Science Test Specifications and Blueprints 2010-2011 ... · TABLE of CONTENTS Introduction ......

OREGON STATEWIDE ASSESSMENT

Science

2010-2011

TEST SPECIFICATIONSand BLUEPRINTS

High School

It is the policy of the State Board of Education and a priority of the Oregon Department of Education that there will be no discrimination or harassment on the grounds of race, color, sex, marital status, religion, national origin, age or handicap in any educational programs, activities, or employment. Persons having questions about equal opportunity and nondiscrimination should contact the State Superintendent of Public Instruction at the Oregon Department of Education.

Developed by the Office of Assessment and Information Services Oregon Department of Education

255 Capitol Street NE Salem, Oregon 97310-0203

(503) 947-5600

Susan Castillo State Superintendent of Public Instruction

Ken Hermens Language Arts Assessment Specialist

Doug Kosty Assistant Superintendent

Leslie Phillips Science and Social Sciences Assessment Specialist

Tony Alpert Director, Assessment and Evaluation

James Leigh Mathematics Assessment Specialist

Steve Slater Manager, Scoring, Psychometrics and Validity

Guillaume Gendre ELPA and Assessment Implementation Specialist

Kathleen Vanderwall Manager, Test Design and Administration

Sheila Somerville Electronic Publishing Specialist

Holly Carter Assessment Operations and Policy Analyst

Kathy Busby Project Manager

All or any part of this document may be photocopied for educational purposes without permission from the Oregon Department of Education and distributed for the cost of reproduction.

TABLE of CONTENTS

Introduction ....................................................................................................................................................................................................... 1

Background ...................................................................................................................................................................................................... 1

Content Standards Map ..................................................................................................................................................................................... 3

Item Specifications ........................................................................................................................................................................................... 17

Test Blueprints ................................................................................................................................................................................................. 20

Weighting Chart ............................................................................................................................................................................................... 22

Cognitive Demand and Item Distribution by Difficulty ................................................................................................................................... 24

Achievement Level Descriptors ....................................................................................................................................................................... 25

Local Performance Assessments ...................................................................................................................................................................... 30

Appendices A. Oregon Achievement Standards Summary ............................................................................................................................................... A-1

B. Cognitive Demand and Item Distribution Goals ....................................................................................................................................... B-1

C. Item Development Process ........................................................................................................................................................................ C-1

D. Life of an Item ........................................................................................................................................................................................... D-1

E. Scientific Inquiry Standards for Benchmark 2 ........................................................................................................................................... E-1

F. Scientific Inquiry Scoring Guides for Benchmark 2 .................................................................................................................................. F-1

G. Periodic Table ............................................................................................................................................................................................ G-1

Science, High School

Science Test Specifications

Introduction

The primary purpose of Oregon’s Test Specifications and Blueprints is to provide the consistency necessary for the development and administration of the Oregon Assessment of Knowledge and Skills (OAKS). OAKS provide critical data for Oregon’s accountability system which meets Peer Review Requirements of No Child Left Behind. All students in grades 3 through 8 are required to take the reading and mathematics assessments. All students in grades 5 and 8 are required to take the science assessment, and those in grades 4 and 7 take the writing assessment. In high school, reading, writing, mathematics, and science are required assessments. OAKS is also one way for students to demonstrate proficiency in the Essential Skills of reading, writing, and mathematics, which will be necessary for earning a high school diploma beginning with graduating seniors in 2011-2012. In addition, English Language Proficiency Assessment (ELPA) is required for non-English speaking students until they acquire enough skills in English to exit the program. Social Sciences is an optional assessment. Test specifications provide guidelines for item writers, who are typically Oregon teachers, on what content may be tested and how items must be written. These specifications lead to test blueprints that outline test design and the number of questions to be tested in each score reporting category (SRC). The Test Specifications and Blueprints document is an important resource, not only for item writers and reviewers, but for educators administering OAKS and the general public who are interested in understanding the content and format of test items.

Background

The purposes of the Oregon Statewide Assessment Program are (1) to provide information on individual student achievement on performance standards set by the State Board of Education at grade and benchmark level; (2) to provide information for federal NCLB requirements and for policy decisions by the legislature, the governor, the State Board of Education, and local school districts; (3) to support instructional program improvement efforts; and (4) to inform the public about student achievement in Oregon schools.

The Oregon Statewide Assessment is different from national, norm-referenced tests used in many districts and states. The Oregon Statewide Assessment is a criterion-referenced assessment based on the Oregon Content Standards. As a result, the types of scores produced from the Oregon Statewide Assessment are somewhat different from those produced by national, norm-referenced tests.

Oregon educators contribute to the test development and alignment process by serving on advisory committees called Content and Assessment Panels. Stakeholders in these committees are involved in each phase of the development of these specifications to assure that they accurately and clearly explain the overall design of the test and describe the specific content that might appear on the test to measure the knowledge and skills described in the content standards.

Oregon’s knowledge and skills test questions use multiple choice and computer scored constructed response (FT in 2010-11) formats. Each multiple choice item has only one correct answer while computer


Science Test Specifications and Test Blueprints

1 Oregon Department of Education Office of Assessment and Information Services

scored constructed response items may have multiple correct answers. A computer electronically collects scores responses which are scored against the answer key to produce a raw score. The raw score is converted to a scale score called a Rasch unit or RIT score. Students receive a scale score based on the number of questions answered correctly compared to the total number of questions on the form—taking into account the difficulty of the questions. Students are not penalized for guessing.

The content of these specifications reflects the skill expectations outlined in the Content Standards adopted by the State Board of Education for implementation beginning in the 2002-03 school year. These standards were developed, in part, to correlate to the skills assessed on the science portion of the National Assessment of Educational Progress and align with the National Science Standards. As a result, Oregon uses similar terminology in its descriptions of the science score reporting categories and subcategories (listed later in this document).

Statewide and Local Assessments

Statewide assessments are three and four choicemultiple choice tests of knowledge and skills that are developed and scored by the state. Local assessments include performance assessments that may be scored using statewide scoring guides that are administered and scored at the local level (see Appendix F). Local assessments are not included in state accountability reports, e.g. AYP reports.

Paper/Pencil Administration

Paper/Pencil forms are only administered in Braille. On Oregon’s science knowledge and skills Paper/Pencil tests there is one wide range test given at: • grade 5-Benchmark 2 (content instructed at grades 4 and 5), • grade 8-Benchmark 3 (instructed at grades 6, 7 and 8), and • grade 10-High School level (instructed at grades 9 and 10).

Electronic Administration

On the science knowledge and skills OAKS online tests, there are three opportunities to participate in fully-adaptive testing. In this format, the accuracy of the student responses to questions determines the next item or set of items the student will see. Students are allowed to preview test questions if a set of questions link to a specific graphic or stimulus. Having the tests fully adaptive allows for more precision in measurement and less frustration for the students. Electronic administration of the science test for each grade tested includes up to three test opportunities in English or English-Spanish formats. An online practice test of sample items is available for students who may need practice using a scrollbar, or who need practice with new item types .

The following pages contain a more detailed examination of the test content for science. The first column lists the content and benchmark standards assessed for that particular score reporting category. The second column lists the specific eligible content, testable content, and gives a more detailed explanation of how the standard would be assessed. Finally, the third column gives some sample items that are very similar to the type of questions asked on a test related to that eligible content.




PHYSICAL SCIENCE Score Reporting Category 2MATTER

Common Curriculum Goal: Understand structure and properties of matter.

Content Standard

Understand structure and properties of matter.

High School

Describe properties of elements and their relationship to the periodic table.

National Science Education Standards Pgs. 177-180

Eligible Content

Explain atoms and their base components (protons, neutrons, and electrons) as a basis for all matter. 2.1.C1.1

Read and interpret the period table, recognizing the relationship of the chemical and physical properties of the elements to their positions on the periodic table. 2.1.C1.2

Recognize that the historical development of atomic theory demonstrates how scientific knowledge changes over time, and how those changes have had an impact on society. 2.1.C1.3

Explanation Elements are substances composed of only one type of atom. All matter is composed of a relatively small number of elements, alone or in various combinations. The atoms of all the elements are composed of protons, neutrons, and electrons. When the elements were first organized by atomic mass and chemical and physical properties, it was found that repeating patterns could be identified. The modern periodic table arranges elements by atomic number, the number of protons in the atoms, and groups elements with similar chemical properties into vertical columns called families or groups. The evolution of the periodic table reflects the tentative nature of scientific knowledge. Our understanding of the periodic law has been refined as new information was discovered (e.g., the existence of protons and electrons). Our increasing understanding of the nature of matter has led to the development of new materials (e.g., plastics) and processes that have profoundly impacted society in ways both good, such as the development of new drugs, and bad, such as pollution

Sample Question

The periodic table classifies elements according to

A. their physical and chemical similarities.*

B. their names.

C. their chemical symbols.

D. how frequently they can be found in nature.




PHYSICAL SCIENCE Score Reporting Category 2 MATTER

Common Curriculum Goal: Understand chemical and physical changes.

Content Standard

Describe and analyze chemical and physical changes.

High School

Analyze the effects of various factors on physical changes and chemical reactions.


Eligible Content

Describe how transformations among solids, liquids, and gases occur (change of state). 2.2.C1.1

Identify factors that can influence change of state, including temperature, pressure, and concentration. 2.2.C1.2

Describe chemical reactions in terms of reactants and products. 2.2.C1.3

Describe the factors that affect the rate of chemical reactions. 2.2.C1.4

Recognize examples that show when substances combine or break apart in a chemical reaction, the total mass remains the same (conservation of mass). 2.2.C1.5

Explanation

Chemical reactions occur all around us and within our bodies. The rates of these reactions range from very fast to very slow, and those rates are affected by many variables, some of which we can control. While chemical reactions combine or break apart reactants, the total mass of the products remains the same as the total mass of the reactants.

Sample Questions

1. Many chemical reactions go faster at higher temperatures because

A. a catalyst is present.

B. particles are moving more quickly.*

C. there are more molecules present.

D. most chemical reactions are exothermic.

2. The first four compounds in a chemical series are:

CH4 C2H6 C3H8 C4H10 ____

What would be the next member of the series?

A. C5H10

B. C5H12*

C. C6H12

D. C6H14




PHYSICAL SCIENCE Score Reporting Category 2FORCE

Common Curriculum Goal: Understand fundamental forces, their forms, and their effects on motion.

Content Standard

Describe fundamental forces and the motions resulting from them.

High School

Describe and explain the effects of multiple forces acting on an object.


Eligible Content

Understand and apply the relationship F=ma in situations in which one force acts on an object. 2.3.1.1

Recognize that equal and opposite forces occur when one object exerts a force on another. 2.3.C1.2

Describe the forces acting on an object, based on the motion of the object. 2.3.C1.3

Explanation

Most of the moving objects students encounter in everyday life have multiple forces acting upon them. If more than one force acts on an object along a straight line, then the forces will reinforce or cancel one another depending upon their direction and magnitude. Forces can change the direction and speed of an object’s movement. Forces work together to affect the motion of objects.

Sample Question

When a book is at rest on a table, the force of gravity is balanced by

A. the inertia of the book.

B. the mass of the book.

C. the force of the table on the book.*

D. the weight of the book on the table.




PHYSICAL SCIENCE Score Reporting Category 2 FORCE

Common Curriculum Goal: Understand fundamental forces, their forms, and their effects on motion.

