 2 and 3. 7. Find and record the average starting temperature and average time for the water to boil in each can.Data:Starting Temperature vs. Time to BoilTime to Boil (seconds) Starting Temperature Trial 1 Trial 2 Trial 3 Average5˚ C 265 267 272 268 (Can A, Ice water)11˚ C 257 252 253 254 (Can B, Cold water)51˚ C 142 140 138 140 (Can C, Hot water)32 Better Boiling7 Which variable was the changed (manipulated) variable in this investigation? o A. Type of pan used o B. Size of the can used o C. Starting temperature of the waterItem informationCorrect Response: CEALR Strand: IN Inquiry in ScienceGrade Level Expectation: IN02 (2.1.2) Planning and Conducting Safe Investigations Understand how to plan and conduct simple investigations following all safety rules.Evidence of Learning: c) Given a description of a scientific investigation, items may ask students to identify the changed (manipulated) variable in an investigation.Performance DataUse the space below to fill in student performance information for your school and district.Item 7 Item 7 Percent Distribution of Responses Responses * correct response School District State A 2.1 B 3.0 *C 94.7NR 0.1 (No Response)33 Better Boiling8 Which of the following variables was kept the same (controlled) in this investigation? o A. Amount of water in each can o B. Type of water in each can o C. Placement of cans on panItem informationCorrect Response: AEALR Strand: IN Inquiry in ScienceGrade Level Expectation: IN02 (2.1.2) Planning and Conducting Safe Investigations Understand how to plan and conduct simple investigations following all safety rules.Evidence of Learning: b) Given a description of a scientific investigation, items may ask students to identify variables kept the same (controlled) in an investigation.Performance DataUse the space below to fill in student performance information for your school and district.Item 8 Item 8 Percent Distribution of Responses Responses * correct response School District State *A 78.6 B 14.2 C 7.0NR 0.2 (No Response)34 Better Boiling9 Why did Joel repeat the investigation two more times? o A. To be sure the time to boil was correct o B. To fill out his data table with results o C. To make the results fit his predictionItem informationCorrect Response: AEALR Strand: IN Inquiry in ScienceGrade Level Expectation: IN09 (2.2.4) Evaluating Methods of Investigation Understand how to make the results of scientific investigations reliable.Evidence of Learning: a) Given a description of a system or investigation, items may ask students to identify or describe how the method of investigation ensures reliable results (i.e. reliability means that repeating an investigation gives similar results).Performance DataUse the space below to fill in student performance information for your school and district.Item 9 Item 9 Percent Distribution of Responses Responses * correct response School District State *A 52.8 B 31.2 C 15.4NR 0.6 (No Response)35 Better Boiling10 Which of the following liquids had the greatest amount of energy before being heated? o A. Hot water o B. Ice water o C. Cold water Item informationCorrect Response: AEALR Strand: Systems of ScienceGrade Level Expectation: ST02 (1.2.2) Energy Transfer and Transformation Understand that energy can be transferred from one object to another and can be transformed from one form of energy to another.Evidence of Learning: b) Given an adequate description of a simple physical system, items may ask students to identify where or when a part of a simple physical system has the greatest or least energy (e.g. a toy car will have the greatest energy of motion at the bottom of a ramp when released from the top of a ramp).Performance DataUse the space below to fill in student performance information for your school and district.Item 10 Item 10 Percent Distribution of Responses Responses * correct response School District State *A 70.7 B 23.0 C 6.0NR 0.3 (No Response)36 Better Boiling11 Write a conclusion for this investigation.In your conclusion, be sure to:  Answer the investigative question.  Include supporting data from the Starting Temperature vs. Time to Boil table.  Explain how these data support your conclusion.Question: How does the starting temperature of water affect the time for the water to begin boiling?37 Better BoilingItem InformationScore Points: 2EALR Strand: IN Inquiry in ScienceGrade Level Expectations: IN03 (2.1.3) Explaining Understand how to construct a reasonable explanation using evidence.Evidence of Learning: a) Given a description of a scientific investigation or adequate description of a system, items may ask students to identify or write a conclusion including supporting data from an investigation.Performance DataUse the space below to fill in student performance information for your school and district.Item 11 Item 11 Percent Distribution of Score Points Score Points School District State0 65.51 14.92 17.9NR 1.7 (No Response)Mean 0.5 points38 Better BoilingScoring Rubric for Item 11: Write a ConclusionValue Performance Description PointsA 2-point response demonstrates the student understands the GLE: Explaining IN03a (2.1.3) Understand how to construct a reasonable explanation using evidence BY writing a conclusion including supporting data from an investigation. 