Historical Meap

Item Jurying TrainingItem Jurying TrainingAssessing Michigan’s Content

ExpectationsAssessing Michigan’s Content

Expectations

“Today’s large-scale science tests simply aren’t that good. Too often, the questions are confusing or not well aligned to the key science ideas and skills that students are expected to learn.”

Jo Ellen Roseman, Director

Project 2061

American Association for the Advancement of Science (AAAS)

“Today’s large-scale science tests simply aren’t that good. Too often, the questions are confusing or not well aligned to the key science ideas and skills that students are expected to learn.”

Jo Ellen Roseman, Director

Project 2061

American Association for the Advancement of Science (AAAS)

The Need:The Need:

Characteristics of Assessments:

Validity

Characteristics of Assessments:

Validity…“When an item is well designed, students

should choose the correct answer only when they know the targeted idea and they should choose an incorrect answer only when they do not know the idea.

“Students should be able to demonstrate their science knowledge without being tripped up by confusing language, inaccurate information, unclear diagrams, or contexts that are unfamiliar or unnecessarily complex.”

Project 2061 Today, Winter 2007

…“When an item is well designed, students should choose the correct answer only when they know the targeted idea and they should choose an incorrect answer only when they do not know the idea.

“Students should be able to demonstrate their science knowledge without being tripped up by confusing language, inaccurate information, unclear diagrams, or contexts that are unfamiliar or unnecessarily complex.”

Project 2061 Today, Winter 2007

Basic Item Writing Principles

Basic Item Writing Principles

The following slides give some

Guidelines that should be considered when writing items; and

Criteria for writing valid items;

A description of an item’s Depth of Knowledge

The following slides give some

Guidelines that should be considered when writing items; and

Criteria for writing valid items;

A description of an item’s Depth of Knowledge

The Big Bang Theory states that Earth is

A. moving away from the center of the universe.*B. spiraling in towards the center of the universe.C. drifting in a random path throughout the universe.D. traveling in an orbit around the center of the

universe.

(MEAP Released Item 2004)

The Big Bang Theory states that Earth is

A. moving away from the center of the universe.*B. spiraling in towards the center of the universe.C. drifting in a random path throughout the universe.D. traveling in an orbit around the center of the

universe.

(MEAP Released Item 2004)

“STEM”

Four “OPTIONS” – one correct, three equally plausible, but

incorrect

Item Format – Multiple Choice

Item Format – Multiple Choice

1. Item “stem” should be longer (a complete sentence – i.e. a “closed stem,” if possible), the “options” should be shorter.

Open-ended stems are sometimes acceptable if it is very clear from the stem what the item is asking.

1. Item “stem” should be longer (a complete sentence – i.e. a “closed stem,” if possible), the “options” should be shorter.

Open-ended stems are sometimes acceptable if it is very clear from the stem what the item is asking.

GuidelinesGuidelines

Change to


When considering an iron as an example of a system, When considering an iron as an example of a system, A. electricity is the input.A. electricity is the input.B. temperature is the input.B. temperature is the input.C. motion on clothes is the input.C. motion on clothes is the input.D. steam from the plate is the input.D. steam from the plate is the input.


When considering an iron as an example of a system, what is the input?When considering an iron as an example of a system, what is the input?A. electricityA. electricityB. temperatureB. temperatureC. motion on clothesC. motion on clothesD. steam from the plateD. steam from the plate (Massachusetts released item, 2006)(Massachusetts released item, 2006)

2. Grammar & Vocabulary: Keep the grammar (e.g. verb tense) consistent.

2. Grammar & Vocabulary: Keep the grammar (e.g. verb tense) consistent.


Example: A certain species of bird can be brown or white. White color is a recessive trait, while brown color is a dominant trait. When two brown birds mate, is it possible for them to have white offspring?

A. No, because both parents will have only genes for being brown.

B. Yes, because offspring color does not depend on the genes of the parents.

C. Yes, because both parents may have and pass on the gene for being white.*

D. No, because the parents passed on only the dominant trait to their offspring.

Example: A certain species of bird can be brown or white. White color is a recessive trait, while brown color is a dominant trait. When two brown birds mate, is it possible for them to have white offspring?

A. No, because both parents will have only genes for being brown.

B. Yes, because offspring color does not depend on the genes of the parents.

C. Yes, because both parents may have and pass on the gene for being white.*

D. No, because the parents passed on only the dominant trait to their offspring.


2. Grammar & Vocabulary: Don’t repeat a word in an option that was used in the stem.

2. Grammar & Vocabulary: Don’t repeat a word in an option that was used in the stem.


Example: Which of the following is a consideration when planning a nuclear power facility?a. Emission of chemicals that cause acid rainb. Disposal of nuclear wastes*c. Production of greenhouse gasesd. Removal of ash and soot from smokestacks

(“Test-wiseness”)

Example: Which of the following is a consideration when planning a nuclear power facility?a. Emission of chemicals that cause acid rainb. Disposal of nuclear wastes*c. Production of greenhouse gasesd. Removal of ash and soot from smokestacks

(“Test-wiseness”)


2. Grammar & Vocabulary: Keep the readability appropriate.

2. Grammar & Vocabulary: Keep the readability appropriate.


Example: Which device can be utilized to generate electromotive force thereby increasing the voltage from a dc source? A. Generator B. Electroscope C. Induction coil D. Mass spectrometer

(Any troublesome vocabulary here?)

Example: Which device can be utilized to generate electromotive force thereby increasing the voltage from a dc source? A. Generator B. Electroscope C. Induction coil D. Mass spectrometer



Example: Which device can be utilized to generate electromotive force thereby increasing the voltage from a dc source? A. Generator

B. Electroscope (used instructionally, but not an assessable vocabulary term)

C. Induction coil (“induction” used in electrostatics only)

D. Mass spectrometer


Example: Which device can be utilized to generate electromotive force thereby increasing the voltage from a dc source? A. Generator

B. Electroscope (used instructionally, but not an assessable vocabulary term)

C. Induction coil (“induction” used in electrostatics only)

D. Mass spectrometer



3. (a) Avoid the use of “all of the above,” or “none of the above” in the options.

3. (a) Avoid the use of “all of the above,” or “none of the above” in the options.


Example: What is the percent composition of carbon in carbon dioxide, CO2?

A. 12%B. 32%C. 44%D. none of the above*


A. 12%B. 32%C. 44%D. none of the above*



A. 12% A. 12%B. 32% B. 27%C. 44% C. 32%D. none of the above* D. 44%


A. 12% A. 12%B. 32% B. 27%C. 44% C. 32%D. none of the above* D. 44%

Change to


3. (b) Usually avoid the use of absolute terms, e.g. “always,” “only” or “never.”