Content Standard

Describe fundamental forces and the motions resulting from them.

High School

Recognize that gravity is a universal force.


Eligible Content

Describe the relationship of mass and distance to gravitational force. 2.3.C2.1

Explanation

Gravitation is a universal force that all masses exert on other masses. The strength of the gravitational attraction is proportional to the masses. The strength of the attraction is decreased when the distance between masses is increased.

Sample Question

What is the relationship of gravitational force between point A and point B?

A. Point A and Point B will have equal gravitational

forces.

B. Point A will have a greater gravitational force than Point B.*

C. Point B will have a greater gravitational force than Point A.

D. Point A will have a greater gravitational force than B, but will diminish over time.




PHYSICAL SCIENCE Score Reporting Category 2 ENERGY

Common Curriculum Goal: Understand energy, its transformations, and interactions with matter.

Content Standard

Explain and analyze the interaction of energy and matter.

High School

Describe differences and similarities between kinds of waves, including sound, seismic, and electromagnetic, as a means of transmitting energy.


Eligible Content

Recognize that waves of all kinds have energy that can be transferred when the waves interact with matter. 2.4.C1.1

Apply the concepts of frequency, wavelength, amplitude, and energy to electromagnetic and mechanical waves. 2.4.C1.2

Explanation

Waves have common characteristics such as frequency, amplitude, wavelength and energy. Larger amplitude waves carry more energy. Because the speed of waves within a given medium is constant, increasing the frequency of a wave causes a decrease in the wavelength.

Sample Question

As the frequency of a wave is increased, its wavelength will

A. increase.

B. decrease.*

C. remain the same.

D. first increase, then decrease in a repeated cycle.




PHYSICAL SCIENCE Score Reporting Category 2 ENERGY

Common Curriculum Goal: Understand energy, its transformations, and interactions with matter.

Content Standard

Explain and analyze the interaction of energy and matter.

High School

Describe and analyze examples of conservation of energy.


Eligible Content

Recognize that heat energy is a by-product of most energy transformations. 2.4.C2.1

Describe ways in which energy can be transferred, including chemical reactions, nuclear reactions, and light waves. 2.4.C2.2

Explain the difference between potential and kinetic energy. 2.4.C2.3

Analyze the flow of energy through a system by applying the law of conservation of energy. 2.4.C2.4

Explanation

A basic law of nature is that energy is constant in the universe; it can be transformed, but not created or destroyed. When energy is used to move an object, that object’s energy is increased equivalently. The increase may be in kinetic energy, the energy of motion, or in potential energy, stored energy, or some combination of the two. When a moving object slows down due to friction, its kinetic energy is being transformed into heat energy, the random kinetic energy of the atoms and molecules that make up the object and its surroundings. Macroscopic energy transformations always involve some transfer of heat energy to the environment.

During chemical reactions, energy may be transformed from chemical potential energy to heat, light, and other forms of energy, or vice versa. During nuclear reactions, energy is transformed into matter or matter is transformed into energy.

Sample Questions

1. When an apple falls from the tree, the energy is converted from

A. kinetic to electromagnetic.

B. potential to kinetic.*

C. chemical to potential.

D. kinetic to gravitational.

2. When energy is changed from one form to another in biological systems, there is often a loss of usable energy from the system. Typically this energy is lost in the form of

A. light.

B. heat.*

C. kinetic energy.

D. potential energy.




LIFE SCIENCE Score Reporting Category 3 ORGANISMS

Common Curriculum Goal: Understand the characteristics, structure, and functions of organisms.

Content Standard

Describe the characteristics, structure, and functions of organisms.

High School

Describe, explain, and compare the structure and functions of cells in organisms.


Eligible Content Describe how biological systems can maintain equilibrium (homeostasis). 3.1.C.3.1

Identify unique structures in cells from plants, animals, and prokaryotes. 3.1.C3.2

Identify cell organelles and state how their activities contribute to a particular type of cell carrying out its functions. 3.1.C3.3

Explain the role of the cell membrane in cell transport. 3.1.C3.4

Distinguish between active and passive transport, including diffusion and osmosis, explaining the mechanics of each. 3.1.C3.5

Describe photosynthesis as a chemical process and part of the carbon cycle. 3.1.C3.6

Explain how the development of tools and technology, including microscopes, has aided in the understanding of cells and microbes. 3.1.C3.7

Explanation Life on earth is composed of cells. Highly complex and often quite specialized, cells of organisms belonging to each of the kingdoms of life (such as plants, animals, and prokaryotes) have distinctive features, organelles and functions. All cells, however, share certain common properties. Biological equilibrium (homeostasis) is maintained by cells. In particular this function is served by the cell membrane as it regulates the movement of materials into and out of the cell by passive (diffusion and osmosis) and active transport. Cells must process energy to function (respiration), with some cells having the capability to capture solar energy and store it in chemical form for later use (photosynthesis). The chemical processes of photosynthesis and respiration form the biological basis of the global carbon cycle.

Our understanding of the structure and function of cells has been dependant on the development of scientific tools. Light microscopes, electron microscopes, and other technologies that allow exploration at cellular scales have been critical in the development of our current concept of the living cell.

Sample Question

The movement of water molecules through a semi-permeable membrane, from an area of greater concentration of water to an area of lesser concentration is called

A. diffusion.

B. meiosis.

C. metabolism.

D. osmosis.*




LIFE SCIENCE Score Reporting Category 3 HEREDITY

Common Curriculum Goal: Understand the transmission of traits in living things.

Content Standard

Understand the transmission of traits in living things.

High School

Explain laws of heredity and their relationship to the structure and function of DNA.


Eligible Content

1. Describe the structure of DNA and the way that DNA functions to control protein synthesis. 3.2.C1.1

2. Recognize and understand the differences between meiosis and mitosis in cellular reproduction. 3.2.C1.2

3. Recognize that the changes in DNA (mutations) and anomalies in chromosomes create changes in organisms. 3.2.C1.3

4. Apply concepts of inheritance of traits, including Mendel’s laws, Punnett squares, and pedigrees, to determine the characteristics of offspring. 3.2.C1.4

5. Recognize the existence of technology that can alter and/or determine inherited traits. 3.2.C1.5

Explanation The structure and function of living cells is determined by DNA. Understanding the structure of DNA and its primary and critical function to control and direct cellular protein synthesis is central to an understanding of the nature of living cells. The processes of cellular reproduction, whether mitosis (production of diploid daughter cells) or meiosis (production of haploid sex cells), are strongly inked to the cells’ need to produce precise and accurate copies of the original DNA prior to cell division. In eukaryotic cells, DNA is organized into separate strands called chromosomes. Chromosome abnormalities, or changes in the DNA base sequences that make up the chromosomes (mutations) can cause significant changes in organisms.

Our current understanding of DNA, genes, and chromosomes, along with Mendel’s laws of inheritance and tools such as Punnett squares and pedigrees allows us to trace inheritance of many traits through generations, and can sometimes allow us to predict the probabilities of traits in future generations as well. Moreover, modern genetic engineering technology can alter and/or determine inherited traits.

Sample Questions

1. If a plant with white flowers (hh) is crossed with a plant with pink flowers (Hh) the offspring will probably show which of the following flower colors?

A. 25% will be white, 75% will be pink.

B. 50% will be white, 50% will be pink.*

C. 75% will be white, 25% will be pink.

D. 100% will be white, none will be pink.

2. In fruit flies, gray body color (G) is dominant over black body color (g). What kind of offspring would you expect from parents who are both heterozygous for body color (Gg x Gg)?

G g

G

g

A. 0% gray, 100% black

B. 25% gray, 75% black

C. 75% gray, 25% black*

D. 100% gray, 0% black




LIFE SCIENCE Score Reporting Category 3DIVERSITY/INTERDEPENDENCE

Common Curriculum Goal: Understand the relationships among living things and between living things and their environments.

Content Standard

Explain and analyze the interdependence of organisms in their natural environment.

High School

Describe and analyze the effect of species, including humans, on an ecosystem.


Eligible Content

Predict outcomes of changes in resources and energy flow in an ecosystem. 3.3.C1.1 Explain how humans and other species can impact an ecosystem. 3.3.C1.2 Explain how the balance of resources will change with the introduction or loss of a new species within an ecosystem. 3.3.C1.3

Explanation

Ecosystems consist of multiple organisms interacting in a complex web of relationships strongly influenced by the characteristics and constraints of the surrounding environment. These relationships control both the ecosystem structure and flow of energy and matter through the system as well. Because of the importance of species interactions and interdependence in a balanced ecosystem, changes in the system, either through the introduction or elimination of species or through direct human activity, may powerfully alter the balance of living and nonliving resources.

Sample Questions

The food web shown in the diagram can be thought of as a system. The arrows in the diagram indicate the flow of energy.

For example, the arrow from the squirrel to the coyote indicates that coyotes get energy by eating squirrels. Use the diagram to answer the question below. 1. In a particularly good growing season, the plants in the system may grow much more than in ordinary years. The short term result is likely to be

A. a decrease in animal populations at all levels.

B. no change in animal populations. C. an increase in animal populations only at leve

two.* D. an increase in animal populations at all

levels. 2. The greatest total amount of food energy is found in the organisms at level

A. 1* B. 2 C. 4 D. 6

PROD

UCER

SRABBITS

TOADS

HAWKS AND OWLS

COYOTE

SNAKES

SQUIRRELS MICESEED-EATINGBIRDS

INSECTS

INSECTIVOUROUSBIRDS

PREDACEOUSINSECTS1

1

3

4

5

6

2

CONS

UMER

S

ENER

GY F

LOW




LIFE SCIENCE Score Reporting Category 3DIVERSITY/INTERDEPENDENCE

Common Curriculum Goal: Understand the relationships among living things and between living things and their environments.

Content Standard

Describe and analyze diversity of species, natural selection, and adaptations.

High School

Analyze how living things have changed over geological time, using fossils and other scientific evidence.


Eligible Content

Recognize that, over time, natural selection may result in development of a new species or subspecies. 3.4.C1.1

Recognize that natural selection and its evolutionary consequences provide an explanation for the fossil record as well as an explanation for the molecular similarities among varied species. 3.4.C1.2

Explain how biological evolution can account for the diversity of species developed over time. 3.4.C1.3

Explain the relationship between genetics, mutations, and biological evolution. 3.4.C1.4

Explain how our understanding of evolution has changed over time. 3.4.C1.5

Explanation

Genetic variability of offspring within a species is due to mutation and/or the recombination of genes. These new variations within a species are naturally selected when they help the organism to better survive in their environment. Organisms with these beneficial new variations will have greater reproductive success thus affecting the nature of future generations. Over time this natural selection may lead to the development of new species.

Sample Questions

1. Which of these most closely relates to the concept of natural selection?

A. Population explosions

B. Asexual reproduction

C. Food webs

D. Survival of the fittest*

2. A number of insecticides do not kill insects as effectively as they once did. This is probably because

A. the environment has changed.

B. some insects were tolerant to the pesticide and survived to produce offspring.*

C. the insecticides are from different

manufacturers.