4 Example: The higher the starting temperature of water, the faster the water boiled. Ice water at 5˚ C took 268 seconds to begin to boil. Hot water at 51˚ C took 140 seconds to begin to boil. The ice water took 128 seconds longer to boil than the hot water.A 1-point response demonstrates the student has partial understanding of the GLE. 2-3A 0-point response demonstrates the student has little or no understanding 0-1 of the GLE.Starting Temperature vs. Time to BoilTime to Boil (seconds) Starting Temperature Trial 1 Trial 2 Trial 3 Average5˚ C 265 267 272 268 (Can A, Ice water)11˚ C 257 252 253 254 (Can B, Cold water)51˚ C 142 140 138 140 (Can C, Hot water)39 Better BoilingScoring Rubric and Results for Item 11: Write a Conclusion (continued) Attributes of a Conclusion for Awarding Value Points Note: The italicized print is the part of the “Example” credited for the value point. Value Performance Description Points Conclusive statement correctly answers the investigative question (or correctly states the hypothesis/prediction was incorrect): The higher the starting temperature of water, the faster the water boiled. Attribute Notes: 1 1. A vague conclusive statement (e.g. the start temperature of water did affect the time for the water to boil) cannot be credited, but other value points can be credited. 2. A response with an incorrect conclusive statement or no conclusive statement may not be credited any value points. Supporting data should at least be over the entire range of the conditions investigated. Thus the minimum reported data are the lowest and highest conditions of the manipulated variable for quantitative data (responding variable when manipulated variable information is descriptive). Supporting Data for 5˚ C Water: Ice water at 5˚ C took 268 seconds to begin to 1 boil. OR The ice water took 128 seconds longer to boil than the hot water. Supporting Data for 51˚ C Water: Hot water at 51˚ C took 140 seconds to begin 1 to boil. OR The ice water took 128 seconds longer to boil than the hot water Explanatory language, separate from the conclusive statement, is used to connect or compare the supporting data to the conclusive statement: The ice water took 128 seconds longer to boil than the hot water.Attribute Notes: 1. This point can only be credited when at least one numeric value (or the text from a descriptive data table) for the manipulated or responding variable is included in the response. 2. A copy of the conclusive statement cannot be credited for explanatory language. However, a re- phrased credited conclusive statement can be credited. 1 3. Explanatory language comparing the range of the manipulated and/or responding variables may be credited. (E.g. When the starting temperature was 5º C, the time to boil was longest, 268 seconds.) 4. If a response misquotes trend data between the highest and lowest conditions, this value point cannot be credited. 5. Transitional words (e.g. however, therefore, because, so, then, clearly, but) cannot be credited as explanatory language even when added to a conclusive statement. 6. A compound sentence as a conclusive statement may be read as two separate sentences. Total Possible Value Points 440 Better BoilingScoring Rubric for Item 11: Write a Conclusion (continued) General Notes: 1. Copying the Data Table: If a response just copies the whole data table verbatim, supporting data value points may not be credited even with a correct conclusive statement and explanatory language. a) For grades 3-5, a translation of the whole data table into sentences is acceptable. b) NA 2. Supporting Data: Responses must give the precise numerical values or precise descriptive language from the data table for both the manipulated and responding variables. a) NA b) For grades 3-5, consistent trial data, or data before the completion of the investigation when measuring a responding variable over time can be credited. c) Rounded numerical values cannot be credited. d) Units and significant figures are not necessary for credit. e) Minor language differences in descriptive data may be acceptable as decided in range finding (e.g. ice water, really/very cold, or Can A; cold water or Can B; and hot water or Can C can be used in place of 5˚ C water, 11˚ C water, and 51˚ C water, respectively). f) For grades 3-5, the manipulated variable may be implied. 