Grade 8 Observer Checklists - Office of Superintendent of ... · Web viewOne item must include...
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Grade 8 – Observer Checklists Administration and Data Review Checklist to be utilized by designated Observers of WA-AIM Administration Toni Wheeler, Alternate Assessments Coordinator [email protected] | 360-725-4970
Transcript of Grade 8 Observer Checklists - Office of Superintendent of ... · Web viewOne item must include...
Grade 8 – Observer ChecklistsAdministration and Data Review
Checklist to be utilized by designated Observers of WA-AIM Administration
Toni Wheeler, Alternate Assessments Coordinator [email protected] | 360-725-4970
WA-AIM Observer Checklist
Grade 8RI.8.6 Reading Informational Text- Craft and Structure
Date:______________________________________Test Administrator:___________________________
Student:__________________________________Observer:______________________________________Check the box next to the complexity level of Performance Task being administered and observe to
ensure adherence to the requirements and restrictions.
More Intermediate LessStudent will determine an author’s purpose or point of view and identify examples from a text that describe or support that purpose/point of view.
When provided with an author’s purpose or point of view, student will identify specifics from a text that describe or support it.
Given informational text on a familiar topic, student will identify what action the author wants the reader to take.
Requirements: Every performance
task must have at least five unique items/questions.
The five items must relate to multiple texts.
Source material must be an informational text with a clear purpose/point of view
In a multiple-choice item, a minimum of three answer choices must be provided.
Requirements: Every performance
task must have at least five unique items/questions.
Each of the five items must relate to a different text.
Source material must be an informational text with a clear purpose/point of view.
In a multiple-choice item, a minimum of three answer choices must be provided.
Requirements: Every performance
task must have at least five unique items/questions.
The five items must relate to five different topics.
Source material must be an informational text with a clear purpose/point of view.
In a multiple-choice item, a minimum of two answer choices must be provided.
Restrictions: NONE Restrictions: NONE Restrictions: NONE
WA-AIM Observer Checklist
Observation Notes
Data Collection Platform Information ReviewReview the information in the Data Collection Platform for the following:
Information is entered into the correct standard on the Data Collection Platform-check Access Point naming conventions: RI.8.6 Reading Informational Text- Craft and Structure
Information is entered under the correct Access Point Level (More, Intermediate, Less.) Information matches what was observed during the administration of the Performance
Tasks. Information is accurate in regards to the student’s independent performance on the
Performance Tasks. Information documents adherence to the Requirement and Restrictions of the
Performance Task.
WA-AIM Observer Checklist
Grade 8RI.8.9 Reading Informational Text- Integration of Knowledge and Ideas
Date:______________________________________Test Administrator:___________________________
Student:__________________________________Observer:______________________________________Check the box next to the complexity level of Performance Task being administered and observe to
ensure adherence to the requirements and restrictions
More Intermediate LessStudent will explain how two texts on the same topic agree or disagree.
Student will identify how two texts on the same topic disagree.
Student will identify a detail that supports an author’s argument in a text.
Requirements: Every performance
task must have at least five unique items/questions.
Task can include five items that require the student to explain how two texts on the same topic: o agreeo disagreeo or a combination of
both
The five items can relate to one topic or multiple topics.
Source materials must be two informational texts on the same topic that clearly agree or disagree.
In a multiple-choice item, a minimum of three answer choices must be provided.
Requirements: Every performance
task must have at least five unique items/questions.
The five items must relate to pairs of texts on the same topics.
The pairs of texts must include points of difference.
Source material must be two informational texts that provide conflicting information on the same topic.
In a multiple-choice item, a minimum of three answer choices must be provided.
Requirements: Every performance
task must have at least five unique items/questions.
The five items can relate to one text or to multiple texts.
Source material must be an informational text that supports an author’s argument.
In a multiple-choice item, a minimum of two answer choices must be provided.