Advice taken from a “Test Taking Strategies” website:

Be aware of words like "always," "never," "only," "must," and "completely." These are usually the wrong answers…

http://www.shsu.edu/~counsel/hs/teststrats.html


Advice taken from a “Test Taking Strategies” website:

Be aware of words like "always," "never," "only," "must," and "completely." These are usually the wrong answers…

http://www.shsu.edu/~counsel/hs/teststrats.html



Example:

Earth’s atmosphere can containA. gases onlyB. gases and solidsC. gases and liquidsD. solids, liquids and gases


Example:

Earth’s atmosphere can containA. gases onlyB. gases and solidsC. gases and liquidsD. solids, liquids and gases


Example: The earth’s moon is

A. always much closer to the sun than it is to the earth

B. always much closer to the earth than it is to the sun*

C. about the same distance from the sun as it is from the earth

D. sometimes closer to the sun than it is to the earth and sometimes closer to the earth than it is to the sun

Science Framework for the 2009 NAEP

Example: The earth’s moon is

A. always much closer to the sun than it is to the earth

B. always much closer to the earth than it is to the sun*

C. about the same distance from the sun as it is from the earth

D. sometimes closer to the sun than it is to the earth and sometimes closer to the earth than it is to the sun


“Always” & “Never” – Exception

“Always” & “Never” – Exception

4. Make all the options “parallel,” i.e. the same length, with similar detail. Avoid making the correct option unique or conspicuous in any way.

More advice from a test-taking website:

“Usually the correct answer is the choice with the most information.”

http://www.testtakingtips.com/test/multiple.htm

4. Make all the options “parallel,” i.e. the same length, with similar detail. Avoid making the correct option unique or conspicuous in any way.

More advice from a test-taking website:

“Usually the correct answer is the choice with the most information.”

http://www.testtakingtips.com/test/multiple.htm


Example: A local car dealership wants to know how many people hear their advertisements on radio. Which method provides the most valid results?

A. Survey the next 20 customersB. Survey all the people living within ½ mileC. Survey a large random sample of people

living within the listening range of the radio station*

D. Survey customers at a nearby auto repair shop

Example: A local car dealership wants to know how many people hear their advertisements on radio. Which method provides the most valid results?

A. Survey the next 20 customersB. Survey all the people living within ½ mileC. Survey a large random sample of people

living within the listening range of the radio station*

D. Survey customers at a nearby auto repair shop

Guidelines – Parallel Options


Improved: A local car dealership wants to know how many people hear their advertisements on radio. Which method provides the most valid results?

A. Survey the next 20 customers who come into the dealership.

B. Survey all the people living within ½ mile of the dealership.

C. Survey a random sample of people in the range of the station.*

D. Survey customers at a nearby competitor’s repair shop.

Improved: A local car dealership wants to know how many people hear their advertisements on radio. Which method provides the most valid results?

A. Survey the next 20 customers who come into the dealership.

B. Survey all the people living within ½ mile of the dealership.

C. Survey a random sample of people in the range of the station.*

D. Survey customers at a nearby competitor’s repair shop.



Which of these is a mineral most commonly found in igneous rocks on Earth?A. GneissB. Quartz*C. SandstoneD. Clay

(Quartz is the only mineral listed, The others are rocks or types of soil particles.)

Which of these is a mineral most commonly found in igneous rocks on Earth?A. GneissB. Quartz*C. SandstoneD. Clay

(Quartz is the only mineral listed, The others are rocks or types of soil particles.)



5. Present numerical options consistently.

Usually in ascending, or descending order. Don’t mix specific values with ranges, etc.

5. Present numerical options consistently.

Usually in ascending, or descending order. Don’t mix specific values with ranges, etc.


Example: In certain breeds of dogs, deafness is due to a recessive allele (d), and normal hearing is due to the dominant allele (D). What is the probability that the offspring of a normal heterozygous (Dd) dog and a deaf dog (dd) will have normal hearing? A. 100%B. 0.25C. less than 1/3D. One half*

Example: In certain breeds of dogs, deafness is due to a recessive allele (d), and normal hearing is due to the dominant allele (D). What is the probability that the offspring of a normal heterozygous (Dd) dog and a deaf dog (dd) will have normal hearing? A. 100%B. 0.25C. less than 1/3D. One half*


Example: In certain breeds of dogs, deafness is due to a recessive allele (d), and normal hearing is due to the dominant allele (D). What is the probability that the offspring of a normal heterozygous (Dd) dog and a deaf dog (dd) will have normal hearing? A. 100% A. 0%B. 0.25 B. 25%C. less than 1/3 C. 50%*D. One half* D. 100%

Example: In certain breeds of dogs, deafness is due to a recessive allele (d), and normal hearing is due to the dominant allele (D). What is the probability that the offspring of a normal heterozygous (Dd) dog and a deaf dog (dd) will have normal hearing? A. 100% A. 0%B. 0.25 B. 25%C. less than 1/3 C. 50%*D. One half* D. 100%

Change to


6. Make sure there is only ONE correct response.

6. Make sure there is only ONE correct response.


Guidelines – only one correct response


Example: According to the graph, what percent of the city’s residents own pets?

A. Less than 20% B. Less than 30%C. More than 50% D. More than 75%

(‘B’ overlaps ‘A’ and ‘D’ overlaps ‘C’)


A. Less than 20% B. Less than 30%C. More than 50% D. More than 75%

(‘B’ overlaps ‘A’ and ‘D’ overlaps ‘C’)

0

10

20

30

40

50

60

0 1 2 3

Number of Pets

Per

cen

t o

f C

ity'

s R

esid

ents


A. Less than 20% A. Less than 20%B. Less than 30% B. Between 20% and 40%C. More than 50% C. Between 40% and 60%D. More than 75% D. More than 60%

Make the options mutually exclusive, not overlapping


A. Less than 20% A. Less than 20%B. Less than 30% B. Between 20% and 40%C. More than 50% C. Between 40% and 60%D. More than 75% D. More than 60%

Make the options mutually exclusive, not overlapping



Example: If Karen measures the length of each of the butterflies in her collection, which would be the best measurement unit to use?

A. meterB. centimeter*C. millimeter*D. kilometer

Example: If Karen measures the length of each of the butterflies in her collection, which would be the best measurement unit to use?

A. meterB. centimeter*C. millimeter*D. kilometer



Carol asked her 4 best friends, Alice, Clark, Ruth, and Matt, if she could measure their heights in inches. She found that Alice was 58 inches tall; Clark was 62 inches tall; Ruth was 60 inches tall; and Matt was 61 inches tall. To the nearest inch, what was the mean height of Carol’s 4 friends?

Consider this alternative:

Carol measured the heights of each of 4 friends. Her results are shown below.

Alice: 58 inches Ruth: 60 inches

Clark: 62 inches Matt: 61 inches

To the nearest inch, what is the mean height of Carol’s 4 friends?

Use a chart, a bulleted list, a graphic, etc. to break up reading.