3. Derived Data: Responses giving their own derived data between conditions can be credited for supporting data and explanatory language (e.g. the ice water took 128 seconds longer to boil than the hot water). a) When the derived data uses the lowest and/or highest conditions, one or both supporting data points can be credited. b) Minor arithmetic errors in derived values are acceptable as decided in range finding. (e.g. none found in range finding). 4. Cold, cold water, water is cold, can mean 11º C water unless the response implies cold water as a different condition (e.g. cold water, warmer water, hot water will be scored as ice water, cold water, hot water).41 Better BoilingPerformance Data for Item 11 Conclusion AttributesUse the space below to fill in student performance information for your school and district.Item 11 Value Point Item 11 Percent Distribution of Value Points Investigation Attributes School District StateConclusive Statement 52.3 Supporting Data 29.2 for 5˚ C Water Supporting Data 31.0 for 51˚ C Water Explanatory 21.0 Language42 Better BoilingAnnotated example of a 2-point response for item 11:11 Write a conclusion for this investigation.In your conclusion, be sure to:  Answer the investigative question.  Include supporting data from the Starting Temperature vs. Time to Boil table.  Explain how these data support your conclusion.Question: How does the starting temperature of water affect the time for the water to begin boiling? The hot water boiled before the ice water and cold water. The hot water took an average 140 seconds, the cold water took 254 second, and the ice water took 268 seconds. The hot water boiled 114 seconds faster than the cold water and 128 seconds faster than the ice waterValue Annotation Point Conclusive Statement: The hot water boiled before the ice water … 1Supporting Data for 5° C Water: … the ice water took 268 seconds. 1 Supporting Data for 51° C Water: The hot water took an average140 1 seconds … Explanatory Language: The hot water boiled … 128 seconds faster than the ice 1 water Total Value & Score Points 4 243 Better Boiling Annotated example of a 1-point response for item 11:11 Write a conclusion for this investigation.In your conclusion, be sure to:  Answer the investigative question.  Include supporting data from the Starting Temperature vs. Time to Boil table.  Explain how these data support your conclusion.Question: How does the starting temperature of water affect the time for the water to begin boiling? The starting temperature of the water affects the time it starts to boil because if you look at the data table the ice water boild 265 the first trial the hot water boild at 142 the first time and the cold water boiled at 257 the first trial.Value Annotation Point Conclusive Statement: The starting temperature of the water affects the time it (water) starts to boil … 0 A vague conclusive statement: Attribute Note 1 Supporting Data for 5° C Water: … the ice water boild 265 the first trial … 1Supporting Data for 51° C Water: … the hot water boild at 142 the first time … 1Explanatory Language: None 0Total Value & Score Points 2 144 Better Boiling Annotated example of a 0-point response for item 11:11 Write a conclusion for this investigation.In your conclusion, be sure to:  Answer the investigative question.  Include supporting data from the Starting Temperature vs. Time to Boil table.  Explain how these data support your conclusion.Question: How does the starting temperature of water affect the time for the water to begin boiling? If the water is really cold then it will take a longer time to boil then the hotter water. The time will be different because one of the cups is already hot so it wouldn’t take that long.Value Annotation Point Conclusive Statement: … water is really cold then it (water) will take a longer 1 time to boil then the hotter water. Supporting Data for 5° C Water: None 0Supporting Data for 51° C Water: None 0Explanatory Language: None 0Total Value & Score Points 1 045 Better Boiling12 Joel wants to boil water to make hot chocolate in the shortest amount of time. Based on the results of his investigation, what kind of water should Joel start with to make hot chocolate? Be sure to:  Choose one kind of water: ice water, cold water, or hot water.  