Restrictions: NONE Restrictions: NONE Restrictions: NONE
WA-AIM Observer Checklist
Observation Notes
Data Collection Platform Information ReviewReview the information in the Data Collection Platform for the following:
Information is entered into the correct standard on the Data Collection Platform-check Access Point naming conventions: RI.8.9 Reading Informational Text- Integration of Knowledge and Skills
Information is entered under the correct Access Point Level (More, Intermediate, Less.) Information matches what was observed during the administration of the Performance
Tasks. Information is accurate in regards to the student’s independent performance on the
Performance Tasks. Information documents adherence to the Requirements and Restriction of the
Performance Task.
WA-AIM Observer Checklist
Grade 8W.8.8 Writing- Research to Build and Present Knowledge
Date:______________________________________Test Administrator:___________________________
Student:__________________________________Observer:______________________________________Check the box next to the complexity level of Performance Task being administered and observe to
ensure adherence to the requirements and restrictions
More Intermediate LessStudent will paraphrase quotations gathered from multiple print or digital sources.
Student will identify quotes or information that is relevant to a topic from a print or digital source.
Student will identify a source that is relevant for a given familiar topic.
Requirements: Every performance
task must have at least five unique items/questions.
The five items can relate to one topic or to multiple topics.
Source material must be an informational text.
In a multiple-choice items, a minimum of three answer choices must be provided.
Requirements: Every performance
task must have at least five unique items/questions.
Task may include five items that require the student to identify:o quotes relevant to a
topico information relevant
to a topico or a combination of
both
Students must be given access to several different information sources.
In a multiple-choice item, a minimum of three answer choices must be provided.
Requirements: Every performance
task must have at least five unique items/questions.
The five items must relate to five different topics.
Students must be given access to several different information sources.
In a multiple-choice items, a minimum of two answer choices must be provided.
Restrictions: NONE Restrictions: NONE Restrictions: NONE
WA-AIM Observer Checklist
Observation Notes
Data Collection Platform Information ReviewReview the information in the Data Collection Platform for the following:
Information is entered into the correct standard on the Data Collection Platform-check Access Point naming conventions W.8.8 Writing- Research to Build and Present Knowledge
Information is entered under the correct Access Point Level (More, Intermediate, Less.) Information matches what was observed during the administration of the Performance
Tasks. Information is accurate in regards to the student’s independent performance on the
Performance Tasks. Information documents adherence to the Requirement and Restrictions of the
Performance Task.
WA-AIM Observer Checklist
Grade 8SL.8.4 Speaking and Listening- Presentation of Knowledge and Ideas
Date:______________________________________Test Administrator:___________________________
Student:__________________________________Observer:______________________________________Check the box next to the complexity level of Performance Task being administered and observe to
ensure adherence to the requirements and restrictions
More Intermediate LessStudent will prepare and present a speech on a familiar topic and will include in that presentation supporting points.
Student will present details to support a point that can be used in a presentation.
Student will identify a fact and/or a descriptor from a presentation on a familiar topic.
Requirements: Every performance
task must have at least five unique items/questions.
The five items can relate to one topic or to multiple topics.
In a multiple-choice item, a minimum of three answer choices must be provided
Requirements: Every performance
task must have at least five unique items/questions.
The five items must relate to five different topics.
The details must support a specific point.
In a multiple-choice item, a minimum of three answer choices must be provided.
Requirements: Every performance
task must have at least five unique items/questions.
The five items must relate to five different topics.
Items can require students to include:o facts from a
presentationo descriptions from a
presentationo or a combination of
both
In a multiple-choice item, a minimum of two answer choices must be provided.
Restrictions: NONE Restrictions: Student must inform
the teacher, not just identify details.
Restrictions: Do not show the text to
the student.
WA-AIM Observer Checklist
Observation Notes
Data Collection Platform Information ReviewReview the information in the Data Collection Platform for the following:
Information is entered into the correct standard on the Data Collection Platform-check Access Point naming conventions: SL.8.4 Speaking and Listening- Presentation of Knowledge and Ideas
Information is entered under the correct Access Point Level (More, Intermediate, Less.) Information matches what was observed during the administration of the Performance
Tasks. Information is accurate in regards to the student’s independent performance on the
Performance Tasks. Information documents adherence to the Requirement and Restrictions of the
Performance Task.