D. the climate is becoming warmer.




EARTH AND SPACE SCIENCE Score Reporting Category 4THE DYNAMIC EARTH

Common Curriculum Goal: Understand the properties and limited availability of the materials which make up the Earth.

Content Standard

Identify the structure of the Earth system and the availability and use of the materials that make up that system.

High School

Describe how the importance and use of resources has changed over time with changes in economic and technological systems.


Eligible Content

Predict consequences of increased consumption of renewable and non-renewable resources. 4.1.C1.1

Explanation

Earth does not have infinite resources. When human consumption increases it places stress on the natural processes that renew resources and depletes those which cannot be replaced.

Sample Questions

1. What is the immediate outcome of increased consumption of a resource such as petroleum?

A. No effect. More petroleum will be created.

B. The price of petroleum will decrease.

C. Petroleum will become scarcer since it is non-renewable.*

D. No effect. Other resources will take the place of petroleum.

2. Some scientists have suggested that growing more trees will help to slow down the process of global warming. Why might this be true?

A. Trees remove excess carbon from the soil.

B. Trees absorb excess carbon dioxide (CO2) from the atmosphere.*

C. Trees remove excess water from the soil.

D. Trees stabilize soil and prevent erosion.





Common Curriculum Goal: Understand changes occurring within the lithosphere, hydrosphere, and atmosphere of the Earth.

Content Standard

Explain and analyze changes occurring within the lithosphere, hydrosphere, and atmosphere of the Earth.

High School

Analyze the relationship between global energy transfer and climate.


Eligible Content

Describe the effect of various gases in the atmosphere on the amount of energy retained by the Earth system. 4.2.C1.1

Describe how solar radiation and the amount that reaches Earth is affected by stratospheric ozone. 4.2.C1.2

Describe how differential heating of the Earth’s surface, atmosphere, and oceans produces wind and ocean currents. 4.2.C1.3

Explanation

Solar energy drives global atmospheric and oceanic circulation, which joins with surface features, latitude and other factors to determine weather and climate. One of those factors is the effect of atmospheric composition on the amount and type of solar energy that reaches the Earth surface. In particular, stratospheric ozone absorbs ultraviolet radiation, reducing the amount that reaches the surface. Also, carbon dioxide and other greenhouse gases absorb and re-emit infrared radiation resulting in an increase in surface temperature.

Sample Question

1. The ozone layer affects the Earth’s surface mainly by

A. reflecting the sunlight into space.

B. absorbing moisture from the atmosphere.

C. absorbing ultraviolet radiation.*

D. reducing the number of planetary wind systems.

2. When the winds blow from the east, they probably become warmer as they pass over the

A. eastern plain.*

B. eastern foothills.

C. craggy mountains.

D. western foothills.





Common Curriculum Goal: Understand changes occurring within the lithosphere, hydrosphere, and atmosphere of the Earth.

Content Standard

Explain and analyze changes occurring within the lithosphere, hydrosphere, and atmosphere of the Earth.

High School

Analyze evidence of ongoing evolution of the Earth system.


Eligible Content Describe methods of determining ages of rocks and fossils. 4.2.C2.1 Use rock sequences and fossil evidence to determine geologic history. 4.2.C2.2 Describe and analyze theories of Earth’s origin and early history using scientific evidence. 4.2.C2.3 Describe how earthquakes, volcanic eruptions, mountain building, and continental movements result from slow plate motions. 4.2.C2.4 Describe how the evolution of life caused dramatic changes in the composition of the Earth’s atmosphere, which did not originally contain oxygen. 4.2.C2.5 Identify how volcanic eruptions and impacts of huge rocks from space can cause widespread effects on climate. 4.2.C2.6

Explanation Scientific evidence suggests that the Earth, along with the solar system, formed approximately 4.5 billion years ago when a cloud of matter condensed into the planets and the sun. Originally a ball of molten matter, the Earth has cooled and differentiated into layers (core, mantle, crust, hydrosphere, atmosphere). The crust (the continents and ocean floors) consists of large plates that slowly move on the more fluid mantle. The motions of the plates cause earthquakes, volcanoes, mountain building, and sea floor spreading. Rocks and fossils, which may be dated by noting their positions, studying the composition of the rock, or using radioactive dating, give us evidence about the changing characteristics of the Earth over time. When photosynthetic organisms appeared on earth, they dramatically altered thatmosphere by lowering the amount of carbon dioxide and adding oxygen. Sudden, widespread changes in the atmosphere may be caused by large events such as volcanic eruptions or the impact of meteors or comets. These changes may affect worldwide climate for years.

Sample Question

This map shows three imaginary continents as they might appear today.

Coastline A and coastline D are believed to be farther apart than they were ten million years ago. This is probably due to

A. a huge, sudden earthquake that created a fault.

B. their continental plates moving apart a few inches a year for millions of years.*

C. ocean waves wearing away the coastline over millions of years.

D. powerful ocean currents washing away the coastline.




EARTH AND SPACE SCIENCE Score Reporting Category 4 THE EARTH IN SPACE

Common Curriculum Goal: Understand the Earth’s place in the solar system and the universe.

Content Standard

Explain relationships among the Earth, sun, moon, and the solar system.

High School

Explain how mass and distance affect the interaction between Earth and other objects in space.


Eligible Content

Recognize that the sun’s gravitational pull holds the Earth and other planets in their orbits, just as the planets’ gravitational pull keeps their moons in orbit around them. 4.3.C1.1

Explain that the force of gravity between Earth and other objects in space depends only upon their masses and the distances between them. 4.3.C1.2

Explanation

Gravitation is a universal force that affects objects in space. The strength of the gravitational force between Earth and other objects depends on the mass of those objects and the distance between them. Orbital motion results because the gravitational force continually pulls bodies toward the center of the system. Otherwise, planets and moons would move in straight lines.

Sample Questions

1. A model of the solar system and a simple model of an atom share certain properties of forces. Which of the following might be some of these properties?

A. One of the components is much more massive than the others and exerts an attractive force on each of the other components.*

B. One of the components is much more massive than the others and exerts a force on each of the other components that is perpendicular to the line connecting their centers.

C. All the components are equally massive, are far apart, and attract each other.

D. All the components are equally massive, are close together, and repel each other.

NAEP Sample Item

2. All objects in our solar system interact with each other through gravity. What could change if Mars were removed from our solar system?

A. All of the following could change

B. The orbits of the moons

C. The temperature of the planets

D. The orbits of the planets*




Item Specifications Oregon Assessment of Knowledge and Skills (OAKS) is a multiple choice statewide assessment. It is arequired assessment that provides the base for the state science accountability system.

Criteria for All OAKS Test Questions

Test items must • be appropriate for students in terms of grade-level

difficulty, cognitive complexity, reading level, interests and experience.

• be free of age, gender, ethnic, religious, socioeconomic, or disability stereotypes or bias.

• provide clear and complete instructions to students. • ensure each Score Reporting Category will have items

with a range of difficulty and complexity levels. • ensure each test item will measure only one Score

Reporting Category

Graphics Criteria

Graphics are used in OAKS to provide both necessary and supplemental information. Some graphics contain information that is necessary for answering the question, while other graphics illustrate or support the context of the question.

• Graphic displays, their corresponding items and answer choices will appear on the same page of the test booklet or on the same screen for online items.

• Shading and color will be minimized. It will be used to make a figure’s size, shape or dimensions clear, and not solely for artistic effect.

• Graphics used for computer scored constructed response items are displayed within a grid space and allow students to manipulate answer graphics and answer choices. (To be field tested in 2010-11)

Item Style and Format Criteria for Multiple Choice Items

• Test items will be in the form of questions or sentences that require completion.

• Each item will have three, four or five answer choices. Students will be told in the test directions to choose the best answer from among the choices.

• Answer choices will be arranged one of three ways beneath the test item: vertically, horizontally, or in two columns (i.e., A and B in the left column, C and D in the right column).

• Neither “None of the above” nor “All of the above” will be used as one of the four an answer choices. “There is not enough information to tell” is an allowed answer choice, but infrequently used.

• Test items may be worded in the negative (“Which of these is NOT …”), but this structure will be used rarely and only when it offers substantial advantages for the item construction.

• Items should be free of absolute wording, such as “always” and “never,” and have qualifying words (e.g., least, most, except) printed in small caps for emphasis.

• Masculine pronouns should NOT be used to refer to both sexes. Plural forms should be used whenever possible to avoid gender-specific pronouns (For example, instead of “The student will make changes so that he ..,” it is best to use “The students will make changes so that they...”).




• An equal balance of male and female names should be used including names representing different ethnic groups.

• Test items aligned to standards may contain extraneous information.

• Stacked English-Spanish test items are used on electronic tests for the English-Spanish OAKS.

Item Style and Format Criteria for Computer Scored Constructed Response

• Test items will be in the form of questions that ask for at least one object to be created or matched to an existing picture,

• Each item will have up to six discrete and correct answer choices.

• Answer choices will be arranged one of two ways: beneath the test item or to the right of the question.

• Test items may be worded so that not all answer choices are used to construct the correct response.

• An equal balance of male and female names should be used including names representing different ethnic groups.

• Test items aligned to standards may contain extraneous information but only to enhance the students’ understanding of the question.

• Side-by-side English-Spanish test items are under development.

Criteria for SCIENCE OAKS Test Questions Various types of questions will be included in the science test. Selections will align with three Score Reporting Categories (SRC):

- Physical Science (SRC 2) Understand structures and properties of matter and changes that occur in the physical world;

- Life Science (SRC 3) Understand structure, functions, and interactions of living organisms and the environment; and

- Earth and Space Science (SRC 4) Understand physical properties of the Earth, how those properties change and Earth’s relationship to other celestial bodies.

The Test Items

• Each test item will measure only one Score Reporting Category. The number of items in a test form will measure each of the three reporting categories equally (33%).

• Each Score Reporting Category will have items with a range of difficulty levels. This range of difficulty will be approximately the same across reporting categories.

• Test items are designed to be appropriate for students in the assigned benchmark in terms of reading level, interests, and experience.

• Test items will be stated in the clearest manner possible.




Criteria for SCIENCE OAKS Modules A portion of each test will be incorporated into modules. A module is defined as a stimulus containing scientific information, accompanied by two to four knowledge and skills questions or items. The remaining items on each test will be stand-alone knowledge and skills items. Students will not refer to additional material when answering those questions.

• The stimulus for each module will vary in length, format and character. It could be one or a combination of any of the following: data table, diagram, chart, drawing, photo or reading text.

• Each Knowledge and Skills test item within a module will measure only one Score Reporting Category (SRC)-Physical Science, Life Science, or Earth and Space Science. Within a module, though, items may measure more than one SRC.

• Each stimulus will be free of age, gender, and other bias, as evaluated by the Oregon Assessment Sensitivity Panel.

• Although the stimulus for each module will provide scientific information, students will be required to draw on prior knowledge to answer many of the items. In other words, there may not be sufficient information in the stimulus to answer all the test questions associated with it. The stimulus may simply provide a context for some test questions.

• Each module will often include a title, which will serve to identify the accompanying items as a set.




Science Test Blueprint Introduction

The blueprints used to construct Knowledge and Skills Tests for Science prescribe the:

• Score Reporting Categories (SRC) included on each test,

• The cognitive demand and difficulty level of items as distributed on a test form,

• the number and percentages of test items from each SRC included on each test, and

• the total number and percentages of operational and field test items included for each test.