Explain your answer using data from Joel’s investigation.46 Better BoilingItem InformationScore Points: 2EALR Strand: AP Application of ScienceGrade Level Expectations: AP03 (3.1.3) Evaluating Potential Solutions Analyze how well a design or a product solves a problem.Evidence of Learning: b) Given a problem, attempted solution, results, and criteria for evaluation, items may ask students to identify or describe the reason(s) for the effectiveness of a solution to a problem or challenge using scientific concepts/principles.Performance DataUse the space below to fill in student performance information for your school and district.Item 12 Item 12 Percent Distribution of Score Points Score Points School District State0 36.91 34.22 28.1NR 0.8 (No Response)Mean 0.9 points47 Better BoilingScoring Rubric for Item 12: Evaluating Potential Solutions A 2-point response demonstrates the student understands the GLE: Evaluating Potential Solution AP03b (3.1.3) Analyze how well a design or a product solves a problem BY describing the reason(s) for the effectiveness of a solution to a problem or challenge using scientific concepts/principles.The response answers the question of what kind of water Joel should start with to make hot chocolate in the shortest amount of time by: Choosing hot water AND Explaining the answer using data from Joel’s investigation.Example: Joel should use the hot water at 51˚ C. The hot water took the least time to boil, 140 seconds. A 1-point response demonstrates the student has partial understanding of the GLE.The response chooses hot water and includes a vague or incomplete explanation of why this type of water should be used. A 0-point response demonstrates the student has little or no understanding of the GLE.General Notes: 1. A complete explanation includes a reason for choosing hot water and using data (some numeric value) from the investigation. 2. An incomplete explanation may include a non-specific reference to data or incorrect data.48 Better BoilingAnnotated example of a 2-point response for item 12:12 Joel wants to boil water to make hot chocolate in the shortest amount of time. Based on the results of his investigation, what kind of water should Joel start with to make hot chocolate? Be sure to:  Choose one kind of water: ice water, cold water, or hot water.  Explain your answer using data from Joel’s investigation.Joel should use the hot water to start out with. He should do this because in the experiment the water boiled 128 sec. (on average) faster than the ice cold water and 114 sec. (on average) hot faster than the cold water.Score Annotations PointsKind of water: Joel should use the hot water … 2 Explanation using data: … the hot water boiled 128 sec. (on average) faster than the ice cold water …49 Better BoilingAnnotated example of a 1-point response for item 12:12 Joel wants to boil water to make hot chocolate in the shortest amount of time. Based on the results of his investigation, what kind of water should Joel start with to make hot chocolate?Be sure to:  Choose one kind of water: ice water, cold water, or hot water.  Explain your answer using data from Joel’s investigation.Joel should use hot water if he wants to make hot chocolate in the shortest amount of time. Because based on his data hot water boils faster than ice cold water and cold water. So joel should use hot water.Score Annotations PointsKind of water: Joel should use hot water … 1 Explanation using data: … because based on his data hot water boils faster than ice cold water … Vague use of data50 Better BoilingAnnotated example of a 0-point response for item 12:12 Joel wants to boil water to make hot chocolate in the shortest amount of time. Based on the results of his investigation, what kind of water should Joel start with to make hot chocolate? Be sure to:  Choose one kind of water: ice water, cold water, or hot water.  Explain your answer using data from Joel’s investigation.I think based on the data that Joel should use ice water because the data from his investigation shows that hot water boiled the slowest and cold water boiled kinda in the middle and Ice water boiled the fastest. So if he wants to make hot chocolate as fast as he can he should use ice water.Score Annotations PointsKind of water: … should use ice water … Incorrect 0 Explanation using data: … hot water boiled the slowest … and Ice water boiled the fastest. Incorrect reading of the table51 Better Boiling13 Plan a new investigation to answer the new question printed in the box. In your plan, be sure to include:  Prediction of the investigation results  Materials needed to do the investigation  Procedure that includes:  logical steps to do the investigation  one measured (responding) variable  one variable kept the same (controlled)  how often measurements are taken and  one changed (manipulated) variable recordedQuestion: How do different amounts of water affect the time for the water to begin boiling?Prediction:Materials:Procedure: You may use this space for a labeled diagram to support your procedure.52 Better BoilingProcedure: (continued) Better BoilingItem InformationScore Points: 4EALR Strand: IN Inquiry in ScienceGrade Level Expectations: IN02 (2.1.2) Planning and Conducting Safe Investigations Understand how to plan and conduct simple investigations following all safety rules.Evidence of Learning: e) Given a description of a scientific investigation, items may ask students to construct a logical plan for a simple controlled