WA-AIM Observer Checklist
Grade 8L.8.3 Language- Knowledge of Language
Date:______________________________________Test Administrator:___________________________
Student:__________________________________Observer:______________________________________Check the box next to the complexity level of Performance Task being administered and observe to
ensure adherence to the requirements and restrictions
More Intermediate LessStudent will use the correct forms of verbs in sentences to communicate desired outcomes.
Student will identify a verb to complete simple sentences.
Student will make appropriate requests.
Requirements: Every performance
task must have at least five unique items/questions.
The five can relate to one topic or multiple topics.
In a multiple-choice item, a minimum of three answer choices must be provided.
Requirements: Every performance task
must have at least five unique items/questions.
The five may relate to one topic or to multiple topics.
In a multiple-choice item, a minimum of three answer choices must be provided.
Requirements: Every performance task
must have at least five unique items/questions.
The five items must relate to five different topics.
In a multiple-choice item, a minimum of two answer choices must be provided.
Restrictions: NONE Restrictions: NONE Restrictions: NONE
Observation Notes
WA-AIM Observer Checklist
Data Collection Platform Information ReviewReview the information in the Data Collection Platform for the following:
Information is entered into the correct standard on the Data Collection Platform-check Access Point naming conventions: L.8.3 Language- Knowledge of Language
Information is entered under the correct Access Point Level (More, Intermediate, Less.) Information matches what was observed during the administration of the Performance
Tasks. Information is accurate in regards to the student’s independent performance on the
Performance Tasks. Information documents adherence to the Requirement and Restrictions of the
Performance Task.
WA-AIM Observer Checklist
Grade 88.G.4 Geometry- Understand congruence and similarity using physical models, transparencies, or geometry software
Date:______________________________________Test Administrator:___________________________
Student:_______________________________________________________________________Observer:____________________________________________________________________________________________Check the box next to the complexity level of Performance Task being administered and observe to
ensure adherence to the requirements and restrictions.
More Intermediate LessStudent will demonstrate understanding of similar figures drawn on a grid (with rotation).
Student will identify similar figures on a grid without rotation.
Student will identify a similar and congruent circles and squares.
Requirements: Every performance task
must have at least five unique items/questions.
Distractors must be the same shape.
In a multiple-choice item, a minimum of three answer choices must be provided.
Requirements: Every performance
task must have at least five unique items/questions.
In a multiple-choice item, a minimum of three answer choices must be provided.
Requirements: Every performance
task must have at least five unique items/questions.
The set of five items must include at least:o one item
identifying similar circles
o one item identifying similar squares
o one item identifying congruent circles
o one item identifying congruent squares
In a multiple-choice item, a minimum of two answer choices must be provided.
Restrictions: NONE Restrictions: NONE Restrictions: NONE
WA-AIM Observer Checklist
Observation Notes
Data Collection Platform Information ReviewReview the information in the Data Collection Platform for the following:
Information is entered into the correct standard on the Data Collection Platform-check Access Point naming conventions: 8.G.4 Geometry- Understand congruence and similarity using physical models, transparencies, or geometry software
Information is entered under the correct Access Point Level (More, Intermediate, Less.) Information matches what was observed during the administration of the Performance
Tasks. Information is accurate in regards to the student’s independent performance on the
Performance Tasks. Information documents adherence to the Requirement and Restrictions of the
Performance Task.
WA-AIM Observer Checklist
Grade 88.EE.5 Expressions and Equations- Understand the connections between proportional relationships, lines, and linear equations
Date:______________________________________Test Administrator:___________________________
Student:__________________________________Observer:______________________________________Check the box next to the complexity level of Performance Task being administered and observe to
ensure adherence to the requirements and restrictions.
More Intermediate LessStudent will identify a graph given a ratio relationship displayed in a table.
Student will locate or identify a point in the first quadrant of a coordinate grid.
Student will locate or identify a point on a number line.
Requirements: Every performance task
must have at least five unique items/questions.
Line graphs must be used to represent the relationship displayed in the table.
In a multiple-choice item, a minimum of three answer choices must be provided.
Requirements: Every performance
task must have at least five unique items/questions.
Task must include five items that:o locate a point in
the first quadrant of a coordinate grid
o identify a point in the first quadrant of a coordinate grid
o or a combination of both
At most one item, within the set of five, may have the x value equal to the y value.