Teachers and other educators have historically played a vital role in the development of these specifications and blueprints by serving on Content and Assessment Panels and other review groups. These groups have advised the Department as content and benchmark standards have been developed, and have helped establish priorities on which standards to assess and the weighting of the strands within each content area assessment. Alignment of Test Items to Benchmark Standards

Test items are carefully aligned to benchmark standards at the appropriate grade level through a rigorous process at two points in the test item development process: 1. At item development workshops, item writers are provided

with adopted content standards to which they must write test items; during a peer review process, this alignment is verified by another benchmark level item developer.

2. Alignment of items to the benchmark standards is further verified during a review by members of a Content and Assessment Panel, who ensure items not only match the benchmark standards, but also verify overall quality and

appropriateness. Reviewers either accept items as a strong match to the targeted standards, edit items to achieve a strong match, or reject items which do not strongly match the standards.

The Appendix to this document includes additional evidence describing procedures ensuring alignment during item, development, including descriptions of the Item Development Process and the Life of an Item.

Content Coverage

Prior to item writing activities, item databases are reviewed to determine the extent that the available items represent the emphasis and content in the standards. If any benchmark standards are underrepresented in the item pool, they are identified and targeted specifically for additional item development. This assures that every year, the proportion of items in the item pools is comparable in both emphasis and content to the content standards. The table on the following page describes the emphasis given to each content strand; this emphasis is reflected in both the item pools and administered tests (adaptive and Paper/Pencil/Braille). For electronic administration, all tests and the item pools from which they are constructed follow the weighting of each content strand as reflected in the tables on the following pages. Items within a strand, or SRC, are selected to provide a range of difficulty so that the progressive nature of the test is maintained as students of varied ability levels are presented with items most appropriate to their ability from that pool. Although a student may not see an item addressing every one of the assessable standards in a single test event, the item pool




contains multiple items for each content standard at a variety of difficulty levels. In addition, the adaptive algorithm specifically considers alignment criteria when drawing test items. As a result, we accomplish the dual purpose of creating a test form that is appropriately developed for each student and it meets the criteria set forth for alignment (e.g., balance of representation, depth of knowledge). In order to report subscores, or strand scores, no less than six items will be used. Online tests report total test scores and subscores.

Additional Test Design Criteria Each item assesses only one SRC at one grade. Each item assesses only one sub-SRC at one grade. Online-adaptive test opportunities provide a range and breadth of items within each SRC and sub-SRC. Test pools attempt to provide a minimum of one item at each difficulty level for each piece of testable content. Test pools range in size from 600 to 900 items. Key placement cannot be controlled for online-adaptive assessments, so to ensure more random correct keys, item writers are instructed to rotate the correct key for their items during item authoring. Modules, or items that have a stimulus and have 1-6 questions, are designed to be presented together on the on-line tests. Between one third and one half of the items from each SRC in each test pool, are Modules. English test blueprints provide the criteria for all English-Spanish tests. Test pools and are designed to match the English test opportunities.




Weighting of Science Score Reporting Categories The chart below shows the score reporting categories for each of the benchmark levels and the percentage of questions on a given test form, whether online or paper and pencil, that assess each strand or score reporting category. For example, at High School, 33% of the items on a test assess Life Science, which equals about 13 items on a 40 item test. The second chart is an expanded view of the criteria for test weighting. .

Science Score Reporting Category

Percent of Questions on Test Benchmark 2;

Grade 5 Benchmark 3;

Grade 8 HS;

Grades 9-12

Physical Science 33% 33% 33%

Life Science 33% 33% 33%

Earth and Space Science 33% 33% 33%




Science Test Blueprint- High School (OAKS online, Paper/Pencil Braille)

Content Coverage and Weighting

Score Reporting Categories

Testable content codes

% of questions assessed per test: P/P and OAKS Online

Number of KS items P/P Braille test

Number of KS items on OAKS Online

2009-10 OAKS Online Test Pool size

Physical Science

2.1.C1(1-3) 2.2C1(1-5) 2.3.C1(1-3) 2.3.C2(1) 2.4.C1(1,2) 2.4.C2(1-4)

33 %

16-17

12-14 300+

Life Science

3.1.C3(1-7) 3.2.C1(5) 3.3.C1(1-3) 3.4.C1(1-5)

33 %

16-17

12-14 300+

Earth and Space Science

4.1.C1(1) 4.2.C1(1-3) 4.2.C2(1-6) 4.3.C1(1,2)

33 %

16-17

12-14 300+

Operational Item Total

- 50

40 Approx. 900

Field Test Item Total

- NA

6 400

Total items on Test

100% 50

46




Cognitive Demand and Item Distribution by Difficulty The science test pools are designed so that a range of Depth of Knowledge items and a range of difficulty items are included for each student test opportunity. A preliminary range of Depth of Knowledge is included; the tests are designed with an established goal (see Appendix B, Cognitive Demand and Item Distribution Goals). The difficulty distribution goals for test pools are outlined in the chart. The three Depth of Knowledge levels used to qualify Oregon’s test items are: • Recall: Item requires a student to recall a fact,

information or procedure. • Skill/Concept: Item requires a student to use skill or

concept, including thinking that requires two or more steps.

• Strategic Thinking: Item requires a student to use reason, develop a plan or use a sequence of steps.

Paper/Pencil items are arranged so students are first introduced to items of medium or easy difficulty and then given more difficult items. This pattern is repeated throughout the test. Online progressive tests provide students with questions at the beginning of the test at or about the mean RIT level and as the student responds, makes adjustments by selecting appropriate items for each student based upon their correct and incorrect responses.

Difficulty Criteria for HS level

HS Science Distribution on Test Difficulty

217-230 33%

231-243 33%

244-257 33%

Depth of knowledge See Appendix B

Recall To be announced

August, 2010 Skill/Concept

Strategic Thinking RIT Range 217-257

Mean RIT 235

.




Achievement Level Descriptors Achievement level descriptors describe what students know and can do based on their performance on statewide knowledge and skills tests in the various content areas. These may be used by educators to target instruction and inform parents and students of the expectations for students to be considered proficient at a particular grade level. The Achievement Level Descriptors are based on a sampling of a larger set of testable content outlined in the Oregon Content Standards. Results for individual students are only one indicator of student ability as measured at the time of testing. These statements give a general description of what most students know and can do within a particular band of achievement and are presented in the order of the way they are reported rather than by importance or test emphasis. Students who score at or within a particular level of achievement possess the bulk of the abilities described at that level and generally have mastered the skills described in the preceding achievement levels. Achievement Level Descriptors for each subject area were developed by groups of parents, educators, and business people who worked with state officials to establish the minimum scores required for Exceeds, Meets, Nearly Meets and Does Not Yet Meet.




Exceeds Student scores at this level indicate a very strong academic performance based on the benchmark level knowledge and skills outlined in the state content standards for Science. These students can consistently explain, describe and analyze the properties of matter, force and energy and the complex structures, functions and interactions of living organisms in the environment. They can consistently describe and analyze Earth’s properties and effectively explain Earth’s relationship in space and interaction with other objects in space.

Students who EXCEED the HS Level (Grade 10) science describe and explain how chemical reactions occur and can describe chemical reactants and products. They analyze structures of matter and factors that affect transformation among the phases and composition of matter. They understand the Law of Conservation of Mass and can analyze Newtonian physics including descriptions of relationships between matter and forces of nature. They can evaluate the flow of energy through physical systems. Students identify detailed cell structures and functions and analyze active and passive cell transport. They apply concepts of photosynthesis, and know how the concepts of genetics and heredity are used to explain how natural selection affects species over time. They analyze interdependence of organisms in their natural environment and the consequences of environmental changes. Students apply concepts of inheritance to predict traits of offspring. They can explain the different forms of cellular reproduction. Students understand the dynamic nature of the Earth’s surface and can analyze the influence of atmospheric composition on heating of the Earth’s system. They can determine the relative age of rock sequences and fossils. Students correctly predict the relative force of gravity between Earth and other objects in relation to mass and distance.




Meets Student scores at this level indicate a solid academic performance based on the benchmark level knowledge and skills outlined in the state content standards for Science. These students can mostly explain, describe and analyze the properties of matter, force and energy and the complex structures, functions and interactions of living organisms in the environment. They can describe and analyze Earth’s properties and can accurately explain Earth’s relationship in space and interaction with other objects in space.

Students who MEET the HS Level (Grade 10) science standard have a basic understanding of atoms and their components and the organizational features of the Periodic Table. Students analyze the effects of various factors on physical changes and chemical reactions. Students can apply Newton’s laws of motion to solve problems and describe and analyze examples of conservation of energy such as transfer of energy through physical systems. Students easily describe some features of photosynthesis and its impact on the Earth’s atmosphere. Students know how changes in DNA can cause changes in organisms. They apply knowledge of cell structures and functions and describe and explain the structure of plant and animal cells. They predict some outcomes of changes to an ecosystem and explain the interdependence of organisms in their natural environment. Students explain basic genetic and heredity concepts related to how species change over time. Students know how solar radiation, global warming and human activities, including the consumption of renewable resources, affect the Earth. They describe the Earth’s surface and how rock sequences and fossils determine geologic history. Students recognize the factors that affect gravitational pull and its relationship to the Earth, sun, planets and moons. They recognize the impact of catastrophic events on the Earth’s climate such as earthquakes, volcanoes and asteroids.




Nearly Meets Student scores at this level indicate an incomplete grasp of the benchmark level knowledge and skills outlined in the state content standards for Science. These students can incompletely explain, describe and analyze the properties of matter, force and energy and the complex structures, functions and interactions of living organisms in the environment. They can partially describe and analyze Earth’s properties and can explain some of Earth’s relationship in space and interaction with other objects in space.

Students who NEARLY MEET the HS Level (Grade 10) science standard identify basic parts of an atom and understand the development of atomic theory over time. They identify common elements and patterns on the Periodic Table. They recognize states of matter and phase changes. Students have a conceptual understanding of the effects of forces that act on an object. They identify the flow of different types of energy through physical systems. They recognize the properties of waves. Students identify some of the unique cell structures, and the functions and processes of those structures. They can describe DNA as the molecular building block for passing inherited traits to offspring. Students have descriptive knowledge about the relationship between genetics, mutations and biological evolution and how our understanding of these has changed over time. They recognize the interdependence of organisms in their natural environment. Students identify renewable and non-renewable resources. Students understand how the various gases in the atmosphere affect the amount of energy retained by the Earth’s systems. Students understand how differential heating of the Earth’s surface produces winds and ocean currents. They identify the basic steps to determine the ages of rocks and basic facts about the fossils found in each rock layer. They know earthquakes are the result of plate motions and that the Earth is changing over time. They recognize that the force of gravity between Earth and other objects exists.




Does Not Yet Meet Student scores at this level indicate a minimal and/or inaccurate grasp of the benchmark level knowledge and skills outlined in the state content standards for Science. These students inconsistently explain, describe and analyze the properties of matter, force and energy and the complex structures, functions and interactions of living organisms in the environment. They have a minimum and/or inaccurate understanding of Earth’s properties and explain only the simplistic principles of Earth’s relationship in space and interaction with other objects in space.