or field investigation.Performance DataUse the space below to fill in student performance information for your school and district.Item 13 Item 13 Percent Distribution of Score Points Score Points School District State0 30.21 22.02 11.03 17.24 18.5NR 1.2 (No Response)Mean 1.7 points54 Better BoilingScoring Rubric for Item 13: Plan an Investigation Value P Performance Description oi nt s A 4-point response demonstrates the student understands the GLE: Planning and Conducting Safe Investigations IN02e (2.1.2) Understand how to plan and conduct 7-8 simple investigations following all safety rules BY constructing a logical plan for a simple controlled or field investigation. A 3-point response demonstrates the student partially understands the GLE. 5-6A 2-point response demonstrates the student has limited understanding of the GLE. 3-4 A 1-point response demonstrates the student has very little understanding 1-2 of the GLE. A 0-point response demonstrates the student has almost no understanding 0 of the GLE. Attributes of a Controlled Investigation for Awarding Value Points Investigation Value Description of Attributes Attributes Point The prediction must answer the given question including the effect of the changed (manipulated) variable (amount of water) Prediction 1 on the measured (responding) variable (time for the water to begin boiling). A list of the minimum materials needed to perform the procedure (e.g., water, device for measuring the amount of water/cup, can/container/cup, heat source, timing device).Attribute Notes: 1. The ‘right’ amount of ingredients (e.g. ‘x’ mL or ‘y’ grams) needed to Materials carry out the procedure does not need to be given in the materials list. 1 2. A measuring device listed as minimum may not be needed in the materials list if the list includes pre-measured amounts of a material coupled with an appropriate procedure that does not call for using the device. 3. Standard Classroom Materials do not need to be listed: paper, pencil, and safety equipment (e.g. goggles, aprons, gloves, tongs).55 Better BoilingScoring Rubric for Item 13: Plan an Investigation (continued) Attributes of a Controlled Investigation for Awarding Value Points (continued) Investigation Value Description of Attributes Attributes Point Procedure The written or diagrammed procedure is evaluated as follows. up to 6 One Variable At least one variable kept the same (controlled) is identified or Kept the Same implied in the procedure or the materials list (e.g. same type of 1 (controlled) cans, same heat source, pan). Changed Only one changed (manipulated) variable (amount of water) is (manipulated) 1 identified or implied in the procedure or data table (if given). Variable Measured The measured (responding) variable (time for the water to (responding) begin boiling) is identified or implied in the procedure or data 1 Variable table (if given). The procedure states or implies measurements are recorded periodically or gives a data table. Record 1 Measurements Attribute Notes: 1. If artificial data for the responding variable is given, no value point may be awarded. 2. The phrase ‘take measurement’ cannot be used to mean record. More than one trial for at least one condition is planned, or Trials are implied in a data table, to measure the measured (responding) 1 Repeated variable. The steps of the procedure are detailed enough to repeat the procedure effectively (examples of illogical steps: no ending Logical Steps 1 time indicated, states “Set up as diagrammed” but diagram is inadequate, recording vague data or results).Total Value Points Possible 856 Better BoilingScoring Rubric for Item 13: Plan an Investigation (continued) Attributes of a Controlled Investigation for Awarding Value Points (continued) General Notes: 1. Inappropriate Procedures: If the response does not plan an appropriate procedure for the given question, the response may not earn any of the possible procedure value points. Examples: a) Repeats the procedure from the scenario b) Measures only one condition (therefore cannot establish the controlled or manipulated variables) c) Purposefully changes more than one variable simultaneously d) Writes a procedure that is too vague to possibly be appropriate e) Writes a prediction instead of a procedure 2. Naming Attributes: If the response names a bulleted attribute listed after “Procedure that includes:” without including that attribute in the procedure, the attribute point cannot be credited. When a bulleted attribute is named and implied in the response, both must be correct to be credited. 