In a multiple-choice item, a minimum of three answer choices must be provided.
Requirements: Every performance
task must have at least five unique items/questions.
Tasks must include five items where a student:o locates a point
on a number line
o identifies a point on a number line
o or a combination of both
Number line must include positive and negative integer.
In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: NONE Restrictions: NONE Restrictions: NONE
WA-AIM Observer Checklist
Observation Notes
Data Collection Platform Information ReviewReview the information in the Data Collection Platform for the following:
Information is entered into the correct standard on the Data Collection Platform-check Access Point naming conventions: 8.EE.5 Expressions and Equations- Understand the connections between proportional relationships, lines, and linear equations
Information is entered under the correct Access Point Level (More, Intermediate, Less.) Information matches what was observed during the administration of the Performance
Tasks. Information is accurate in regards to the student’s independent performance on the
Performance Tasks. Information documents adherence to the Requirement and Restrictions of the
Performance Task.
WA-AIM Observer Checklist
Grade 88.F.5 Functions- Use functions to model relationships between quantities
Date:______________________________________Test Administrator:___________________________
Student:__________________________________Observer:______________________________________Check the box next to the complexity level of Performance Task being administered and observe to
ensure adherence to the requirements and restrictions.
More Intermediate LessStudent will describe a relationship between two quantities shown in a scatter plot or line graph.
Student will identify a correct statement about a scatter plot or a line graph that shows a relationship between two quantities.
Student will identify the topic of information represented in a scatter plot or line graph.
Requirements: Every performance task
must have at least five unique items/questions.
Task must include five:o scatter plots o line graphs o or a
combination of both
In a multiple-choice item, a minimum of three answer choices must be provided.
Requirements: Every performance
task must have at least five unique items/questions.
Task must include five:o scatter plotso line graphs, o or a
combination of both
In a multiple-choice item, a minimum of three answer choices must be provided.
Requirements: Every performance
task must have at least five unique items/questions.
Task must include five: o scatter plotso line graphso or a combination
of both
All graphs must have a title.
In a multiple-choice item, a minimum of two answer choices must be provided.
Restrictions: NONE Restrictions: NONE Restrictions: NONE
WA-AIM Observer Checklist
Observation Notes
Data Collection Platform Information ReviewReview the information in the Data Collection Platform for the following:
Information is entered into the correct standard on the Data Collection Platform-check Access Point naming conventions: 8.F.5 Functions- Use functions to model relationships between quantities
Information is entered under the correct Access Point Level (More, Intermediate, Less.) Information matches what was observed during the administration of the Performance
Tasks. Information is accurate in regards to the student’s independent performance on the
Performance Tasks. Information documents adherence to the Requirement and Restrictions of the
Performance Task.
WA-AIM Observer Checklist
Grade 88.NS.2 The Number System- Know that there are numbers that are not rational, and approximate them by rational numbers
Date:______________________________________Test Administrator:___________________________
Student:__________________________________Observer:______________________________________Check the box next to the complexity level of Performance Task being administered and observe to
ensure adherence to the requirements and restrictions.
More Intermediate LessStudent will use models to compare decimals to the hundredths place.
Student will use models to compare decimals to the tenths place.
Student will identify the greater decimal using models.
Requirements: Every performance task
must have at least five unique items/questions.
In a multiple-choice item, a minimum of three answer choices must be provided.
Requirements: Every performance
task must have at least five unique items/questions.
In a multiple-choice item, a minimum of three answer choices must be provided.
Requirements: Every performance task
must have at least five unique items/questions.
In a multiple-choice item, a minimum of two answer choices must be provided.
Restrictions: NONE Restrictions: NONE Restrictions: NONE
Observation Notes
WA-AIM Observer Checklist
Data Collection Platform Information ReviewReview the information in the Data Collection Platform for the following:
Information is entered into the correct standard on the Data Collection Platform-check Access Point naming conventions: 8.NS.2 The Number System- Know that there are numbers that are not rational, and approximate them by rational numbers
Information is entered under the correct Access Point Level (More, Intermediate, Less.) Information matches what was observed during the administration of the Performance
Tasks. Information is accurate in regards to the student’s independent performance on the
Performance Tasks. Information documents adherence to the Requirement and Restrictions of the
Performance Task.