7. Word Economy & Formatting

7. Word Economy & Formatting

Additional Guidelines :Additional Guidelines :

8. Write questions that measure understanding, insight, and higher level skills. Avoid continually asking trivial questions. (DOK)

9. Use concise, straightforward language.

10. Present the problem or question as clearly as possible in the stem. Don’t include unnecessary or redundant information. Don’t use the item stem to instruct!

11. Don’t try to be tricky or cute.

12. Avoid bias toward or against any group of individuals. Include multicultural contexts and names.

8. Write questions that measure understanding, insight, and higher level skills. Avoid continually asking trivial questions. (DOK)

9. Use concise, straightforward language.

10. Present the problem or question as clearly as possible in the stem. Don’t include unnecessary or redundant information. Don’t use the item stem to instruct!

11. Don’t try to be tricky or cute.

12. Avoid bias toward or against any group of individuals. Include multicultural contexts and names.

13. When calling for a judgment or conclusion, the student must be able to infer the correct answer from the text. Don’t pose questions such as “What do you think? / What would you do?” because any option could be defensible. The stems should be worded “According to the author,” or “According to the selection,…”

14. If possible, avoid using negative stems that ask the students to choose the one wrong answer, such as those that use the terms “except” and “not”.

15. “Which of the following…?” is preferred over “What is…?”

13. When calling for a judgment or conclusion, the student must be able to infer the correct answer from the text. Don’t pose questions such as “What do you think? / What would you do?” because any option could be defensible. The stems should be worded “According to the author,” or “According to the selection,…”

14. If possible, avoid using negative stems that ask the students to choose the one wrong answer, such as those that use the terms “except” and “not”.

15. “Which of the following…?” is preferred over “What is…?”

Additional Guidelines :Additional Guidelines :

End of “Guidelines”End of “Guidelines”

Criteria for Valid ItemsCriteria for Valid Items

Always BEGIN with the Content Expectation!

Study the Content Expectation and be sure you know which knowledge and skills are expected before examining the actual assessment item.

Always BEGIN with the Content Expectation!

Study the Content Expectation and be sure you know which knowledge and skills are expected before examining the actual assessment item.

Six Criteria for Valid Items

Six Criteria for Valid Items

Adapted from Project 2061 Criteria used by Michigan Mathematics Leadership Academy (MMLA)

1. The CONTENT of the item matches the CONTENT of the expectation.

2. The PERFORMANCE required in the item matches the VERB of the expectation.“Underline the key concepts (important nouns and noun phrases) and circle the skills (the verbs).” Larry Ainsworth, Unwrapping the Standards, 2003

3. The item cannot be solved merely by TEST-WISENESS.

Adapted from Project 2061 Criteria used by Michigan Mathematics Leadership Academy (MMLA)

1. The CONTENT of the item matches the CONTENT of the expectation.

2. The PERFORMANCE required in the item matches the VERB of the expectation.“Underline the key concepts (important nouns and noun phrases) and circle the skills (the verbs).” Larry Ainsworth, Unwrapping the Standards, 2003

3. The item cannot be solved merely by TEST-WISENESS.

4. The item addresses ONLY ONE content expectation (may not be required in some instances).

5. ALL the content in the expectation is addressed in the item bank.

6. The CONTEXT of the item is APPROPRIATE and ENGAGING.

4. The item addresses ONLY ONE content expectation (may not be required in some instances).

5. ALL the content in the expectation is addressed in the item bank.

6. The CONTEXT of the item is APPROPRIATE and ENGAGING.

Six Criteria for Valid ItemsSix Criteria for Valid Items

1. The CONTENT of the item matches the CONTENT of the expectation

(i.e., “Alignment”)

1. The CONTENT of the item matches the CONTENT of the expectation

(i.e., “Alignment”)

Chemistry prerequisite HSCE:

P4.p2D Recognize that the properties of a compound differ from those of its individual elements.

Chemistry prerequisite HSCE:



Example: Which of the following is true for chemical compounds that have been detected elsewhere in the universe?

A. They have a greater average density than the same

compounds found on Earth. B. They are composed of the same elements that are found on Earth. * C. They are less reactive chemically than the same compounds found on Earth. D. Those with the greatest molar masses are found furthest away from our solar system.

Question: How well-aligned is this item to the Content Expectation?


Example: Which of the following is true for chemical compounds that have been detected elsewhere in the universe?

A. They have a greater average density than the same

compounds found on Earth. B. They are composed of the same elements that are found on Earth. * C. They are less reactive chemically than the same compounds found on Earth. D. Those with the greatest molar masses are found furthest away from our solar system.

Question: How well-aligned is this item to the Content Expectation?

1. The CONTENT of the item matches the CONTENT of the

expectation


expectation


Example: Which of the following is a property of water that differs from its individual elements?

A. Water is combustible in airB. Water is metallicC. Water is less denseD. Water is a liquid at room temperature*

(Getting closer…)


Example: Which of the following is a property of water that differs from its individual elements?

A. Water is combustible in airB. Water is metallicC. Water is less denseD. Water is a liquid at room temperature*

(Getting closer…)


expectation


expectation

Based on the information in the table above, which is a reasonable hypothesis regarding elements and their compounds? (NAEP item)

A. An element retains its physical and chemical properties when it is combined into a compound.

B. When an element reacts to form a compound, its chemical properties are changed but its physical properties are not.

C. When an element reacts to form a compound, its physical properties are changed but its chemical properties are not.

D. Both the chemical and physical properties of a compound are different from the properties of the elements of which it is composed.*

(Well-aligned)

Based on the information in the table above, which is a reasonable hypothesis regarding elements and their compounds? (NAEP item)

A. An element retains its physical and chemical properties when it is combined into a compound.

B. When an element reacts to form a compound, its chemical properties are changed but its physical properties are not.

C. When an element reacts to form a compound, its physical properties are changed but its chemical properties are not.

D. Both the chemical and physical properties of a compound are different from the properties of the elements of which it is composed.*

(Well-aligned)

Form of Carbon Charcoal (C) Carbon Dioxide (CO2 )

State at Room Temperature

Solid Gas

Soluble in Water No Yes

Combustible in Air Yes No

P4.4A Describe specific mechanical waves (e.g. on a demonstration spring, on the ocean) in terms of wavelength, amplitude, frequency, and speed.

Example: Calculate the speed of a wave with a wavelength of 3.0 m and a frequency of 15 Hz.

A. 5.0 m/sec B. 12 m/sec C. 18 m/sec D. 45 m/sec*

(Poor Alignment)

P4.4A Describe specific mechanical waves (e.g. on a demonstration spring, on the ocean) in terms of wavelength, amplitude, frequency, and speed.

Example: Calculate the speed of a wave with a wavelength of 3.0 m and a frequency of 15 Hz.