3. Clarifying Vagueness in Procedures: a) Vague materials used in the procedure (e.g. add 1mL) may be credited if the vagueness is clarified in the materials list (e.g. 1mL, 2mL, and 3mL of water). b) Measuring a vague parameter (e.g. different amounts of water instead of 1 cup or 2 cups of water) may be credited as a manipulated or responding variable. However, a vague parameter is difficult to repeatedly measure, so the logical steps value point cannot be credited. c) The term “repeat” at the end of a step refers to that step only. d) The term “repeat” as a separate step (or in a new paragraph) refers to the whole procedure. e) The term “repeat,” when qualified, cannot be credited for multiple trials (e.g. repeat if necessary, repeat as desired). f) A vague action that calls for the manipulated variable to be changed (e.g. increase the amount by 5 mL) without indicating how many times, gives no end to the investigation so the logical steps value point cannot be credited. g) NA h) When a procedure conflicts with the labeled diagram, the procedure is too illogical to be effectively repeated. Therefore, the logical steps value point cannot be credited, but the procedure can be scored for attributes that are not in conflict.57 Better BoilingPerformance Data for Item 13 Investigation AttributesUse the space below to fill in student performance information for your school and district.Item 13 Value Point Item 13 Percent Distribution of Value Points Investigation Attributes School District StatePrediction 47.6Materials 62.0 One Variable Kept the Same 58.4 (controlled) Changed (manipulated) 55.9 Variable Measured 36.1 (responding) Variable Record Measurements 51.3Trials are Repeated 29.4Logical Steps 18.558 Better BoilingAnnotated example of a 4-point response for item 13:13 Plan a new investigation to answer the new question printed in the box. In your plan, be sure to include:  Prediction of the investigation results  Materials needed to do the investigation  Procedure that includes:  logical steps to do the investigation  one measured (responding) variable  one variable kept the same (controlled)  how often measurements are taken and recorded.  one changed (manipulated) variable Question: How do different amounts of water affect the time for the water to begin boiling? Prediction: I predict that the can with the least amount of water will start boiling before the rest. Materials: 3 cans the same size, labeled A, B, C, large pan, stove burner, stopwatch, thermometer,and different amount so hot water in each-one with 1 cup, 3 cups, and 5 cups.Procedure: You may use this space for a labeled diagram to support your procedure. Procedure (continued): 1. Set up large pan with the three cans with different amounts of hot water. 2. Make sure the starting tempature’s are all the same. 3. Place the pan on the stove burner, and turn the burner onto a medium heat. 4. Measure and record the time for the hot water to begin boiling in Trial one. 5. Turn the burner off, and let the pan cool. 6. Repeat steps 1 – 5 two more times as Trials 2 and 3. 7. Find and record the average of seconds it took for each can to start boiling.59 Better BoilingAnnotation of the 4-point response:Investigation Value Annotation Attributes PointPrediction 1 … the can with the least amount of water will start boiling before the rest.Materials 1 Minimum materials listed. One Variable Kept the Same 1 3 cans the same size found in Materials (controlled) Changed Can with 1 cup of hot water. can with 3 cups of hot water. (manipulated) 1 can with 5 cups of hot water. shown in labeled diagram. Variable Measured 1 4 … time for the hot water to begin boiling … (responding) VariableRecord 1 4 … record … MeasurementsTrials are Repeated 1 6. Repeat steps 1-5 two more times …The steps of the procedure are detailed enough to repeat the Logical Steps 1 procedure effectively.Total 8 4 Score Points Better BoilingAnnotated example of a 3-point response for item 13:13 Plan a new investigation to answer the new question printed in the box. In your plan, be sure to include:  Prediction of the investigation results  Materials needed to do the investigation  Procedure that includes:  logical steps to do the investigation  one measured (responding) variable  one variable kept the same (controlled)  how often measurements are taken and recorded.  one changed (manipulated) variable Question: How do different amounts of water affect the time for the water to begin boiling? Prediction: I think it affects the time because it all take a certain time to boil different amounts of water Materials: water, pan, cans, timer, stove burner Procedure: You may use this space for a labeled diagram to support your procedure.Procedure (continued): 1. put the pan on the burner. 2. turn stove on. 3. put the cans on the pans. 4. put different amounts of water in each one. 5. use the timer and mark down how long it takes to boil. 6. Do steps 1 – 5 2 more times. 