Students who DO NOT YET MEET the HS Level (Grade 10) science standard recognize that substances may be grouped by their physical properties and have a minor understanding of atoms. Students have limited knowledge about forces acting on an object and gravity as a universal force. They have limited knowledge of the flow of energy through physical systems. Students have limited knowledge of plant and animal cells and cell function. They recognize the basic structure of DNA and that natural selection may result in changes in a species over time. Students have a limited understanding of genetics, heredity and evolution. Students know basic information on how volcanic eruptions have an affect on climate and the influence of the atmosphere on weather. Students have limited knowledge of plate tectonics and Earth’s changes over time. Students recognize simple principles about the force of gravity between Earth and other objects.




LOCAL ASSESSMENTS REQUIRED BY OAR 581-22-0615 ASSESSMENT OF ESSENTIAL SKILL

Local Performance Assessments School districts and public charter schools that offer instruction at grades 3 through 8 or high school must administer annual local performance assessments for students in grades 3 through 8 and at least once in high school for the skill areas of writing, speaking, mathematics problem solving, and scientific inquiry. The purpose of the local performance assessment requirement is to ensure that students in grades 3 through high school are afforded opportunities to learn and to receive feedback regarding their progress toward meeting specific state standards throughout their years in public schools. A local performance assessment is a standardized measure (e.g., activity, exercise, problem, or work sample scored using an official state scoring guide), embedded in the school district’s or public charter school’s curriculum that evaluates the application of students’ knowledge and skills. Local performance assessments must be designed to closely align with state standards and to promote independent, individual student work. School districts and public charter schools may either use a work sample scored using an official state scoring guide or a comparable measure adopted by the school district or public charter school to satisfy the local performance assessment requirement. Appendix A – Work Samples and State Scoring Guides of the 2009-10 Test Administration Manual provides guidance for those school districts and public charter schools choosing to use a work sample to satisfy this requirement.

Assessment of Proficiency in the Essential Skills As part of the new graduation requirements, high school students must demonstrate proficiency in a set of Essential Skills, which are defined as process skills that cross academic disciplines and are embedded in the content standards. Starting

with the graduating class of 2012, high school students must demonstrate proficiency in the Essential Skills of Reading. Students may demonstrate proficiency in these Essential Skills using any of the assessment options approved by the State Board of Education. As of May 2009, the Oregon Assessment of Knowledge and Skills (OAKS) is one of the approved assessment options for the Essential Skills of Reading, Writing, and Mathematics. Another approved option for the Essential Skills of Writing, Speaking, and Mathematics is the completion of work samples scored locally using an official state scoring guide. Appendix A – Work Samples and State Scoring Guides of the 2010-11 Test Administration Manual provides guidance for those school districts and public charter schools choosing to use a work sample to satisfy this requirement. The Assessment of Essential Skills Review Panel (AESRP), which consists of experts from school districts and post-secondary education institutions, reviews and recommends additions or changes to the list of approved assessment options. The AESRP bases its recommendations on evidence provided by the school districts, research organizations, and other experts that the proposed assessment option accurately measures the Essential Skill. The State Board of Education then makes the determination whether to adopt the AESRP’s recommendations. ODE anticipates that the State Board of Education will approve additional assessment options based on recommendations from the AERSP in the coming months. In addition, the AESRP is developing a set of criteria for approval by the State Board of Education that school districts and public charter schools may use in developing local assessment options.




Appendices

The Appendices of this document includes ancillary materials provided to students to complete science testing; and additional assessment documents that deal with test construction, design and assessment. Included in this section are:

Appendix A: Oregon Achievement Standards Summary

Appendix B: Cognitive Demand and Item Distribution Goals

Appendix C: Item Development Process

Appendix D: Life of and Item

Appendix E: Scientific Inquiry Standards for High School

Appendix F: Scientific Inquiry Scoring Guides for High School

Appendix G: Periodic Table


ACHIEVEMENT STANDARDS

2010-11 Achievement Standards Summary

The charts below show the achievement standards (requirements to meet and exceed) for Oregon’s Assessments of Knowledge and Skills (OAKS) by content area and grade or benchmark level. All students are required to take reading/literature and mathematics assessments in grades 3-8 and 11; in writing in grades 4, 7, and 11; and science in grades 5, 8, and 11. Assessments in social sciences are optional; however, they may be required by some districts or schools. For detailed assessment information, refer to the 2010-11 Test Administration Manual (www.ode.state.or.us/go/TAM). It provides timelines, options, and procedures that ensure both test reliability and validity from classroom to classroom, teacher to teacher, school to school, and district to district. Grade 3 MEET EXCEED

Reading/Literature 204 218

Mathematics 212 219

Writing, Speaking, Science, Social Sciences

No state test

Grade 4 MEET EXCEED


Writing • Composite Score • Minimum score in each trait • Conventions score

• 32 to 39* (out of 48)

• 3 (out of 6) • Not doubled

• 40 to 48 (out of 48) • 4 (out of 6) • Not doubled

Voice and Word Choice are not included in the achievement standard. *A composite score of 28 to 31 points conditionally meets the standard. The school district may determine that the standard has been met IF that student has met all writing local performance requirements.

Mathematics 219 227

Speaking, Science, and Social Sciences

No state test

Grade 5 MEET EXCEED


Mathematics 225 234

Science 225 238

Social Sciences # 215 225

# Optional state test; may be required by districts or schools.

Writing, Speaking No state test

Grade 6 MEET EXCEED


Mathematics 227 237

Writing, Speaking, Science, Social Sciences

No state test

Grade 7 MEET EXCEED


Writing • Composite Score • Minimum score in each trait • Conventions score

• 40 to 49* (out of 60)

• 3 (out of 6) • Doubled

• 50 to 60 (out of 60) • 4 (out of 6) • Doubled

Voice and Word Choice are not included in the achievement standard. *a composite score of 35 to 39 points conditionally meets the standard. The school district may determine that the standard has been met IF that student has met all writing local performance requirements.

Mathematics 232 242

Speaking, Science, and Social Sciences

No state test

Grade 8 MEET EXCEED


Mathematics 234 245

Science 234 246

Social Sciences # 231 241

# Optional state test; may be required by districts or schools.

Writing, Speaking No state test

Appendix A


A-1

Oregon Department of Education Office of Assessment and Information Services

http://www.ode.state.or.us/go/TAM

ACHIEVEMENT STANDARDS Continued

High School Achievement Standards for Oregon Statewide Assessments1

Oregon Assessment of Knowledge and Skills (OAKS) is one option to provide evidence of proficiency in Essential Skills.

Subject Area Meets Exceeds Notes Essential Skill

Reading/Literature 236 248 Content of the 2010-2011 OAKS Reading/Literature Assessment is based on the Grade Level Content Standards adopted in 2002-2003.

Read and comprehend a variety of text

Writing • Composite Score • Minimum score allowed in

any trait • Conventions score

• 40 to 49 (out of 60) • 3 (out of 6) • Doubled

• 50 to 60 • 4 (out of 6) • Doubled

• A composite score of 35 to 39 conditionally meets the standard. The district may determine that the standards has been met if that student has met all writing local performance requirements. • Score on Voice and Word Choice traits are not included in the achievement standard.

Write clearly and accurately.

Mathematics 236 251 Content of the 2010-11 OAKS Mathematics test is based on the Content Standards adopted in 2009 for high school and 2007 for grades K-8.

Apply mathematics in a variety of settings

Science 240 249 Content of the 2010-11 OAKS Science test is based on the Content Standards adopted in 2001.

Social Sciences 239 249 Optional State Assessment; content of the 2010-11 OAKS Social Sciences Assessment is based on the Content Standards adopted in 2001.

Achievement Standards for Demonstrating Proficiency in Essential Skills for High School Diploma2

Essential Skill OAKS Assessment Required Scores Other Options Reading (Class of 2012 & beyond) Reading/Literature 236 Meets

248 Exceeds Other approved standardized test; Work samples

Writing (Class of 2013 & beyond) Writing Performance Assessment

40 Meets 50 Exceeds

Work samples

Apply Mathematics (Class of 2014 & beyond)

Mathematics 236 Meets 251 Exceeds

Other approved standardized test; Work samples

1 In future years, Achievement Standards may change for the purposes of accountability and earning a high school diploma. 2 For purposes of demonstrating mastery of Essential Skills, students must meet the achievement standards in effect during their 8th

grade year. However, students may use achievement standards adopted in their 9th through 12th grade years that are equal to or lower than the achievement standards approved as of March 1 of the students’ 8th grade year. In addition, students may demonstrate proficiency in the Essential Skills using additional assessment options adopted in their 9th through 12th grade years.

Appendix A


A-2



A Look at Work Samples As Required Local Performance Assessments (Grades 3 – 8 and High School)

Local Performance assessments evaluate the application of students’ knowledge and skills. OAR 581-022-0615 Assessment of Essential Skills requires students to complete one or more local performance assessments for each assessed skill area per year in grades 3-8 and at least once in high school. The table below outlines the achievement standards for work samples scored with an official state scoring guide and used as a local performance assessment. For detailed assessment information refer to the 2010-11 Test Administration Manual at www.ode.state.or.us/go/TAM. It provides work sample guidelines, options, and procedures that help ensure both work sample reliability and validity from classroom to classroom, teacher to teacher, school to school, and district to district.

Skill Area (Official State

Scoring Guide) Grade

Achievement Standard for Purpose of Local

Performance Assessment

Notes about Work Samples

Meets (out of 6)

Exceeds (out of 6)

Writing

Grade 3 3 4 Grade 3 students are not held to a standard in Sentence Fluency.

Grades 4-8 and High School

4 5 Voice and Word Choice may be scored but are not required traits. Exemplars reflect expectations at each grade level.

Speaking Grade 3 3 4 Grade 3 students are not held to a standard in Language.


4 5 Exemplars reflect expectations at each grade level.

Mathematics Problem Solving


4 5 Exemplars reflect expectations at each grade level.

Scientific Inquiry Grades 3-8 and High

School 4 5

Separate Official scoring guides exist for each grade/band (Grade 3, Benchmark 2 (Grades 4-5), Benchmark 3 (Grades 6-8), and High School).

Related Web Links: Official State Scoring Guides: www.ode.state.or.us/search/page/?id=32 Exemplars of scored work samples are currently found on subject-specific assessment pages linked from: www.ode.state.or.us/search/page/?id=1307

Appendix A


A-3


http://www.ode.state.or.us/go/TAM

http://www.ode.state.or.us/search/page/?id=32

http://www.ode.state.or.us/search/page/?id=1307


Using Work Samples to Assess Essential Skills for the Oregon Diploma

The graduating class of 2012 will be required to demonstrate proficiency in the first of the Essential Skills, Reading. (See chart below for implementation schedule.) Work samples are one assessment option that high school students may use to demonstrate they are proficient in the Essential Skills. Regarding demonstration of proficiency in the Essential Skills, districts must:

provide students with instruction in and multiple assessment opportunities to demonstrate proficiency in the Essential Skills for the purpose of earning a high school or modified diploma.

allow students to use assessment options adopted in a student’s 9th through 12th grade years.

allow students to use achievement standards adopted in their 9th through 12th grade years that are equal to or lower than the achievement standards approved as of March 1 of the students’ 8th grade year.