A. 5.0 m/sec B. 12 m/sec C. 18 m/sec D. 45 m/sec*

(Poor Alignment)

2. The PERFORMANCE required in the item matches the VERB of the

expectation


expectation

Example: The figure above shows some ocean waves. Which of the labeled distances represents the wavelength? (NAEP item)

a. A* b. B c. C d. D

(Better Alignment)

Example: The figure above shows some ocean waves. Which of the labeled distances represents the wavelength? (NAEP item)

a. A* b. B c. C d. D

(Better Alignment)


expectation


expectation

Example: Nitrogen-fixing bacteria help cycle nitrogen through ecosystems. How do they do this?

A. They change nitrogen into forms usable by plants.*B. They make inorganic compounds from organic

compounds during decomposition.C. They release chemical energy during respiration.D. They convert sunlight into chemical energy during

photosynthesis.

Example: Nitrogen-fixing bacteria help cycle nitrogen through ecosystems. How do they do this?

A. They change nitrogen into forms usable by plants.*B. They make inorganic compounds from organic

compounds during decomposition.C. They release chemical energy during respiration.D. They convert sunlight into chemical energy during

photosynthesis.

3. The item cannot be solved merely by TEST-WISENESS

3. The item cannot be solved merely by TEST-WISENESS

4. The item addresses ONLY ONE content expectation


Example: How is our solar system similar to an atom?

A. The force of gravity holds planets and electrons in their orbits.

B. Nuclear fusion constantly occurs in the sun and in the atom’s nucleus.

C. Electrons and planets both travel in well-defined paths.

D. The solar system and the atom are mostly empty space.*

What have we learned if a student misses this item?

Example: How is our solar system similar to an atom?

A. The force of gravity holds planets and electrons in their orbits.

B. Nuclear fusion constantly occurs in the sun and in the atom’s nucleus.

C. Electrons and planets both travel in well-defined paths.

D. The solar system and the atom are mostly empty space.*

What have we learned if a student misses this item?

Is it …

or

Is it …

or



5. ALL the content in the expectation is addressed in the

item bank


item bank

B3.4d Describe the greenhouse effect and list possible causes.

Example: Which of the following is the main contributor to Earth’s greenhouse effect?

A. Earth’s distance from the sun B. the gases in Earth’s atmosphere* C. the tilt of Earth’s axis D. the number of active volcanoes on Earth

Will this item adequately assess the entire CE?


Example: Which of the following is the main contributor to Earth’s greenhouse effect?

A. Earth’s distance from the sun B. the gases in Earth’s atmosphere* C. the tilt of Earth’s axis D. the number of active volcanoes on Earth

Will this item adequately assess the entire CE?


Example: Which of the following facts about Earth’s temperature is due mainly to the greenhouse effect?

A. Earth’s average surface temperature is 30 Co

warmer than would be predicted based on its distance from the sun.*

B. Earth’s oceans warm and cool much more slowly than its land masses.

C. Earth’s average summer temperature is about 15 Co warmer than its winter temperature.

D. Earth’s surface temperature at the poles is much colder than at the equator.


Example: Which of the following facts about Earth’s temperature is due mainly to the greenhouse effect?

A. Earth’s average surface temperature is 30 Co

warmer than would be predicted based on its distance from the sun.*

B. Earth’s oceans warm and cool much more slowly than its land masses.

C. Earth’s average summer temperature is about 15 Co warmer than its winter temperature.

D. Earth’s surface temperature at the poles is much colder than at the equator.


item bank


item bank


Example: Which of the following atmospheric gases is NOT considered a “greenhouse” gas?

A. oxygen*B. carbon dioxideC. water vaporD. ozone


Example: Which of the following atmospheric gases is NOT considered a “greenhouse” gas?

A. oxygen*B. carbon dioxideC. water vaporD. ozone


item bank


item bank

The Danish astronomer Ole Roemer (1644-1710) was the first person to determine that light traveled with a measurable speed. As Earth revolved around the sun, he noticed a variation in the time Io emerged from behind Jupiter, and calculated that light took 22 minutes to cross a diameter of Earth’s orbit. If the diameter of Earth’s orbit is 3.0 x 1011 m, what value would Roemer have calculated for the speed of light?

A. 4.4 x 10-9 m/secB. 2.2 x 108 m/sec*C. 3.0 x 108 m/secD. 1.3 x 1010 m/sec

(Inappropriate and confusing context)

The Danish astronomer Ole Roemer (1644-1710) was the first person to determine that light traveled with a measurable speed. As Earth revolved around the sun, he noticed a variation in the time Io emerged from behind Jupiter, and calculated that light took 22 minutes to cross a diameter of Earth’s orbit. If the diameter of Earth’s orbit is 3.0 x 1011 m, what value would Roemer have calculated for the speed of light?

A. 4.4 x 10-9 m/secB. 2.2 x 108 m/sec*C. 3.0 x 108 m/secD. 1.3 x 1010 m/sec

(Inappropriate and confusing context)

6. The CONTEXT of the item is APPROPRIATE and ENGAGING

6. The CONTEXT of the item is APPROPRIATE and ENGAGING

Some items require a context,…

“When items are written to particular content statements, such as the history and nature of science, they may be framed in these contextual components of science content.”


Some items require a context,…

“When items are written to particular content statements, such as the history and nature of science, they may be framed in these contextual components of science content.”


6. The CONTEXT of the item is APPROPRIATE and

ENGAGING


ENGAGING

Example: Ernest Rutherford found that when he fired alpha particles at a thin gold foil, some were scattered at large angles. What caused this scattering?A. The gold’s positive atomic nuclei attracted the negatively

charged alpha particles.B. The gold’s negative atomic nuclei repelled the negatively

charged alpha particles.C. The gold’s negative atomic nuclei attracted the positively

charged alpha particles.D. The gold’s positive atomic nuclei repelled the positively

charged alpha particles.*


Example: Ernest Rutherford found that when he fired alpha particles at a thin gold foil, some were scattered at large angles. What caused this scattering?A. The gold’s positive atomic nuclei attracted the negatively

charged alpha particles.B. The gold’s negative atomic nuclei repelled the negatively

charged alpha particles.C. The gold’s negative atomic nuclei attracted the positively

charged alpha particles.D. The gold’s positive atomic nuclei repelled the positively

charged alpha particles.*



ENGAGING


ENGAGING

Some items require no context,…

MEAP HST Science Released Items 2004

Some items require no context,…

MEAP HST Science Released Items 2004


ENGAGING


ENGAGING

End of Criteria for Valid Items

End of Criteria for Valid Items

Can be applied to Standards (Content Expectations), AND to Assessment Items

(Dr. Norman Webb, University of Wisconsin, 1997, 2002)

1. Recall2. Skills and Concepts3. Strategic Thinking4. Extended Thinking

Can be applied to Standards (Content Expectations), AND to Assessment Items

(Dr. Norman Webb, University of Wisconsin, 1997, 2002)

1. Recall2. Skills and Concepts3. Strategic Thinking4. Extended Thinking

Depth of KnowledgeDepth of Knowledge

Level 1 – RecallThe recall of information (fact, definition, or term), or

performing a simple procedure (a “recipe”), or applying a simple algorithm or formula. Requires only a rote response, a well-known formula, or following a well-defined procedure that typically involves only one step. Key words include “identify,” “recognize,” “use,” “calculate” and “measure.”