7. Measure and record your data.61 Better BoilingAnnotation of the 3-point response:Investigation Value Annotation Attributes Point… all take a certain time to boil different amounts of water Prediction 0 VagueMaterials 0 No volume measuring deviceOne Variable Kept the Same 1 1 … pan … (controlled) Changed (manipulated) 4. put different amounts of water in each one (can). 1 Variable VagueMeasured (responding) 1 5 … how long it (the water) takes to boil. VariableRecord Measurements 1 5 … mark down …Trials are Repeated 1 6. Do steps 1-5 2 more times.Logical Steps 0 Vague manipulated variable: General Note 3bTotal 5 3 Score Points Better BoilingAnnotated example of a 2-point response for item 13:13 Plan a new investigation to answer the new question printed in the box. In your plan, be sure to include:  Prediction of the investigation results  Materials needed to do the investigation  Procedure that includes:  logical steps to do the investigation  one measured (responding) variable  one variable kept the same (controlled)  how often measurements are taken and recorded.  one changed (manipulated) variable Question: How do different amounts of water affect the time for the water to begin boiling? Prediction: it takes longer or leas longer for water to boil. Materials: pan, 3 cups, different amounts of water, and a stove Procedure: You may use this space for a labeled diagram to support your procedure.Procedure (continued): First, put the pan on the stove. Then you put different amounts of water in the cups and place them on the pan. Lastly, turn the stove on for awhile then look at witch amount of water affect the time. REPEAT TRILES 3 – 5 TIMES.63 Better BoilingAnnotation of the 2-point response:Investigation Value Annotation Attributes Point it takes longer or leas longer for water to boil. Prediction 0 Too vagueMaterials 0 No timer One Variable Kept the Same 1 … pan … (controlled) Changed … different amounts of water in the cups … (manipulated) 1 Variable VagueMeasured … look at witch amount of water affect the time. 1 (responding) Variable VagueRecord 0 No record MeasurementsTrials are Repeated 1 REPEAT TRILES 3-5 TIMES.Vague Responding and Manipulated Variables: Logical Steps 0 General Note 3b.Total 4 2 Score Points Better BoilingAnnotated example of a 1-point response for item 13:13 Plan a new investigation to answer the new question printed in the box. In your plan, be sure to include:  Prediction of the investigation results  Materials needed to do the investigation  Procedure that includes:  logical steps to do the investigation  one measured (responding) variable  one variable kept the same (controlled)  how often measurements are taken and recorded.  one changed (manipulated) variable Question: How do different amounts of water affect the time for the water to begin boiling? Prediction: you should use less water so it is faster Materials: Procedure: You may use this space for a labeled diagram to support your procedure.Procedure (continued) : you will use have of the water you used before so it will take up less time and then use smaller cups.65 Better BoilingAnnotation of the 1-point response:Investigation Value Annotation Attributes PointPrediction 1 … less water so it (time for water to boil) is fasterMaterials 0 NoneInappropriate Procedure – See General Note 1One Variable Kept the Same 0 (controlled) Changed (manipulated) 0 Variable Measured 0 (responding) VariableRecord 0 MeasurementsTrials are Repeated 0Logical Steps 0Total 1 1 Score Points Better BoilingAnnotated example of a 0-point response for item 13:13 Plan a new investigation to answer the new question printed in the box. In your plan, be sure to include:  Prediction of the investigation results  Materials needed to do the investigation  Procedure that includes:  logical steps to do the investigation  one measured (responding) variable  one variable kept the same (controlled)  how often measurements are taken and recorded.  one changed (manipulated) variable Question: How do different amounts of water affect the time for the water to begin boiling? Prediction: the water would still boil if you add more water Materials: a pot and water and stove.Procedure: You may use this space for a labeled diagram to support your procedure. Procedure (continued): if we added more water, it will still boil and if we don’t have alot of water it will still boil. If we have cold water, it will boil right and if we start will hot water, the water will boil rong.67 Better BoilingAnnotation of the 0-point response:Investigation Value Annotation Attributes Point the water would still boil if you add more water Prediction 0 No responding variableMaterials 0 No volume measuring device or timerInappropriate Procedure: General Note 1One Variable Kept the Same 0 (controlled) Changed (manipulated) 0 Variable Measured 0 (responding) VariableRecord 0 MeasurementsTrials are Repeated 0Logical Steps 0Total 0 0Score Points

WASL Washington Assessment s2

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