At the high school level, students may use work samples to fulfill both the local performance assessment and the Essential Skills requirements. The table below describes the achievement standard for work samples scored for the purpose of demonstrating proficiency in the Essential Skills with regard to conferring a high school diploma.

Essential Skill Number and Types of Work

Samples Scoring Guide

First Year Implemented

Achievement Standard for Purpose of Conferring High

School Diploma (Cut Scores)

Read and comprehend a variety of text

2 total work samples:

at least one must be informative

the second may be informative or literary

Official Reading Scoring Guide

Class of 2012 Total score of 12 (6-point scale) across 3 traits with no trait lower than a 3 with no traits lower than a 3; score of 5 or 6 on all traits to exceed.

Write clearly and accurately


one expository

one persuasive

one narrative sample

Official Writing Scoring Guide

Class of 2013 Score of 4 (6-point scale) to meet in each of the 4 required traits; score of 5 or 6 to exceed.

Apply mathematics in a variety of settings


One each from two of these:

algebra

geometry

statistics

Official Mathematics Problem Solving Scoring Guide

Class of 2014 Score of 4 (6-point scale) to meet in each required trait; score of 5 or 6 to exceed.

Appendix A


A-4


Cognitive Demand and Item Distribution Goals Oregon recognizes the importance of Depth of Knowledge as part of test specification. To that end, we are implementing a strategy to overtly incorporate a test design process that includes the three dimensions of content, difficulty and Depth of Knowledge.

The first step in the process is convening content panels to ask for their determination as to the appropriate allocation of Depth of Knowledge, given the content standards.

The second step is analyzing the gap between the Depth of Knowledge available in the current item pools against the content panel’s recommendations.

The third step involves engaging item writers to write items to fill in the critical gaps. These items would then be reviewed and field tested through our standard processes.

We anticipate being able to include Depth of Knowledge as an explicit part of the test specifications in 2010-11. The three Depth of Knowledge levels to be addressed are: • Recall: Item requires a student to recall a fact, information or procedure.

• Skill/Concept: Item requires a student to use a skill or concept, including thinking that requires two or more steps.

• Strategic Thinking: Item requires a student to use reason, develop a plan or use a sequence of steps.

Cognitive Demand and Difficulty Distribution for Science

Grade 5 Distribution on Test

Grade 8 Distribution on Test

High School Distribution on Test

Difficulty Difficulty Difficulty 204-214 33% 213-226 33% 217-230 33% 215-229 33% 227-239 33% 231-243 33% 230-244 33% 240-253 33% 244-257 33% Depth of knowledge Depth of knowledge Depth of knowledge Recall To be

announced by August, 2010

Recall To be announced by August, 2010

Recall To be announced by August, 2010

Skill/Concept Skill/Concept Skill/Concept Strategic Thinking Strategic Thinking Strategic Thinking

RIT Range 204-244 RIT Range 213-253 RIT Range 217-257 Mean RIT 222 Mean RIT 231 Mean RIT 235

Appendix B Science, High School


B-1 Oregon Department of Education Office of Assessment and Information Services

APPENDIX C: ITEM DEVELOPMENT PROCESS

Oregon’s item development process is consistent with industry practice and takes approximately two years, including writing, reviewing, and field-testing new items. Just as the development of Oregon’s content and performance standards is an open, consensus-driven process, the development of test items and prompts to measure those constructs is grounded in a similar philosophy.

Item Writing

For the Knowledge and Skills (multiple-choice) tests and the Writing Performance Assessment, most item writing takes place during either onsite, remote and/or online item writing workshops, in which Oregon teachers across the five main content areas write and review items. The process remains the same regardless of workshop format.

Item writers are typically Oregon teachers who have received training in item construction, are familiar with test specifications, and have demonstrated skill in writing items that pass content and sensitivity panel review. Item writers receive professional development compensation for their time and travel expenses. Among other security precautions, ODE requires item writers to sign confidentiality forms assuring that they will work with the items in a secure manner.

All items are written to measure specific subdomains of the content standards at a variety of specified levels of cognitive complexity. Cognitive complexity is represented by the

following classification, developed from Bloom’s (1956) educational taxonomy:1

• Recall: Recall, label, or locate information; define or describe facts or processes.

• Skill/Concept (Basic Application): Use information or conceptual knowledge, often requiring two or more steps; summarize, classify, or explain information or processes; make predictions or generalizations; solve problems.

• Strategic thinking: Analyze, critique, compare or contrast; create new information; or organize presented information.

• Extended thinking: Make connections and extensions (exclusively assessed in the Writing Performance Assessment and local performance assessments).

During the item writing workshop, writers draft items, document rationale of distracters, and conduct peer reviews of each other’s items. Examples of items are provided, and facilitators provide process guidance and additional review. Writers and reviewers evaluate the strength and clarity of the match between the drafted item and the standard it measures. All issues are worked out or solved multiple times by multiple

1 Bloom, B. S. (ed.), Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: Handbook I: Cognitive domain. New York: David McKay.

Appendix C Science, High School


C-1 Oregon Department of Education Office of Assessment and Information Services

reviewers who verify that distracters are plausible, that answers are correct, and that each item has only a single correct answer.

Figure 1. Sample Oregon Item Writing Form

Following item writing workshops, items are entered into the Item Tracking System (ITS). Oregon’s original graphics are initially entered into the ODE’s Comprehensive Item Management System (CIMS) and then transferred to ITS. Within ITS and CIMS, each item is given a unique item identification number to facilitate the monitoring and tracking of changes to and usage of the item throughout the review process and each item’s history. ITS provides authorized users with access to each item’s alignment and attributes, field-test results and use, response rationales, and previous versions.

Although item writing workshops may still occur annually, ODE has recently moved toward distributed item writing in which consistently strong item writers author additional items throughout the year. Items still go through the review process previously described. Item writers are trained on the use of secure item entry using ITS, and graphic drafts are scanned by the item writers and securely transmitted to ODE.

Committee/Panel Review

ODE convenes a series of advisory groups to advise ODE both on assessment-related policy and on item development. ODE seeks to ensure that membership on these advisory groups reflects the demographics of Oregon’s student population. Each advisory group has approximately 15–35 members who serve three-year terms with one-third of the members rotating out each year and being replaced by new representatives. The following table describes the structure of these groups.




Structure of ODE Assessment-Related Advisory Groups

Committee/Panel Number of Members Meeting Frequency Who Nominates Members?

Assessment Policy Advisory Committee 15–20 2-3 times a year School districts, COSA, OSBA, OEA, ESDs, and OPTA

Sensitivity Panel 15–20 4–6 times a year School districts, OEA, ESDs (application process)

English/Language Arts Content and Assessment Panel 35 4-6 times a year School districts, OEA, ESDs, and self-nominate

(application process) Mathematics Content and Assessment Panel 35 4 - 6 times a year School districts, OEA, ESDs, and self-nominate

(application process) Science Content and Assessment Panel 35 4- 6 times a year School districts, OEA, ESDs, and self-nominate

(application process) Social Sciences Content and Assessment Panel 25 1 - 2 times a year School districts, OEA, ESDs, and self-nominate

(application process) English Language Proficiency Content and Assessment Panel 35 1 – 2 times a year School districts, OEA, ESDs, and self-nominate

(application process)

Note. Oregon’s Accommodations and Modifications Review Panel is not described here. Source: http://www.ode.state.or.us/teachlearn/testing/dev/panels/structurecapanels.doc

Panel members commit up to 6 school days of service with an additional 3 or 4 days during the summer. However, panels will be convened remotely rather than in person as secure technology improvements allow distributed work. Although committee members on district contracts are not compensated for their service, they do receive travel reimbursement for committee travel of more than 70 miles, and substitute teachers are provided for service during the school year. When classroom teacher members work for ODE during non-contract time, they are compensated at an hourly wage as temporary employees

The Assessment Policy Advisory Committee consists of representatives from Oregon school districts, schools, and

ESDs who are knowledgeable about assessment-related issues. The purpose of the Committee is to advise ODE on both the procedural and policy implications of Oregon’s assessment system, as well as the feasibility of proposed improvements to Oregon’s assessment system. Committee members provide input regarding the various elements of the state assessment system such as educational technology, electronic reporting, operational assessment issues, and test administration.

In addition to seeking advice on assessment-related policy, ODE requires that all items generated for use on Oregon statewide assessments must pass a series of rigorous reviews before they can be used in field and operational tests. All items go through both a content and a sensitivity review as part of the




item development process; only those items that measure the grade-level expectations and meet both overall quality and sensitivity criteria are carried forward to the field-test stage.

ODE Content and Assessment Panels exist for each of the content areas for which statewide tests are given: English/Language Arts (this panel reviews Writing and Reading/Literature assessment items), Mathematics, Science, Social Sciences, and English Language Proficiency.

Most members of these panels are classroom teachers, with some representation from higher education, district curriculum and assessment personnel, and related businesses. Criteria for panel selection include the following:

• Knowledge of Oregon’s content standards and expertise in the subject area and its eligible content

• Teaching experience at the grade level or benchmark to which the individual will be assigned

• Geographical location to ensure that all regions of Oregon are represented

• Gender and ethnic diversity to ensure that the panel represents the diversity of Oregon’s student population

Current item writers are not allowed to serve on item review committees. However, in some cases, content and assessment panel experts may be utilized as item writing facilitators.

Items are accepted, rejected, or modified by the Content and Assessment Panel to make sure they represent the constructs embodied in grade-specific content standards and test specifications. In addition to judgments of content relevance,

the panels appraise the technical quality of items, looking for items that are free from such flaws as (a) inappropriate readability level, (b) ambiguity, (c) incorrectly keyed answers and distracters, (d) unclear instructions, and (e) factual inaccuracy. The panels for each content area use the following review process:

1. Three content panel members review each item independently and complete an Item Review Form (IRF) (figure 1) using a pre-assigned reviewer ID.

2. Then, the three content panel members review the item collectively, and item reviewers make a recommendation for each item on the IRF to either (a) accept the item as written, (b) accept the item with revisions, or (c) reject the item (sometimes an alternate question is offered that entails a simple revision).

3. When all three reviewers agree that an item should be accepted or rejected, no further discussion is needed. If one or more of the reviewers feel that an item should be revised, then they attempt to reach a consensus and produce a “master copy” of their recommendation. The same is true if one or two of the reviewers reject an item that another reviewer finds acceptable with or without revisions.

4. In most cases, recommendations are followed and revisions are made, or items are eliminated. The ODE assessment specialist can override the recommendation, but this occurs rarely and only for compelling reasons.




Figure 2. Sample Oregon Content and Assessment Panel Item Review Form

The content panels perform specific checks on items to confirm that:

• the SRC and subcategory match. • the key is correct. • alternate valid interpretations making the distracters

correct do not exist. • the item is grade-level appropriate in content and reading

levels. • the item is of overall high quality (wording and

grammar, graphic quality, curricular importance, etc). • the identified level of difficulty (i.e., easy, medium,

hard) is correct. • Reading/Literature passages are appropriate in content

and reading levels. Science and Social Sciences stimuli align to appropriate content and reading skills.

• the level of cognitive complexity (i.e., recall, skill/concept or strategic thinking) is appropriate to the item and correctly identified.