A student answering a Level 1 item either knows the answer or does not. The answer does not need to be “solved” or “figured out.”

(Verbs like “describe” and “explain” can be used at different levels depending on the complexity of

what’s being “described” or “explained.”)

Level 1 – RecallThe recall of information (fact, definition, or term), or

performing a simple procedure (a “recipe”), or applying a simple algorithm or formula. Requires only a rote response, a well-known formula, or following a well-defined procedure that typically involves only one step. Key words include “identify,” “recognize,” “use,” “calculate” and “measure.”

A student answering a Level 1 item either knows the answer or does not. The answer does not need to be “solved” or “figured out.”

(Verbs like “describe” and “explain” can be used at different levels depending on the complexity of

what’s being “described” or “explained.”)


B2.1A Explain how cells transform energy (ultimately obtained from the sun) from one form to another through the processes of photosynthesis and respiration. Identify the reactants and products in the general reaction of photosynthesis.

Level 1 Example: Which of the following is a product of the overall process of photosynthesis?A. Carbon dioxideB. ProteinC. Glucose*D. Water

B2.1A Explain how cells transform energy (ultimately obtained from the sun) from one form to another through the processes of photosynthesis and respiration. Identify the reactants and products in the general reaction of photosynthesis.

Level 1 Example: Which of the following is a product of the overall process of photosynthesis?A. Carbon dioxideB. ProteinC. Glucose*D. Water

DOK Level 1DOK Level 1

E4.p2A Describe the composition and layers of the atmosphere. (prerequisite)

Level 1 Example: Air is made up of many gases. Which gas is found in the greatest amount?A. Nitrogen*B. OxygenC. Carbon DioxideD. Hydrogen


E4.p2A Describe the composition and layers of the atmosphere. (prerequisite)

Level 1 Example: Air is made up of many gases. Which gas is found in the greatest amount?A. Nitrogen*B. OxygenC. Carbon DioxideD. Hydrogen



Level 2 – Skills & Concepts

This level is more complex and involves mental processing beyond simply recalling or reproducing a response. Items require students to make some decisions and typically involve more than one step. Key words and activities include “classifying,” “organizing,” “estimating,” or “interpreting or comparing data” in tables graphs or charts.

Level 2 – Skills & Concepts

This level is more complex and involves mental processing beyond simply recalling or reproducing a response. Items require students to make some decisions and typically involve more than one step. Key words and activities include “classifying,” “organizing,” “estimating,” or “interpreting or comparing data” in tables graphs or charts.


From Science Framework for the 2009 NAEP


P2.1D Describe and analyze the motion that a position-time graph represents, given the graph.

Example: The graph below shows the distance traveled over time by a student walking down a hall. During which time interval was the student moving the fastest?

a. Ab. Bc. Cd. D*

P2.1D Describe and analyze the motion that a position-time graph represents, given the graph.

Example: The graph below shows the distance traveled over time by a student walking down a hall. During which time interval was the student moving the fastest?

a. Ab. Bc. Cd. D*



Which of the following graphs best illustrates the relationship between the heat released by the foods listed in Table 1 and the change in water temperature?

a. b. c. d.

Which of the following graphs best illustrates the relationship between the heat released by the foods listed in Table 1 and the change in water temperature?

a. b. c. d.


Preparing for the ACT 2006/2007

Level 3 – Strategic Thinking

This level is more demanding and requires planning, using evidence, and complex and abstract reasoning. In most instances, requiring students to explain their thinking is Level 3. Students are asked to draw conclusions, cite evidence, develop logical arguments, solve complex problems, explain concepts and justify their response.

Level 3 – Strategic Thinking

This level is more demanding and requires planning, using evidence, and complex and abstract reasoning. In most instances, requiring students to explain their thinking is Level 3. Students are asked to draw conclusions, cite evidence, develop logical arguments, solve complex problems, explain concepts and justify their response.


Level 3 Example: The main reason for Earth’s temperature being hotter in summer than in winter is:

A. The earth’s distance from the sun changes.

B. The sun is higher in the sky.*C. The distance between the northern

hemisphere and the sun changes.D. Ocean currents carry warm water north.

Level 3 Example: The main reason for Earth’s temperature being hotter in summer than in winter is:

A. The earth’s distance from the sun changes.

B. The sun is higher in the sky.*C. The distance between the northern

hemisphere and the sun changes.D. Ocean currents carry warm water north.



DOK 3(From ACT Practice Test www.actstudent.org)

DOK 3(From ACT Practice Test www.actstudent.org)

26. A student claimed that “If the masses of 1 cm3 of any solid and 1 cm3 of any liquid are compared, the mass of the solid will be greater.” Do the data in Table 1 support his claim?

F. No; lead has a higher density than any of the liquids listed.

G. No; mercury has a higher density than any of the solids listed.

H. Yes; lead has a higher density than any of the liquids listed.

J. Yes; mercury has a higher density than any of the solids listed.

26. A student claimed that “If the masses of 1 cm3 of any solid and 1 cm3 of any liquid are compared, the mass of the solid will be greater.” Do the data in Table 1 support his claim?

F. No; lead has a higher density than any of the liquids listed.

G. No; mercury has a higher density than any of the solids listed.

H. Yes; lead has a higher density than any of the liquids listed.

J. Yes; mercury has a higher density than any of the solids listed.

Table 1

DensitySubstance Phase (g/cm3)Arsenic solid 5.73Glucose solid 1.56Iron solid 7.86Lead solid 11.34Zinc solid 7.14

Ethanol liquid 0.79Ethyl ether liquid 0.71Glycerol liquid 1.26Mercury liquid 13.59

Freon-12 gas 0.00495

Krypton gas 0.00343

Methane gas 0.00065

Table 1

DensitySubstance Phase (g/cm3)Arsenic solid 5.73Glucose solid 1.56Iron solid 7.86Lead solid 11.34Zinc solid 7.14

Ethanol liquid 0.79Ethyl ether liquid 0.71Glycerol liquid 1.26Mercury liquid 13.59

Freon-12 gas 0.00495

Krypton gas 0.00343

Methane gas 0.00065

Level 4 – Extended Thinking

This level requires complex reasoning, experimental design, and planning usually over extended periods of time. Students are asked to make connections within or among content areas. Level 4 tasks are typically assessed locally and often involve performance or open-ended assessments. Many on-demand instruments will not include any items at Level 4.

Level 4 – Extended Thinking

This level requires complex reasoning, experimental design, and planning usually over extended periods of time. Students are asked to make connections within or among content areas. Level 4 tasks are typically assessed locally and often involve performance or open-ended assessments. Many on-demand instruments will not include any items at Level 4.