WA-AIM Observer Checklist
Grade 88.SP.4 Statistics and Probability- Investigate patterns of association in bivariate data
Date:______________________________________Test Administrator:___________________________
Student:__________________________________Observer:______________________________________Check the box next to the complexity level of Performance Task being administered and observe to
ensure adherence to the requirements and restrictions.
More Intermediate LessStudent will represent given unorganized data by completing a bar graph or picture graph using a template.
Student will identify a bar graph or picture graph that represents given unorganized data.
Student will sort given unorganized data into two groups.
Requirements: Every performance
task must have at least five unique items/questions.
The set of five items must include at least:o one bar graph item o one picture graph
item
Each item must include at least five pieces of data.
Requirements: Every performance task
must have at least five unique items/questions.
Task must include five: o bar graphs o picture graphs o or a combination
of both
Each item must include at least five unorganized pieces of data.
In a multiple-choice item, a minimum of three answer choices must be provided.
Requirements: Every performance task
must have at least five unique items/questions.
Each item must use different objects.
In a multiple-choice item, a minimum of two answer choices must be provided.
Restrictions: Multiple-choice items
are not allowed.
Restrictions: NONE Restrictions: Multiple-choice items
are not allowed.
WA-AIM Observer Checklist
Observation Notes
Data Collection Platform Information ReviewReview the information in the Data Collection Platform for the following:
Information is entered into the correct standard on the Data Collection Platform-check Access Point naming conventions: 8.SP.4 Statistics and Probability- Investigate patterns of association in bivariate data
Information is entered under the correct Access Point Level (More, Intermediate, Less.) Information matches what was observed during the administration of the Performance
Tasks. Information is accurate in regards to the student’s independent performance on the
Performance Tasks. Information documents adherence to the Requirement and Restrictions of the
Performance Task.
WA-AIM Observer Checklist
Middle SchoolMS-ETS1-3 Engineering & Technology- Engineering Design
Date:______________________________________Test Administrator:___________________________
Student:__________________________________Observer:______________________________________Check the box next to the complexity level of Performance Task being administered and observe to
ensure adherence to the requirements and restrictions.
More Intermediate LessStudent will organize and use data from tests to determine similarities and differences among several design solutions.
Select features of each solution that can be combined into a new solution that better meets the criteria for success.
Develop a design that better meets the criteria and evaluate its effectiveness.
Student will organize and interpret data from several design solutions, to select features of each solution that can be combined into a new solution that better meets the criteria for success.
Given organized data from tests of several design solutions, student will identify solutions that better meet the criteria for success.
Requirements: Every performance task
must have at least five unique items/questions.
Teacher will provide designs and organized data for at least three design solutions with three criteria for success.
The set of five items must include:o One item that
requires the student to organize data from tests of several design solutions.
o One item that requires the student
Requirements: Every performance task
must have at least five unique items/questions.
Teacher will provide data for the student to organize.
Data can be organized using the following formats:o Grapho Charto Table
The set of five items must include:o One item having
students organize data.
o Two items that require
Requirements: Every performance task
must have at least five unique items/questions.
Teacher will provide organized data for at least two design solutions with one criteria for success of the design solution.
Data can be organized using the following formats:o Grapho Charto Table
Student must select design solutions that better meet the criteria for success.
In a multiple choice item, a
WA-AIM Observer Checklist
More Intermediate Lessto interpret quantitative data.
o One item that requires the student to determine similarities or differences of the design solutions based on interpreted data.
o Two items that require the student to develop a design that better meets the criteria for success.
In a multiple choice item, a minimum of three answer options must be provided
the student to interpret quantitative data.
o Two items that require the student to select features of each solution that can be combined into a new solution that better meets the criteria for success.
In a multiple choice item, a minimum of three answer options must be provided
minimum of two answer options must be provided.