Following review by the content panel, and according to panel feedback, ODE assessment specialists edit and revise items in ITS in preparation for review by the Sensitivity Panel.

All items that pass review by the content specialist are next presented to the sensitivity panel. The sensitivity panel reviews convenes day-long meetings, four to six times a year. The panel reviews items from all grade levels and content areas for bias, controversial content, and overly emotional issues.




In general, the sensitivity panel ensures that items:

• present racial, ethnic, and cultural groups in a positive light.

• do not contain controversial, offensive, or potentially upsetting content.

• avoid content familiar only to specific groups of students because of race or ethnicity, class, or geographic location.

• aid in the elimination of stereotypes. • avoid words or phrases that have multiple meanings.

Following the sensitivity panels and according to panel feedback, ODE assessment specialists edit and revise items in the ITS system.

EXPERT REVIEW Next, ODE assessment specialists submit the new items for review by experts that have experience in the roles of item writer and content and assessment panel member. Expert reviewers add an additional quality control check for the online assessments. Experts have received extensive professional development in ITS to review items in a web-preview format providing the exact rendering provided in the online assessments. Experts review each item and confirm that:

• the key is correct. • alternate valid interpretations making the distracters

correct do not exist. • the item is grade-level appropriate in content and

reading levels.

• the item is of overall high quality (wording and grammar, graphic quality, curricular importance, etc).

Following the expert review in most cases, recommendations are followed and revisions are made, or items are eliminated. The ODE assessment specialist can override the recommendation, but this occurs rarely and only for compelling reasons.

FIELD TESTING Once the items have been reviewed by the content and assessment panel, the sensitivity panel, and an expert reviewer, all Mathematics, Reading/Literature, Science, and Social Sciences test items are field tested. Field test items identified by the ODE assessment specialists are embedded in the operational tests by content area. As students take the operational tests, they also respond to approximately 5-8 field test items embedded in the test.

ODE then receives data files of the student responses, which ODE analyzes to determine whether the field test items are behaving as expected. The ODE assessment specialists eliminate those items which the data analysis indicate performed weakly. ODE assessment staff calibrate the difficulty level for those items that performed successfully in preparation for using the item operationally.




TRANSLATION OF ITEMS TO SPANISH Concurrent with the field testing of items in English, all Mathematics, Science, and Social Sciences test items are translated into Spanish. All required grade-level and benchmark- level statewide tests for Mathematics and Science are offered in English-Spanish tests. English-Spanish tests are also available for Social Sciences. Stacked English-Spanish items are used on electronic tests. Side-by-side English-Spanish and English-Russian Paper/Pencil assessments are available in Mathematics and Science. Following translation by ODE’s translation vendor, the translated items are reviewed by ODE’s Spanish- and Russian-speaking experts to ensure that each item accurately conveys the intent of the English text. While the procedure described below specifically addresses Spanish translation, ODE follows a similar procedure for translation of Paper/Pencil items into Russian. The following linguistic guidelines are used by ODE’s translation vendor and Spanish-speaking experts:

• Students are expected to have subject knowledge and use proper terminology/vocabulary for that subject. In other words, what is expected from English-speaking students is also expected from Spanish-speaking students.

• ODE uses formal Spanish (usted, not tú) for test items and includes proper verb conjugation.

• ODE strives to use Global Spanish language that will be interpreted and understood by all Spanish speakers from anywhere in the world. Global Spanish language includes words used worldwide by most Spanish speakers.

After the ODE Spanish reviewers complete a review of the newly translated items, extensive research is conducted by a small group of reviewers on any word that has not met group consensus. Every attempt is made to choose the most correct

translation based upon grade level and cultural relevance. A variety of resources are used for selecting the proper translated words including: dictionaries from Mexico, South America and Spain (e.g. Diccionario Hispanoamericano de Dudas, Diccionario de Matemáticas), and ODE’s list of translated terms for Science at http://www.ode.state.or.us/search/page/?id=517 and for Mathematics at http://www.ode.state.or.us/search/page/?id=500 .

ADDITIONAL EXPERT REVIEW OF ITEMS On an annual basis, ODE assessment specialists review items from the field test pool for inclusion within the operational test. This level of review acts as an additional quality control for the online assessments. In addition, whenever ODE transitions to a different test delivery system, ODE submits all of its Reading/Literature, Mathematics, Science, and Social Sciences items for an additional level of expert review to ensure that all items appear consistently from year to year when presented to students.

ITEM USE AND RELEASE Approximately every three years, ODE releases one sample test for each content area and grade-level and benchmark-level comprised of items used on previous test forms. These items are no longer secure and are taken out of the pool of eligible test items.

Released items are provided in the form of practice tests. Practice tests for Reading/Literature, Mathematics, Social Sciences, and Science are available on ODE’s Website at http://www.ode.state.or.us/search/page/?id=1222 .

Sample Writing prompts are also available at http://www.ode.state.or.us/teachlearn/subjects/elarts/writing/assessment/usingsampleprompts.pdf




The complete two-year Lifecycle of a Knowledge and Skills ItemMathematics, Reading/Literature, Science, Social Sciences

PAGE 1

1 Phase 1›Item Writing 2 Phase 2›Item Review 3 Phase 3›Field Testing

A. Assessment staff schedules andcoordinates item writing activities, and recruits Oregon teachers toconstruct items to be entered into an item database

REVIEW

WRITING

SITES SORT

REVIEW

EDIT

REVIEW

FIELD TEST

EMBED

TEST

PROCESSEDITENTRY

C. Teachers review items written bytheir peers.

D. After items are written, assess-ment staff enter items into a database.

A. Assessment Specialist sorts andorganizes items for review.

B. Subject Specific Content and Assessment Panels, consisting ofOregon teachers, review test items with respect to content validity andgrade appropriateness.

C. Assessment Specialist edits and revises items according to content panel feedback.

D. Sensitivity Panel reviews items in two-day meetings, generally heldfour times a year.

E. Assessment Specialist edits andrevises items according to SensitivityPanel feedback.

B. Field test items are embeddedin an operational test.

C. Students complete operational tests with embedded field test items.

D. Data files of student responsesare submitted to ODE for analysis.

A. Assessment Specialist identifiesitems to be field tested.

NEXT PHASE NEXT PHASE

Bank of POTENTIAL items Bank of REVIEWED items Bank of FIELD items

B. Item Writing: Teachers receive professional development training on item development, including a focus on standardsalignment and item content and format. Items are written explicitlyto measure Oregon academic content standards.

Appendix D

D-1

The complete two-year Lifecycle of a Knowledge and Skills ItemMathematics, Reading/Literature, Science, Social Sciences

PAGE 2

4 Phase 4›DataAnalysis of

Field Test Items

5 Phase 5›Test Construction

6 Phase 6›DataAnalysis of Operational

Test Items

A. Assessment staff generatespsychometric data to determine if the item “behaves” as expected.

CALIBRATE

REVIEW

ANALYZE SELECT

RANGE

CONSTRUCT

REVIEW

PRESENTED

SCORES

TEST

PROCESS

TARGETFINAL

C. Assessment staff calibrate the difficulty of field test items thatmeet the successful criteria.

B. Assessment Specialist reviewsdata to determine which items should be “dropped” because of weak performance.

A. Assessment Specialist selects items for operational testing.

B. Assessment Specialist balancesitems across Score Reporting Categories (SRCs) (such as Geometry in Mathematics or Vocabulary in Reading/Literature) and range of difficulty according to test specifications.

C. Assessment staff construct tests, online test pools,and finalize Administration Manual.

D. Assessment staff and expert reviewers proofread testitems and stimuli for errors.

E. Final Operational Tests and poolsare prepared.

E. Item performance tables which describe how well each item performs are used to review itemsand pools of items to identify anyadditional items to be dropped.

B. Students complete the opera-tional test and receive instant scores when using onlinedelivery.

C. Assessment staff analyze itemstatistics to verify the itemperforms as expected

D. Assessment staff analyze item statistics to make sure items are not biased against a particular sub-group (e.g., students with disabilities, ethnic groups, or gender).

A. Tests are sent to contractor forprint distribution or delivery online.

NEXT PHASE NEXT PHASE

Bank of CALIBRATED items

Appendix D

D-2

SCIENTIFIC INQUIRY FORMING THE QUESTION/HYPOTHESIS Score Reporting Category 5

Common Curriculum Goal: Formulate and express scientific questions or hypotheses to be investigated.

Content Standards

Make observations. Formulate and express scientific questions or hypotheses to be investigated based on the observations.

High School

Based on observations and scientific concepts, ask questions or form hypotheses that can be answered or tested through scientific investigations.


Eligible Content

See 2002-2011 Scientific Inquiry High School Scoring Guide, Level 4.

Explanation

Students should be able to identify a question, formulate a testable hypothesis and demonstrate logical connections between the scientific concepts guiding a hypothesis and the design of the experiment.

Locally Assessed

Teachers are expected to provide instruction and classroom assessment in all four dimensions of the scoring guide and scores from these assessments must be reported to school district work sample management. Scientific Inquiry Anchor Papers and Support Materials are available at http://www.ode.state.or.us/search/page/?id=518

Appendix E Science, High School


E-1 Oregon Department of Education Office of Assessment and Information Services

SCIENTIFIC INQUIRY DESIGNING THE INVESTIGATION Score Reporting Category 5

Common Curriculum Goal: Design safe and ethical scientific investigations to address questions or hypotheses.

Content Standards

Design scientific investigations to address and explain questions or hypotheses.

High School

Design a scientific investigation that provides sufficient data to answer a question or test a hypothesis.


Eligible Content


Explanation

Students must be able to design and construct a scientific investigation using proper equipment, procedures and safety precautions. They should provide clarification of ideas that guide the inquiry and obtain scientific knowledge from sources other than the actual investigation. Their investigation should include clarification of the question, method, controls, variables and provide organization of the data.

Locally Assessed





SCIENTIFIC INQUIRY COLLECTING AND PRESENTING DATA Score Reporting Category 5

Common Curriculum Goal: Conduct procedures to collect, organize, and display scientific data.

Content Standards

Collect, organize, and display scientific data.

High School

Collect, organize, and display sufficient data to facilitate scientific analysis and interpretation.


Eligible Content


Explanation

Students summarize varied sources of evidence including their own data and published reports and evaluate the reports of others using scientific criteria.

Locally Assessed





SCIENTIFIC INQUIRY ANALYZING AND INTERPRETING RESULTS Score Reporting Category 5

Common Curriculum Goal: Analyze scientific information to develop and present conclusions.

Content Standards

Analyze scientific information to develop and present conclusions.

High School

Summarize and analyze data, evaluating sources of error or bias. Propose explanations that are supported by data and knowledge of scientific terminology.


Eligible Content


Explanation

Students are able to analyze data, taking steps to limit observer and sample bias using mathematical statistics and probability concepts. They are able to formulate and revise explanations and models based on evidence and logical argument while preserving significant information.

Locally Assessed





These standards were adopted by the State Board of Education April 26, 2001. Students were first accountable for meeting these standards in the Spring 2003 statewide assessment.

Instruction in the Common Curriculum Goals of Unifying Concepts and Processes, History and Nature of Science, Science in Personal and Social Perspectives, and Science and Technology is required in all Oregon school districts; however, they are not included in the state assessment except as specifically indicated in

the eligible content in Earth/Space Science, Life Science, or Physical Science.