End of Depth of Knowledge (DOK)

End of Depth of Knowledge (DOK)

Poorly written Well/poorly-written Well-written

Poorly aligned Well/Poorly aligned Well-aligned

Inappropriate DOK Appropriate/Inappropriate DOK Appropriate DOK

(Beyond hope) (Salvageable) (Acceptable)

Poorly written Well/poorly-written Well-written

Poorly aligned Well/Poorly aligned Well-aligned

Inappropriate DOK Appropriate/Inappropriate DOK Appropriate DOK

(Beyond hope) (Salvageable) (Acceptable)

“Jurying” and Editing Items:


Unnecessary information in the stemMutually exclusive optionsAlignment Issues (HSCEs)Vocabulary Issues (Companion

Documents)

Unnecessary information in the stemMutually exclusive optionsAlignment Issues (HSCEs)Vocabulary Issues (Companion

Documents)



Body cells of fruit flies contain only 8 chromosomes, compared to human cells that contain 46. Scientists used studies of fruit flies to discover how egg and sperm cells (gametes) are formed. What did they observe?A. Body cells of the offspring flies had 16

chromosomes.B. Sperm cells from the male had 8 chromosomes.C. Egg cells from the female had 4 chromosomes.*D. Body cells of the offspring flies had 4

chromosomes. Connecticut Released Item 2006

Body cells of fruit flies contain only 8 chromosomes, compared to human cells that contain 46. Scientists used studies of fruit flies to discover how egg and sperm cells (gametes) are formed. What did they observe?A. Body cells of the offspring flies had 16

chromosomes.B. Sperm cells from the male had 8 chromosomes.C. Egg cells from the female had 4 chromosomes.*D. Body cells of the offspring flies had 4

chromosomes. Connecticut Released Item 2006

“Jurying” and Editing Items:Examples (unnecessary information)“Jurying” and Editing Items:

Examples (unnecessary information)

The body cells of fruit flies each contain 8 chromosomes. Which of the following statements correctly describes how fruit flies reproduce sexually?

A. Body cells of the offspring flies have 16 chromosomes.

B. Sperm cells from the male flies have 8 chromosomes.C. Egg cells from the female flies have 4 chromosomes.*D. Body cells of the offspring flies have 4

chromosomes.

The body cells of fruit flies each contain 8 chromosomes. Which of the following statements correctly describes how fruit flies reproduce sexually?

A. Body cells of the offspring flies have 16 chromosomes.

B. Sperm cells from the male flies have 8 chromosomes.C. Egg cells from the female flies have 4 chromosomes.*D. Body cells of the offspring flies have 4

chromosomes.





California Released Item 2007

Under what conditions will a substance be likely to enter a cell through diffusion?

A. when the substance is a particle of foodB. when a molecule of the substance is very largeC. when the concentration of the substance is

greater outside the cell than inside*D. when the concentration of the substance is

greater inside the cell than outside

Connecticut Released Item 2006


A. when the substance is a particle of foodB. when a molecule of the substance is very largeC. when the concentration of the substance is

greater outside the cell than inside*D. when the concentration of the substance is

greater inside the cell than outside

Connecticut Released Item 2006

“Jurying” and Editing Items:Examples (mutually exclusive

options)


options)


A. when the substance is a particle of food B. when a molecule of the substance is very

large C. when the concentration of the substance is greater outside the cell than inside D. when the substance is needed to store genetic information


A. when the substance is a particle of food B. when a molecule of the substance is very

large C. when the concentration of the substance is greater outside the cell than inside D. when the substance is needed to store genetic information


options)


options)

“Jurying” and Editing Items:Alignment?

“Jurying” and Editing Items:Alignment?


“The Coriolis effect is the apparent deflection of moving objects from a straight path when they are viewed from a rotating frame of reference.”

http://en.wikipedia.org

E4.p2I Identify major global wind belts (trade winds, prevailing westerlies, and polar easterlies) and that their vertical components control the global distribution of rainforests and deserts. (prerequisite)

E4.2A Describe the major causes for the ocean’s surface and deep water currents, including the prevailing winds, the Coriolis effect, unequal heating of the earth, changes in water temperature and salinity in high latitudes, and basin shape.

E4.2f Explain how the Coriolis effect controls oceanic circulation.

E4.p2I Identify major global wind belts (trade winds, prevailing westerlies, and polar easterlies) and that their vertical components control the global distribution of rainforests and deserts. (prerequisite)

E4.2A Describe the major causes for the ocean’s surface and deep water currents, including the prevailing winds, the Coriolis effect, unequal heating of the earth, changes in water temperature and salinity in high latitudes, and basin shape.

E4.2f Explain how the Coriolis effect controls oceanic circulation.

“Jurying” and Editing Items:No Alignment to MI HSCEs

“Jurying” and Editing Items:No Alignment to MI HSCEs


B2.4e Explain how cellular respiration is important for the production of ATP (build

on aerobic vs. anaerobic).

“cytokinesis?”

Massachusetts Released Item 2006

B2.4e Explain how cellular respiration is important for the production of ATP (build

on aerobic vs. anaerobic).

“cytokinesis?”

Massachusetts Released Item 2006

“Jurying” and Editing Items:Vocabulary Issues


HSSCE Companion Document: “The companion document is intended to provide boundaries to the content expectations.”

Unit 9 Cell Division Vocabulary:

cancercarcinogenic jumping geneschromosome karyotypechromosome pair meiosiscrossing over mitosisdeletion mutationDNA replication new gene

combinationsdiploid progenyduplication of genes recombination

of haploid genetic

materialgametes sex cellgenetic variation sex

HSSCE Companion Document: “The companion document is intended to provide boundaries to the content expectations.”

Unit 9 Cell Division Vocabulary:

cancercarcinogenic jumping geneschromosome karyotypechromosome pair meiosiscrossing over mitosisdeletion mutationDNA replication new gene

combinationsdiploid progenyduplication of genes recombination

of haploid genetic

materialgametes sex cellgenetic variation sex




E3.1A Discriminate between igneous, metamorphic, and sedimentary rocks and describe the processes that change one kind of rock into another.


E3.1A Discriminate between igneous, metamorphic, and sedimentary rocks and describe the processes that change one kind of rock into another.



HSSCE Companion Document Unit 4 Rock Forming Processes

Vocabulary:

contact metamorphism magmacooling metamorphic rocks crystallization metamorphismdeposition molten rockerosion non-foliated

textureextrusive plate tectonic contextFoliation regional

metamorphismgrain shape rock cyclegrain size rock sequenceigneous rocks sedimentary rocksIntrusive sedimentationlithification weathering

HSSCE Companion Document Unit 4 Rock Forming Processes

Vocabulary:

contact metamorphism magmacooling metamorphic rocks crystallization metamorphismdeposition molten rockerosion non-foliated

textureextrusive plate tectonic contextFoliation regional

metamorphismgrain shape rock cyclegrain size rock sequenceigneous rocks sedimentary rocksIntrusive sedimentationlithification weathering

Fluorine is a gas at room temperature while iodine is a solid. This is because:

A. fluorine atoms have less attractive forces than iodine atoms*

B. iodine atoms repel each other more than fluorine atoms

C. fluorine can lose an electron to form -1 ionsD. iodine atoms are spread out more than fluorine atoms

C4.3A Recognize that substances that are solid at room temperature have stronger attractive forces than liquids at room temperature, which have stronger attractive forces than gases at room temperature.

