getting a handle on scoring fcat science. scoring-where to start? fcat science item specifications 5...

Getting a Handle on Getting a Handle on ScoringScoring

Getting a Handle on Getting a Handle on ScoringScoring

FCAT ScienceFCAT Science

Scoring-Where to start?

• FCAT Science Item Specifications

• 5th Grade item

• Cluster 2-Earth/Space Sciences

Sample ER Question (5th)

• Kira conducted an investigation. She filled a thin plastic bottle to the top with water and put it in the freezer. The next day when she checked it, she noticed the water had turned to ice and the container was broken. Kira’s investigation models how freezing water can cause change.

Explain how Kira’s investigation models what happens to the cracks or openings of

rocks.

Benchmark?• SC.D.1.2.4 The student knows that

the surface of the Earth is in a continuous state of change as waves, weather, and shifts of the land constantly change and produce many new features. Also assesses SC.D.1.2.1, SC.D.1.2.2, AND SC.D.1.2.5

Content Limits• Items will NOT require unit

conversions to compare data• Items will NOT require the student

to identify aspects of the theory of plate tectonics

• Items may address more than one surface-changing process at a time

Perfect 4-point answer?

Rubric Review

Please pay special attention to the score

of “0”

Read first student response

How closely does it match your “perfect” 4-pt. answer?

Compare the response to the rubric

Score!

Discuss variations in scores

Rescore!

Continue with new student responses

Sample SR Question (8th)

• If you look up on a clear night when the moon is full, you will see dark spots, circles, and white patches on the moon’s surface. Observe the moon on clear nights for one continuous month, and you’ll see the same side of the moon from any location.

Explain why you always observe the same side of the Moon while the

Moon is revolving in its orbit about the Earth.

Be sure to include information about the rotations of the Moon

and Earth.

Benchmark?• SC.E.1.3.1 The student

understands the vast size of our Solar System and the relationships of the planets and their satellites. Also assesses SC.E.1.3.2.

Benchmark Clarification

• Of the seven items listed, this question specifically addresses the orbits of moons around their planets

Perfect 2-point answer?

Read first student response

How closely does it match your “perfect” 2-pt. answer?

Compare the response to the rubric

Score!

Discuss variations in scores

Rescore!

Continue with new student responses

Sample SR Question (10th)

• Bromthymol blue, or BTB, is a liquid indicator that changes color from blue to yellow, depending on the amount of carbon dioxide (CO2) present in the liquid as shown in the table below.

Amount of CO2 Color of BTB Liquid

Low Blue

Medium Green

High Yellow-Green

Michelle exhales for 15 seconds through a straw

into a beaker of blue BTB. It changes to green.

Michelle exercises for 20 minutes and then

immediately exhales for 15 seconds through a

straw into another beaker of blue BTB.

What color will the liquid in the second

beaker become? Explain why this

second color change occurs.

Benchmark?

•SC.F.1.4.1 The student knows that the body processes involve specific biochemical reactions governed by biochemical principles. Also assesses SC.F.1.4.3 and SC.F.1.4.5.

Benchmark Clarification

•The student identifies mechanisms and/or actions that facilitate biomedical reactions in body processes.

Perfect 2-point answer?

Read 1st student response and

score

Variations?

Rescore!

Sample SR Question (5th)

• The timber wolf now inhabits portions of Yellowstone National Park in Wyoming. The timber wolf is a natural predator of elk, deer, and smaller animals, such as rabbits. The mountain lion feeds upon similar animals.

How would the introduction of the mountain lion into

Yellowstone National Park most likely affect the population and food source of the timber

wolves?

Benchmark?• SC.G.1.2.2 The student

knows that living things compete in a climatic region with other living things and that structural adaptations make them fit for an environment.

Content Limits• Items may address

competition for food, water, or space between organisms with similar needs in a particular climate.

Perfect 2-point Answer?

Sample SR Question (8th)

•Lee is tightening a string on her guitar. How will tightening the string affect the sound, and how is this related to the sound-wave frequency?

Benchmark?• SC.B.1.3.6 The student knows the

properties of waves (e.g., frequency, wavelength, and amplitude); that each wave consists of a number of crests and troughs; and the effects of different media on waves. Also assesses SC.B.1.3.2

SC.B.1.3.2 The student knows that vibrations

in materials set up wave disturbances that spread away from the

source (e.g., sound and earthquake waves).

Perfect 2-point Answer?

Sample SR Question (8th)

• Tyler is making salad dressing with seasonings, oil, and vinegar. When he pours all the ingredients into a bottle, two layers of liquid form. He shakes up the bottle to mix up the ingredients, but eventually the layers form again. Explain why the oil layer is always on top, and the vinegar layer is always on the bottom.

Benchmark?• SC.A.1.3.1 The student

identifies various ways in which substances differ (e.g., mass, volume, shape, density, texture, and reaction to temperature and light). Also assesses SC.A.1.3.2 and SC.A.1.3.6

Perfect 2-point Answer?

Considering using questions from sources

other than the Item Specifications?

No Problem!But remember:

• Items should support benchmarks, not merely a chapter in a book!

• Questions should NOT contain the answer (i.e., students should not be able to answer the prompt due to reading comprehension of the question)

• Items should not require students to define terms• Items should not require memorization of the

periodic table or chemical formulas• Items will assess only one aspect or method at a

time• Items will use grade-level appropriate verbiage

Good Sources for FCAT-Like SR and ER

Questions?• TIMSS Released items http://

isc.bc.edu/• Sponge Bob Science

http://www.sciencespot.net/Pages/classgen.html#Anchor1