Science. The extended constructed-response item is scored using the following rubric:

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1 Science The grade 4 LEAP Science test is composed of forty multiple-choice items, four independent short-answer items, and one comprehensive science task. The science task consists of three inquiry-based short-answer items and one extended constructed-response item, all based on a manipulated task. A student earns point for each correct answer to a multiple-choice item, from to points for the answer and work shown for each short-answer item, and from to 4 points for the answer and work shown for the extended constructed-response item. The short-answer items are scored using the following rubric: Score Description The student s response provides a complete and correct answer. The student s response is partially correct. The student s response demonstrates limited awareness or contains errors. The student s response is incorrect, irrelevant, too brief to evaluate, or blank. The extended constructed-response item is scored using the following rubric: Score 4 Description The student s response demonstrates in-depth understanding of the relevant content and/or procedures. The student completes all important components of the task accurately and communicates ideas effectively. Where appropriate, the student offers insightful interpretations and/or extensions. Where appropriate, the student uses more sophisticated reasoning and/or efficient procedures. The student completes most important aspects of the task accurately and communicates clearly. The student s response demonstrates an understanding of major concepts and/or processes, although less important ideas or details may be overlooked or misunderstood. The student s logic and reasoning may contain minor flaws. The student completes some parts of the task successfully. The student s response demonstrates gaps in conceptual understanding. The student completes only a small portion of the task and/or shows minimal understanding of the concepts and/or processes. The student s response is incorrect, irrelevant, too brief to evaluate, or blank. 6 Grade 4 Sample Items and Student Work

2 It is important to recognize that score points for constructed-response items and LEAP achievement levels do not share a one-to-one correspondence. For example, it should not be assumed that a student who scores at the Advanced achievement level in the assessment has earned a score of 4 on the extended constructedresponse item. It is possible for a grade 4 student to earn a total of 58 points on the LEAP Science test. The number of raw score points a student would have to achieve to reach each achievement level may change slightly from year to year given the difficulty of that particular form of the test. The spring raw score range for each achievement level is shown below. Spring Science Test, Grade 4 Achievement Level Raw Score Range Advanced 5 58 points Mastery 46 5 points Basic 6 45 points Approaching Basic 6 5 points Unsatisfactory 5 points The following section of this document presents four multiple-choice items, each taken from four of the five science strands: Science and the Environment, Physical Science, Earth and Space Science, and Science as Inquiry. The items were selected because they illustrate results from four of the five achievement levels used to report LEAP results Advanced, Mastery, Basic, and Approaching Basic. Examples of Unsatisfactory work are not included; by definition, work classified as Unsatisfactory exhibits a narrower range of knowledge and skills than work classified as Approaching Basic. Information shown for each item includes the correct answer, the achievement level, the strand and benchmark each item measures, and commentary on the skills/knowledge measured by the item. Grade 4 Sample Items and Student Work 7

3 Grade 4 Science Multiple-Choice Items Strand: Benchmark SE-E-A: Achievement Level: Science and the Environment understanding that an ecosystem is made of living and nonliving components Advanced An ocean, a forest, and a grassy meadow are each examples of a complete ecosystem. Complete ecosystems contain only A. animals. B. rocks and water. * C. living and nonliving things. D. populations of plants and animals. * correct answer This Science and the Environment item would most likely be answered correctly by students who score at the Advanced level. The item requires students to understand that an ecosystem is made of living and nonliving components. Students who choose option A may have recognized that ecosystems contain animals but did not recognize that ecosystems also contain other kinds of living things (e.g., plants, fungi, protists, bacteria) and nonliving things (e.g., air, water, rocks, soil). Students who choose option B may have recognized that ecosystems contain rocks and water (nonliving things) but did not recognize that ecosystems also contain plants, fungi, protists, bacteria, and other living things. Students who choose option D may have recognized that ecosystems contain populations of plants and animals (living things) but did not recognize that ecosystems also contain air, water, rocks, soil, and other nonliving things. Students who choose option C correctly recognize that ecosystems contain only living and nonliving things. 8 Grade 4 Sample Items and Student Work

4 Strand: Benchmark PS-E-B: Achievement Level: Physical Science describing an object s motion by tracing and measuring its position over time Mastery Use the graph below to answer question XX. Distance and Time Traveled by a Car Distance (km) Time (minutes) A student drew a graph that shows the motion of a car as it traveled down a street. When was the car stopped at a stoplight? A. between and minutes B. between and 5 minutes * C. between 5 and 8 minutes D. between 8 and minutes * correct answer This Physical Science item would most likely be answered correctly by students who score at the Mastery level and above. The item requires students to interpret the graph and determine when the car is moving. Students who choose options A, B, and D may not have recognized from the graph that the car was moving when its location (distance) changed over time, indicated by a sloping line on the graph. Between minutes and (option A) the car was moving at a rate of km per minute, between minutes and 5 (option B) the car was moving at a rate of approximately.5 km per minute, and between minutes 8 and (option D) the car was again moving at a rate of km per minute. Students who choose option C correctly identify from the graph that the car was stopped at the stoplight between minutes 5 and 8 because the distance the car moved did not change during this period of time. Grade 4 Sample Items and Student Work 9