Restrictions: NONE Restrictions: NONE Restrictions: NONE
Observation Notes
Data Collection Platform Information ReviewReview the information in the Data Collection Platform for the following:
Information is entered into the correct standard on the Data Collection Platform-check Access Point naming conventions: MS-ETS1-3 Engineering & Technology- Engineering Design
Information is entered under the correct Access Point Level (More, Intermediate, Less.)
WA-AIM Observer Checklist Information matches what was observed during the administration of the Performance
Tasks. Information is accurate in regards to the student’s independent performance on the
Performance Tasks. Information documents adherence to the Requirement and Restrictions of the
Performance Task.
WA-AIM Observer Checklist
Middle SchoolMS-LS2-1 Life Sciences- Ecosystems: Interactions, Energy, and Dynamics
Date:______________________________________Test Administrator:___________________________
Student:__________________________________Observer:______________________________________Check the box next to the complexity level of Performance Task being administered and observe to
ensure adherence to the requirements and restrictions.
More Intermediate LessStudent will organize and interpret data to provide evidence for the effects of access to resources on organisms and/or populations, in an ecosystem.
Student will organize and interpret data to describe a cause and effect relationship of resource availability on organisms and/or populations in an ecosystem.
Given organized data on resource availability, student will identify the effects on organisms and/or populations in an ecosystem based on specific data (i.e., evidence).
Requirements: Every performance task
must have at least five unique items/questions.
Task must include at least two of the following:o Grapho Charto Table
The set of five items must include at least:o One item specifying
information from a graph, chart or table to support a cause and effect conclusion.
o One item related to cause and effect establishing a cause and effect relationship.
o One item must include evidence (e.g., specific part(s) of the data, graph, etc.) to support the student’s claim or conclusion (e.g., an evidence based selected response item).
o One item organizing data (e.g., from table to
Requirements: Every performance task
must have at least five unique items/questions.
Task must include at least two of the following:o Grapho Charto Table
The set of five items must include at least:o One item having
students organize data.o One item specifying
information from a graph, chart or table to support a cause and effect conclusion.
o One item related to cause and effect establishing a cause and effect relationship.
o One item must include evidence (e.g., specific part(s) of the data, graph) to support the student’s claim or conclusion (e.g., an evidence based
Requirements: Every performance task
must have at least five unique items/questions.
Data must be organized using at least two of the following:o Grapho Charto Table
Given data must focus specifically on resource availability and impact on organisms or populations.
The set of five items must include at least:o One item must require
the determination of the effect of an action or cause.
o One item must include evidence (e.g., specific part(s) of the data, graph) to support the student’s claim or conclusion (e.g., an evidence based selected response item).
WA-AIM Observer Checklist
More Intermediate Lessgraph) to establish a cause and effect relationship.
In a multiple choice item, a minimum of three answer options must be provided
selected response item).
In a multiple choice item, a minimum of three answer options must be provided.
In a multiple choice item, a minimum of two answer options must be provided.
Restrictions: NONE Restrictions: NONE Restrictions: NONE
Observation Notes
Data Collection Platform Information ReviewReview the information in the Data Collection Platform for the following:
Information is entered into the correct standard on the Data Collection Platform-check Access Point naming conventions: MS-LS2-1 Life Sciences-Ecosystems: Interactions, Energy, and Dynamics
Information is entered under the correct Access Point Level (More, Intermediate, Less.) Information matches what was observed during the administration of the Performance
Tasks. Information is accurate in regards to the student’s independent performance on the
Performance Tasks. Information documents adherence to the Requirement and Restrictions of the
Performance Task.
WA-AIM Observer Checklist
Middle SchoolMS-PS3-3 Physical Sciences-Energy
Date:______________________________________Test Administrator:___________________________
Student:__________________________________Observer:______________________________________Check the box next to the complexity level of Performance Task being administered and observe to
ensure adherence to the requirements and restrictions.
More Intermediate LessStudent will design, build and test a device that either increases or decreases the transfer of thermal (heat) energy (movement of energy from hotter areas or objects to colder areas or objects).
Given materials and directions, student will build and test a device that either increases or decreases the transfer of thermal (heat) energy (movement of energy from hotter areas or objects to colder areas or objects).