Fluorine is a gas at room temperature while iodine is a solid. This is because:

A. fluorine atoms have less attractive forces than iodine atoms*

B. iodine atoms repel each other more than fluorine atoms

C. fluorine can lose an electron to form -1 ionsD. iodine atoms are spread out more than fluorine atoms


“Jurying” and Editing ItemsExamples


Guideline #1: Incomplete Stem Complete Stem:

Which of the following statements best describes why fluorine is a gas at room temperature while iodine is a solid?

A. Fluorine atoms have less attractive forces than iodine atoms.*

B. Iodine atoms repel each other more than fluorine atoms.

C. Fluorine atoms can lose an electron to form -1 ions.D. Iodine atoms are spread out more than fluorine atoms.


Guideline #1: Incomplete Stem Complete Stem:

Which of the following statements best describes why fluorine is a gas at room temperature while iodine is a solid?

A. Fluorine atoms have less attractive forces than iodine atoms.*

B. Iodine atoms repel each other more than fluorine atoms.

C. Fluorine atoms can lose an electron to form -1 ions.D. Iodine atoms are spread out more than fluorine atoms.






In which state of matter would molecules move the fastest?

A. Gas*B. SolidC. LiquidD. None of the above

C2.2B Describe the various states of matter in terms of the motion and arrangement of the molecules (atoms) making up the substance.

In which state of matter would molecules move the fastest?

A. Gas*B. SolidC. LiquidD. None of the above




3 “plausible, incorrect” optionsIn which of the following substances do

molecules move the fastest? A. Gas*B. Crystalline SolidC. LiquidD. Aqueous solution


(Other examples: “increase, decrease, remain the same…”)

3 “plausible, incorrect” optionsIn which of the following substances do

molecules move the fastest? A. Gas*B. Crystalline SolidC. LiquidD. Aqueous solution


(Other examples: “increase, decrease, remain the same…”)

A rock is dropped from the top of a cliff. How far did the rock travel in 3.0 s? (Use the 10.0 m/s/s as the acceleration due to gravity.)

A. 30. mB. 45. m*C. 90. mD. 120 m

P2.1g Solve problems involving average speed and constant acceleration in one dimension.

A rock is dropped from the top of a cliff. How far did the rock travel in 3.0 s? (Use the 10.0 m/s/s as the acceleration due to gravity.)

A. 30. mB. 45. m*C. 90. mD. 120 m




Guideline #10: Present problem clearly (Which 3 seconds??)

Guideline #2: Verb tense

A rock was dropped from the top of a cliff. How far did the rock travel during the first 3.0 s? (Use the 10.0 m/s/s as the acceleration due to gravity.)

A. 30. mB. 45. m*C. 90. mD. 120 m


Guideline #10: Present problem clearly (Which 3 seconds??)

Guideline #2: Verb tense

A rock was dropped from the top of a cliff. How far did the rock travel during the first 3.0 s? (Use the 10.0 m/s/s as the acceleration due to gravity.)

A. 30. mB. 45. m*C. 90. mD. 120 m






E2.2C Describe natural processes in which heat transfer in the Earth occurs by conduction, convection, and radiation.

The Earth’s mantle is made up of very hot material that rises to the top of the mantle, cools, then sinks, reheats, and rises again, constantly repeating the cycle. This action, which causes the Earth’s crust to move, is known as —A convection currents B magnetic fieldsC hot spotsD advection forces Virginia Released Item 2006

E2.2C Describe natural processes in which heat transfer in the Earth occurs by conduction, convection, and radiation.

The Earth’s mantle is made up of very hot material that rises to the top of the mantle, cools, then sinks, reheats, and rises again, constantly repeating the cycle. This action, which causes the Earth’s crust to move, is known as —A convection currents B magnetic fieldsC hot spotsD advection forces Virginia Released Item 2006



Guideline #2: Grammar & VocabularyThe Earth’s mantle is made up of very hot

material that rises to the top of the mantle, cools, then sinks, reheats, and rises again, constantly repeating the cycle. This action, which causes the Earth’s crust to move, is known as —A convection currents B magnetic fieldsC hot spotsD advection forces Virginia Released Item 2006


material that rises to the top of the mantle, cools, then sinks, reheats, and rises again, constantly repeating the cycle. This action, which causes the Earth’s crust to move, is known as —A convection currents B magnetic fieldsC hot spotsD advection forces Virginia Released Item 2006




material that rises, cools, then sinks, reheats, and rises again, constantly repeating the cycle. Which of the following terms best describes this process?A a convection currentB a magnetic fieldC a seismic waveD elastic rebound


material that rises, cools, then sinks, reheats, and rises again, constantly repeating the cycle. Which of the following terms best describes this process?A a convection currentB a magnetic fieldC a seismic waveD elastic rebound



P.EN.04.41 Demonstrate how temperature can be increased in a substance by adding energy.

A substance is heated. Which of the following would NOT be correct?

A. The measured temperature of the substance would go up

B. The molecules in the substance would move faster

C. The average kinetic energy of the molecules would increase

D. The substance must undergo a phase change*

P.EN.04.41 Demonstrate how temperature can be increased in a substance by adding energy.

A substance is heated. Which of the following would NOT be correct?

A. The measured temperature of the substance would go up

B. The molecules in the substance would move faster

C. The average kinetic energy of the molecules would increase

D. The substance must undergo a phase change*



“Test-Wiseness” Issues:A substance is heated. Which of the

following would NOT be correct?A. The measured temperature of the

substance would go upB. The molecules in the substance would

move fasterC. The average kinetic energy of the

molecules would increaseD. The substance must undergo a phase

change*

“Test-Wiseness” Issues:A substance is heated. Which of the

following would NOT be correct?A. The measured temperature of the

substance would go upB. The molecules in the substance would

move fasterC. The average kinetic energy of the

molecules would increaseD. The substance must undergo a phase

change*



“Test-Wiseness” Issues:Which of the following is necessary for

the temperature of a substance to increase?

A. The substance must undergo a change in state.

B. The particles in the substance must decrease speed.

C. The substance must be mixed with another substance.

D. The substance must gain heat energy.*

“Test-Wiseness” Issues:Which of the following is necessary for

the temperature of a substance to increase?

A. The substance must undergo a change in state.

B. The particles in the substance must decrease speed.

C. The substance must be mixed with another substance.

D. The substance must gain heat energy.*

A physics book is sitting on a table. Identify the action and reaction forces acting on the book.