UNIFYING CONCEPTS AND PROCESSES: Understand and apply major concepts and processes common to all sciences.

COMMON CURRICULUM GOALS: • Understand that any collection of things that have an influence on one another can be thought of as a system. • Understand that a model is a tentative scheme or structure with explanatory power. • Understand that both patterns of change and stability are important in the natural world. • Understand that changes in scale influence the characteristics, properties and relationships within a system.

HISTORY AND NATURE OF SCIENCE: Understand science as a human endeavor, the nature of scientific knowledge, and the history

of science as it relates to and clarifies scientific inquiries.

COMMON CURRICULUM GOALS: • Understand that science is a human endeavor practiced by individuals from many different cultures. • Understand that scientific knowledge is subject to change based on new findings and results of scientific observation and experimentation. • Understand that scientific knowledge distinguishes itself through the use of empirical standards, logical arguments, and skepticism.

SCIENCE IN PERSONAL AND SOCIAL PERSPECTIVES: Understand that science provides a basis for understanding and acting on personal and social issues.

COMMON CURRICULUM GOALS: • Describe the role of science and technology in local, national, and global issues. • Describe how daily choices of individuals, taken together, affect global resource cycles, ecosystems, and natural resource supplies. • Explain risks and benefits in personal and community health from a science perspective.

SCIENCE AND TECHNOLOGY: Understand the interconnections among science, technology, and society.

COMMON CURRICULUM GOALS: • Understand the relationship that exists between science and technology. • Understand the process of technological design to solve problems and meet needs.




2002-2011 SCIENTIFIC INQUIRY SCORING GUIDE [A= Application of Scientific Knowledge N= Nature of Scientific Inquiry C= Communication] - 1 -

2002-2011 Official Scientific Inquiry Scoring Guide High School

Forming a Question or Hypothesis Based on observations and scientific concepts, ask questions or form

hypotheses that can be answered or tested through scientific investigations.

Designing an Investigation Design a scientific investigation that provides sufficient data to answer a

question or test a hypothesis.

6

A) Provides a focused rationale for the investigation by using the most relevant background science knowledge or preliminary observations. N) Forms a question or hypothesis that focuses and defines an investigation of scientific relationships (e.g., interaction, dependency, correlation, causation). C) Expresses question or hypothesis along with the application of background information clearly enough to suggest specific investigative procedures.

A) Applies knowledge of scientific research and procedures to create or adapt a design that is controlled, precise, safe, ethical, and consistent with accepted scientific practice. N) Presents a practical design that should provide reliable and valid data sufficient to answer the question or test the hypothesis and to explain the relationship(s). C) Communicates a unified (but flexible) design and logical, detailed procedures that can be fully replicated anticipating possible need for adjustment.

6

5

A) Provides background science knowledge or preliminary observations which are connected to the investigation. N) Forms a question or hypothesis that generally points toward an investigation of scientific relationships (e.g., interaction, dependency, correlation, causation). C) Expresses question or hypothesis along with the explanation of background information clearly enough to imply a particular investigative design.

A) Applies scientific knowledge to create or adapt a design with precise, safe, and ethical procedures. N) Presents a practical design that should provide data of sufficient quantity and quality to answer the question or test the hypothesis and investigate possible relationships. C) Communicates a unified design and logical, detailed procedures that can be reviewed, replicated, and revised.

5

4

A) Provides background science knowledge or preliminary observations that are relevant to the investigation. N) Forms a question or hypothesis that can be answered or tested using data gathered in a scientific investigation. C) Expresses question or hypothesis along with the explanation of background information clearly enough to imply an appropriate investigative approach.

A) Proposes scientifically logical, safe, and ethical procedures in a design with only minor scientific errors. N) Presents a practical design that should provide data of sufficient quantity and quality to answer the question or test the hypothesis (i.e., fair test). C) Communicates an organized design and procedures that have enough detail that they could be followed and revised.

4

3

A) Provides background science knowledge or preliminary observations that are either irrelevant or incomplete. N) Forms a question or hypothesis that can be investigated using data but not directly answered or tested. C) Expresses a question or hypothesis along with the explanation of background information that is understandable, but does not imply a direction for an investigation.

A) Proposes safe, ethical procedures in a design that contains some significant scientific errors. N) Presents a design that should provide relevant data but not sufficient to fully answer the question or test the hypothesis. C) Communicates a general plan and some procedures that can be followed.

3

2 A) Provides background science knowledge or preliminary observations that are inappropriate or substantially incorrect. N) Forms a question or hypothesis that cannot be investigated using data. C) Either question or hypothesis or background information is unclear.

A) Uses little scientific knowledge or does not consistently use reasonable, safe, or ethical procedures in a proposed design. N) Presents a design that should provide data somewhat applicable to the question or hypothesis. C) Communicates a summary of a plan that generally can be followed.

2

1 A) States a question or hypothesis without supporting background information. N) Forms a question or hypothesis that cannot be answered or tested. C) Background information is not included.

A) Uses minimal or incorrect scientific knowledge and unacceptable procedures in a proposed design. N) Presents a design that will not provide applicable data. C) Communicates a plan that is unclear or illogical.

1

Appendix F

F-1

2002-2011 SCIENTIFIC INQUIRY SCORING GUIDE [A= Application of Scientific Knowledge N= Nature of Scientific Inquiry C= Communication] - 2 -

2002-2011 Official Scientific Inquiry Scoring Guide High School

Collecting and Presenting Data Collect, organize, and display sufficient data to facilitate scientific analysis and

interpretation.

Analyzing and Interpreting Results Summarize and analyze data, evaluating sources of error or bias. Propose

explanations that are supported by data and knowledge of scientific terminology.

6 A) Records accurate data consistent with complex procedures and deals with anomalous data, as needed. N) Transforms data into visually powerful displays/formats that clarify and highlight relationship(s) to be analyzed and explained. C) Creates precise and thorough displays (e.g., tables) for communicating observations or measurements, using appropriate units, in a logical and organized fashion.

A) Apply scientific terminology or notation correctly to analyze and explain relationship(s) investigated. N) Analyzes and critiques the design and procedures in light of the results and suggests insightful revisions or extensions. C) Explicitly analyzes the results of the investigation to support conclusions that address the question, hypothesis and relationship(s) investigated.

6

5 A) Records accurate data completely consistent with the planned procedure. N) Chooses data transformations that highlight information and patterns and support interpretation of relationships. C) Creates thorough displays (e.g., tables) for communicating observations or measurements, using appropriate units, that are logical and organized.

A) Uses scientific terminology or notation with minimal errors to report results, discuss relationships, and propose explanations. N) Provides evidence that the design, procedures, and results have been reviewed to identify important limitations and sources of error, suggesting design improvements when appropriate. C) Explicitly analyzes the results of the investigation to support conclusions that address the question or hypothesis and any relationships discovered.

5

4 A) Records reasonable data consistent with the planned procedure. N) Chooses data transformations that are valid and facilitate scientific analysis and interpretation. C) Creates displays (e.g., tables) for communicating observations or measurements, using appropriate units, that are logical and organized.

A) Uses scientific terminology with minimal errors to report results, identify patterns, and propose explanations. N) Provides evidence that the design, procedures, and results have been reviewed to identify some obvious limitations or sources of error. C) Explicitly uses the results of the investigation to support conclusions that address the question or hypothesis.

4

3 A) Records reasonable data consistent with the planned procedure with some obvious errors. N) Chooses data transformations that are valid and complete but do not facilitate scientific analysis and interpretation. C) Creates displays (e.g., tables) for communicating observations or measurements that are understandable, but somewhat incomplete or disorganized.

A) Uses scientific terminology, with some significant errors, to report results, identify patterns and propose explanations. N) Provides evidence that the design, procedures, and results have been reviewed but deals with errors and limitations in a trivial or illogical manner. C) Develops conclusions related to the question or hypothesis, but support from the investigation is either incomplete or not explicit.

3

2 A) Records data inconsistent with the planned procedure. N) Chooses data transformations that are sometimes invalid or incomplete. C) Creates displays (e.g., tables) for communicating observations or measurements that are substantially inaccurate, incomplete, or disorganized.

A) Uses scientific terminology incorrectly to report results, identify patterns or propose explanations. N) Provides minimal evidence that the design, procedures, and results have been reviewed. C) Presents interpretations or conclusions that are not clearly related to the question or hypothesis or supported by the results.

2

1 A) Records data unrelated to the planned procedure. N) Presents results in ways that are confusing or incorrect. C) Does not display data.

A) Does not clearly explain results or use scientific knowledge correctly. N) Does not provide evidence that the design or procedures have been reviewed. C) Does not present any interpretations.

1

Appendix F

F-2

13 14 15 16 17

18

La57

Ac89

1.008

1

4.003

2

20.18

10

14.01

7

39.95

18

35.45

1719.00

9

16.00

8

83.80

36

131.3

54

(222)

86

12.01

6C

10.81B5

26.98Al13

28.09Si14

30.97P15

32.07S16

6.941Li3

9.012Be

4

22.99Na

11

24.31Mg

12

39.10K19

40.08Ca

20

44.96Sc21

47.88Ti22

50.94V23

52.00Cr24

54.94Mn

25

55.85Fe26

58.93Co27

58.69Ni28

63.55Cu

29

65.39Zn30

69.72Ga31

72.58Ge32

74.92As33

78.96Se34

79.90

35

85.47Rb

37

87.62Sr38

88.91Y39

91.22Zr40

92.91Nb41

95.94Mo

42

132.9Cs

55

137.3Ba

56

178.5Hf72

180.9Ta73

183.9W74

(223)Fr87

(226) (227)

138.9

Ra88

(98)

43

126.9I53

101.1Ru

44

102.9Rh45

106.4Pd46

107.9Ag47

112.4Cd48

186.2Re

75

190.2Os

76

192.2Ir77

195.1Pt78

197.0Au79

200.5Hg

80

204.4Tl81

207.2Pb82

208.9Bi83

(209)Po84

(210)At85

114.8In49

118.7Sn50

121.8Sb51

127.6Te52

Br

1

54

2

3 6 7 1211

175.0Lu71

140.1Ce

58

(232.0)Th90

(231)Pa91

(238)U92

140.9Pr59

144.2Nd60

(257)

103

(147)

61

(237)

93

(242)

94

(243)

95

(247)

96

(247)

97

(249)

98

(254)

99

(253)

100

(256)

101

(254)

102

(150.4)Sm

62

152.0Eu

63

157.3Gd

64

158.9Tb65

162.5Dy66

164.9Ho67

167.3Er68

168.9Tm

69

173.0Yb70

(262)

107

(257)

104

(260)

105

(263)

106

(265)

108

(266)

109

(271)

110

(272)

111

(277)

112

Rf

Cf Es Fm MdPu Am Cm Bk LrNo

Bh

Np

Hs Uub(289)

114

Uuq(293)

116

Uuh(?)

118

UuoUuuDs

Pm

MtSgDb

Tc

9 108

June 2008

Appendix G Science, High School


G-1 Oregon Department of Education Office of Assessment and Information Services

Oregon Department of Education

255 Capitol St NE, Salem, Oregon 97310 (503) 947-5600

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