Using a given device that was designed to either increase or decrease thermal (heat) energy transfer, student will identify which the device was intended to do (increase or decrease thermal (heat) energy transfer - movement of energy from hotter areas or objects to colder areas or objects) and test how well the device meets the criteria.
Requirements: Every performance task
must have at least five unique items/questions.
The student must design device, however; the design can be based on materials provided by the teacher.
Student must build one version of the device.
Student must measure the temperature in two areas at least three times and describe the temperature changes over time.
The set of five items must include:o One item that
requires students to design, build and test
Requirements: Every performance task
must have at least five unique items/questions.
Teacher must provide the design (instructions) and materials to build the device.
Student must build device using given materials.
Student must measure the temperature in two areas at least three times and describe the temperature changes over time.
The set of five items must include:o One item that
requires students to build and test a device.
Requirements: Every performance task
must have at least five unique items/questions.
Teacher must supply a device, or a representation of a device for the student to use.
Student must measure the temperature in two areas at least two times and describe the temperature changes over time.
The set of five items must include:o One item that requires
the student to identify changes over time using their data.
o One item that requires the student to identify the energy flow in the
WA-AIM Observer Checklist
More Intermediate Lessa device.
o One item that requires the student to identify changes over time using their data.
o One item that identifies where energy is being transferred in/through the device.
o One item that requires the student to identify constraints (e.g., cost, time, material) for the device.
o One item that requires the student to describe how a constraint impacts the device.
o One item that requires the student to identify changes over time using their data.
o One item that identifies where energy is being transferred in/through the device.
o One item that requires the student to identify constraints (e.g., cost, time, material) for the device.
o One item that requires the student to describe how a constraint impacts the device.
device.o One item that requires
the student to identify whether the device was intended to increase or decrease thermal (heat) energy transfer.
In a multiple choice item, a minimum of two answer options must be provided.
Restrictions: NONE Restrictions: NONE Restrictions: NONE
Observation Notes
Data Collection Platform Information ReviewReview the information in the Data Collection Platform for the following:
Information is entered into the correct standard on the Data Collection Platform-check Access Point naming conventions: MS-PS3-3 Physical Sciences-Energy
Information is entered under the correct Access Point Level (More, Intermediate, Less.)
WA-AIM Observer Checklist Information matches what was observed during the administration of the Performance
Tasks. Information is accurate in regards to the student’s independent performance on the
Performance Tasks. Information documents adherence to the Requirement and Restrictions of the
Performance Task.
WA-AIM Observer Checklist
Middle SchoolMS-ESS1-1 Earth and Space Sciences- Earth’s Place in the Universe
Date:______________________________________Test Administrator:___________________________
Student:__________________________________Observer:______________________________________Check the box next to the complexity level of Performance Task being administered and observe to
ensure adherence to the requirements and restrictions.
More Intermediate LessStudent will develop and use a model to describe and predict patterns of the phases of the moon, eclipses of the sun or moon, and/or seasons.
Student will use a model to show how the motions of sun, moon, and Earth cause the phases of the moon, eclipses of the sun or moon, and/or seasons.
Student will identify parts and/or patterns of a model of the phases of the moon, eclipses of the sun or moon, and/or seasons.
Requirements: Every performance task
must have at least five unique items/questions.
The set of five items must include:o One item that
requires the student to develop a model Model must
include relative size and distance (scale)
o One item that requires the student to identify components of a model
o One item that requires the student to indicate the accuracy of the scale of the model.
o One item that requires students to use information from a model to predict an event
o One item that requires the
Requirements: Every performance task
must have at least five unique items/questions.
The set of five items must include:o One item that requires
the student to identify a part of a model
o One item that requires the student to use information from a model to demonstrate OR describe the pattern
o One item that requires the student to use information from the model to answer a question correctly
Models must include information about the accuracy or limits of accuracy of size and distance (scale).
Task may use one or multiple models.
Models must demonstrate
Requirements: Every performance task
must have at least five unique items/questions.
The set of five items must include:o One item that requires
the student to identify a part of the model
o One item that requires the student to identify a pattern in the model
o One item that requires the student to use information from the model to answer a question correctly
Models must include information about the accuracy or limits of accuracy of size and distance (scale).
Task may use one or multiple models.