5 Strand: Earth and Space Science Benchmark ESS-E-A: investigating, observing, and describing how water changes from one form to another and interacts with the atmosphere Achievement Level: Basic Use the picture below to answer question XX. W X Y Z What part of the water cycle is represented by arrow Y? A. evaporation * B. precipitation C. condensation D. runoff * correct answer This Earth and Space Science item would most likely be answered correctly by students who score at the Basic level and above. The item requires students to understand how water changes from one form to another and how water interacts with the atmosphere. Students who choose option A may have recognized that evaporation occurs when water moves between Earth s surface and the atmosphere but did not recognize that the downward movement of water in the liquid or solid state (represented by arrow Y) is precipitation. Students who choose option C may not have had a clear understanding of condensation and cloud formation. Students who choose option D may not have recognized that runoff is the movement of water over land (represented by arrow Z). Students who choose option B correctly identify the representation of precipitation in the water cycle diagram. Grade 4 Sample Items and Student Work

6 Strand: Benchmark SI-E-A5: Science as Inquiry Achievement Level: Approaching Basic using data, including numbers and graphs, to explain observations and experiments Use the calendar below to answer question XX. April Sun Mon Tue Wed Thu Fri Sat Key = sunny = cloudy = rainy Students recorded daily weather conditions on a calendar for the first two weeks of April. Which graph best shows the weather conditions recorded by the students? * A. Number of Days April Weather sunny cloudy rainy Type of Weather B. Number of Days April Weather sunny cloudy rainy Type of Weather C. Number of Days April Weather sunny cloudy rainy Type of Weather D. Number of Days April Weather sunny cloudy rainy Type of Weather * correct answer Grade 4 Sample Items and Student Work

7 This Science as Inquiry item would most likely be answered correctly by students who score at the Approaching Basic level and above. The item requires students to understand the use of data, including numbers and graphs, to explain observations and experiments. Students who choose option B may have recognized that the graph is similar to the observed weather conditions but did not recognize that the weather was sunny for seven days, not six. Students who choose option C may not have carefully counted the number of sunny and cloudy days or may have gotten their numbers crossed. Students who choose option D may have recognized that the graph is similar to the observed weather conditions but did not recognize that the weather was rainy for two days, not one. Students who choose option A correctly identify the graph that accurately represents the observed weather conditions. Grade 4 Sample Items and Student Work

8 Grade 4 Science Short-Answer Items A science short-answer item for a LEAP test may require students to reflect on an idea, demonstrate understanding of the unifying concepts and processes of science, make meaning of a given set of data, or critique the design or interpretation of results from an experiment. Frequently, the short-answer items have more than one part. In addition to writing, students may be asked to work with graphics, tables, or other materials. The items, scoring rubrics, and sample student work are shown on the following pages. The student responses at each score point ( to ) are annotated to explain how each score was derived and to identify the strengths and weaknesses of the responses. Sample Strand: Life Science Benchmark LS-E-C: describing how the features of some plants and animals enable them to live in specific habitats This item appears on the next page. Grade 4 Sample Items and Student Work

9 Use the picture below to answer question XX. Great egrets live in marshes, ponds, and other shallow water areas and eat creatures such as fish. List two of the egret s body parts that make it a good hunter in shallow water and explain how each body part helps the egret hunt... 4 Grade 4 Sample Items and Student Work

10 Scoring Rubric Score Description Response correctly lists two body parts AND explains how each body part helps the egret hunt. The response contains no errors. Response correctly lists one body part AND explains how the body part helps the egret hunt, OR the response correctly lists two body parts, but the explanations are missing or incomplete. The response may contain errors or omissions. Student response is incorrect, irrelevant, too brief to evaluate, or blank. Scoring Notes Sample answers: The egret s long legs allow it to wade in shallow water. OR The egret s sharp beak can spear fish and frogs. OR The egret s flexible long neck allows it to move its head very fast over a distance. Grade 4 Sample Items and Student Work 5

11 Score Point Use the picture below to answer question XX. Great egrets live in marshes, ponds, and other shallow water areas and eat creatures such as fish. List two of the egret s body parts that make it a good hunter in shallow water and explain how each body part helps the egret hunt... The student correctly lists two of the great egret s body parts that make it a good hunter in shallow water ( long leg and big beak ). The student accurately explains how these body parts help the great egret hunt. The response is complete and contains no errors. The student earns a score of. 6 Grade 4 Sample Items and Student Work

12 Score Point Use the picture below to answer question XX. Great egrets live in marshes, ponds, and other shallow water areas and eat creatures such as fish. List two of the egret s body parts that make it a good hunter in shallow water and explain how each body part helps the egret hunt... The student correctly lists two of the great egret s body parts that make it a good hunter in shallow water ( The long neck and The big beak ). The student does not attempt to explain how these body parts help the great egret hunt. The student earns a score of. Grade 4 Sample Items and Student Work 7

13 Score Point Use the picture below to answer question XX. Great egrets live in marshes, ponds, and other shallow water areas and eat creatures such as fish. List two of the egret s body parts that make it a good hunter in shallow water and explain how each body part helps the egret hunt... The student does not receive credit for listing Each body part or his nose as body parts that help the great egret hunt. The student earns a score of. 8 Grade 4 Sample Items and Student Work