A. The book pushes down on the table. The table pushes up on the book.*B. The book pulls up on Earth. Earth pulls down on the book. C. The table pulls the book down. The book pushes the table down.D. There are no action and reaction forces acting because the book is at rest.

P3.3A Identify the action and reaction force from examples of forces in everyday situations (e.g., book on a table, walking across the floor, pushing open a door).

A physics book is sitting on a table. Identify the action and reaction forces acting on the book.

A. The book pushes down on the table. The table pushes up on the book.*B. The book pulls up on Earth. Earth pulls down on the book. C. The table pulls the book down. The book pushes the table down.D. There are no action and reaction forces acting because the book is at rest.

P3.3A Identify the action and reaction force from examples of forces in everyday situations (e.g., book on a table, walking across the floor, pushing open a door).



Guideline #6: Make sure there is only one correct answer.(A and B)

Letter ‘D’ is essentially “none of these.”

A physics book is sitting on a table. Identify the action and reaction forces acting on the book.A. The book pushes down on the table. The table pushes up

on the book.*B. The book pulls up on Earth. Earth pulls down on the book. C. The table pulls the book down. The book pushes the table

down.D. There are no action and reaction forces acting because

the book is at rest.

Guideline #6: Make sure there is only one correct answer.(A and B)

Letter ‘D’ is essentially “none of these.”

A physics book is sitting on a table. Identify the action and reaction forces acting on the book.A. The book pushes down on the table. The table pushes up

on the book.*B. The book pulls up on Earth. Earth pulls down on the book. C. The table pulls the book down. The book pushes the table

down.D. There are no action and reaction forces acting because

the book is at rest.



Which of the following statements best describes the action and reaction forces acting on a book which is sitting on a table.

A. The book pushes down on the table. The table pushes up on the book.*

B. The book pushes down on the table. The table pushes down on the floor.

C. The floor pushes up on the table. The table pushes up on the book.

D. The table pushes down on the floor. The floor pushes up on the table.

Which of the following statements best describes the action and reaction forces acting on a book which is sitting on a table.

A. The book pushes down on the table. The table pushes up on the book.*

B. The book pushes down on the table. The table pushes down on the floor.

C. The floor pushes up on the table. The table pushes up on the book.

D. The table pushes down on the floor. The floor pushes up on the table.



On a pool table the first shot is called the break. Motion of the balls in the break would be considered which type of motion?A. linearB. two-dimensional*C. periodicD. circular

P2.1E Describe and classify various motions in a plane as one dimensional, two dimensional, circular, or periodic.





Guidelines #10 Don’t use the stem to instruct, and #12: Avoid bias



Guidelines #10 Don’t use the stem to instruct, and #12: Avoid bias





Two rubber balls roll toward each other on a flat surface and collide, as shown in the figure. After the collision, each ball continues moving, but with a different speed and direction. Which term best describes this type of motion?A. linearB. two-dimensional*C. periodicD. circular

Two rubber balls roll toward each other on a flat surface and collide, as shown in the figure. After the collision, each ball continues moving, but with a different speed and direction. Which term best describes this type of motion?A. linearB. two-dimensional*C. periodicD. circular



1. During the combustion of methane gas, methane combines with oxygen gas to form water and carbon dioxide. The heats of formations of methane, carbon dioxide and water in kJ/mol are -1200, -400 and -300 respectively. Use Hess’ Law to determine the amount of heat given off when 8 grams of methane are burned.

A. 200 kJB. 400 kJC. 100 kJD. 250 kJ

1. During the combustion of methane gas, methane combines with oxygen gas to form water and carbon dioxide. The heats of formations of methane, carbon dioxide and water in kJ/mol are -1200, -400 and -300 respectively. Use Hess’ Law to determine the amount of heat given off when 8 grams of methane are burned.

A. 200 kJB. 400 kJC. 100 kJD. 250 kJ



1. During the combustion of methane gas, methane combines with oxygen gas to form water and carbon dioxide. The heats of formations are given below:

Compound Heat of Formation (kJ/mol) methane -1200 carbon dioxide -400 water -300

Use Hess’ Law to determine the amount of heat given off when 8 grams of methane are burned.

A. 200 kJB. 400 kJC. 100 kJD. 250 kJ

1. During the combustion of methane gas, methane combines with oxygen gas to form water and carbon dioxide. The heats of formations are given below:

Compound Heat of Formation (kJ/mol) methane -1200 carbon dioxide -400 water -300

Use Hess’ Law to determine the amount of heat given off when 8 grams of methane are burned.

A. 200 kJB. 400 kJC. 100 kJD. 250 kJ



16. Look at the two pictures below. They show what happened when two solid blocks were each put in a jar containing a liquid. Based just on what you can see in the pictures, what can you say about the blocks and the jars?

A) The liquid in the jars must be water. B) The block in jar 1 weighs more than the block in jar 2. C) The block in jar 1 is floating lower in its liquid than is the block in jar

2. D) The block in jar 1 must be made of metal and the block in jar 2

must be made of wood. NAEP Released Item http://nces.ed.gov


A) The liquid in the jars must be water. B) The block in jar 1 weighs more than the block in jar 2. C) The block in jar 1 is floating lower in its liquid than is the block in jar

2. D) The block in jar 1 must be made of metal and the block in jar 2

must be made of wood. NAEP Released Item http://nces.ed.gov



Guideline #13: When calling for a judgment or conclusion, the student must be able to infer the correct answer from the text. Don’t pose questions such as “What do you think? / What would you do?” because any option could be defensible.


A) The liquid in the jars must be water. B) The block in jar 1 weighs more than the block in jar 2. C) The block in jar 1 is floating lower in its liquid than is the block in jar 2. D) The block in jar 1 must be made of metal and the block in jar 2 must be made of

wood. NAEP Released Item http://nces.ed.gov

Guideline #13: When calling for a judgment or conclusion, the student must be able to infer the correct answer from the text. Don’t pose questions such as “What do you think? / What would you do?” because any option could be defensible.


A) The liquid in the jars must be water. B) The block in jar 1 weighs more than the block in jar 2. C) The block in jar 1 is floating lower in its liquid than is the block in jar 2. D) The block in jar 1 must be made of metal and the block in jar 2 must be made of

wood. NAEP Released Item http://nces.ed.gov



Contact InformationContact Information

Tom Wessels, DirectorGrand Traverse Regional Math and Science

CenterTraverse Bay Area Intermediate School

District1101 Red Drive PO Box 6020Traverse City, MI 49682231.922.7875

[email protected]

Tom Wessels, DirectorGrand Traverse Regional Math and Science

CenterTraverse Bay Area Intermediate School

District1101 Red Drive PO Box 6020Traverse City, MI 49682231.922.7875

[email protected]

Historical Meap

Sports

Transcript of Historical Meap