Models must demonstrate at least one of the following:
WA-AIM Observer Checklist
More Intermediate Lessstudent to describe the patterns that are shown by the model
Task may use one or multiple models.
Models must demonstrate at least one of the following:o Lunar phaseso Eclipses (of the sun
or moon)o Seasons
In a multiple-choice item, a minimum of three answer options must be provided.
at least one of the following:o Lunar phaseso Eclipses (of the sun or
moon)o Seasons
In a multiple choice item, a minimum of three answer options must be provided.
o Lunar phaseso Eclipses (of the sun
or moon)o Seasons
In a multiple choice item, a minimum of two answer options must be provided.
Restrictions: NONE Restrictions: NONE Restrictions: NONE
Observation Notes
Data Collection Platform Information ReviewReview the information in the Data Collection Platform for the following:
Information is entered into the correct standard on the Data Collection Platform-check Access Point naming conventions: MS-ESS1-1 Earth and Space Sciences-Earth’s Place in the Universe
Information is entered under the correct Access Point Level (More, Intermediate, Less.) Information matches what was observed during the administration of the Performance
Tasks.
WA-AIM Observer Checklist Information is accurate in regards to the student’s independent performance on the
Performance Tasks. Information documents adherence to the Requirement and Restrictions of the
Performance Task.
WA-AIM Observer Checklist
Middle SchoolMS-ESS2-6 Earth and Space Sciences- Earth’s Systems
Date:______________________________________Test Administrator:___________________________
Student:__________________________________Observer:______________________________________Check the box next to the complexity level of Performance Task being administered and observe to
ensure adherence to the requirements and restrictions.
More Intermediate LessStudent will develop and use a model to demonstrate and/or describe how unequal heating and the rotation of the Earth effect weather and climate systems.
Student will use a model to demonstrate and/or describe how unequal heating causes different weather and/or climates in different areas on Earth.
Student will identify the parts of a model (factors) that interact and cause different weather and/or climates in different areas on Earth.
Requirements: Every performance task
must have at least five unique items/questions.
Models can be one or more of the following:o Diagramso Maps o Globeso Digital
representations
Models must include one or more of the following:o Air currentso Surface currents
The set of five items must include at least:o One item that
involves developing a model.
o One item that requires the student to identify components of the model.
o One item that requires the student to identify processes shown by the model.
Requirements: Every performance task
must have at least five unique items/questions.
Models can be one or more of the following:o Diagramso Maps o Globeso Digital representations
Models must include one or more of the following:o Air currentso Surface currents
The set of five items must include at least:o One item that requires
the student to identify a part of the model.
o Two items that require the student to use a model to describe an effect of uneven heating on weather and climate systems.
o One item that requires the student to use information from the model to answer a question.
In a multiple choice item,
Requirements: Every performance task
must have at least five unique items/questions.
Models can be one or more of the following:o Diagramso Maps o Globeso Digital
representations
Models must include one or more of the following:o Air currentso Surface currents
The set of five items must include at least:o One item that
requires the student to identify a part of the model.
o One item that requires the student to identify a process represented in the model.
o One item that requires the student to use information to identify causes of different weather and or climate.
WA-AIM Observer Checklist
More Intermediate Lesso One item that
requires the student to use the model to explain an effect of uneven heating on weather and climate systems.
In a multiple-choice item, a minimum of three answer options must be provided.
a minimum of three answer options must be provided.
In a multiple choice item, a minimum of two answer options must be provided.
Restrictions: Does not include
dynamics of Coriolis Effect.
Restrictions: NONE Restrictions: NONE
Observation Notes
Data Collection Platform Information ReviewReview the information in the Data Collection Platform for the following:
Information is entered into the correct standard on the Data Collection Platform-check Access Point naming conventions: MS-ESS2-6 Earth and Space Sciences-Earth’s Systems
Information is entered under the correct Access Point Level (More, Intermediate, Less.) Information matches what was observed during the administration of the Performance
Tasks. Information is accurate in regards to the student’s independent performance on the
Performance Tasks.
WA-AIM Observer Checklist Information documents adherence to the Requirement and Restrictions of the
Performance Task.
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