OAKS SCIENCE TEST - Oregon...Task 2- Earthand SpaceScience Standard MS-ESS1-3...

OAKS SCIENCE TEST 8th Grade New Item Type Training Test Scoring Guide

About the New Item Type Training Test Scoring Guide

The OAKS Science New Item Type Training Test Scoring Guide provides details about the items, student response types, correct responses, and related scoring considerations for the OAKS Science Test 2017-18 embedded field test items. The items selected for the New Item Type Training Test are designed to reflect:

• a broad coverage of standards • a broad range of student response types.

It is important to note that the online New Item Type Training Test provides a representative sample of tasks, not all possible scenarios.

Within this guide, each item is presented with the following information:

• Standard: The 2014 Oregon Science Standard (NGSS Performance Expectation) the task/item is aligned to.

• Task Demands: A statement that explains what a student will be able to do in response to an item in order to provide evidence that they have met the standard. These statements guide item writers to ensure alignment to the 2014 Oregon Science Standards (NGSS Performance Expectations).

• Scoring Criteria: A statement that explains what a student will be able to do in response to a task simulation, question, or elicitation.

• Rubric: score point representations for student responses • Static Presentation of the Stimulus: A static presentation of the stimulus field from the test

administration system. • Static Presentation of task/item: A static presentation of simulations, questions, elicitations, and

student response areas within a task or item.

The following tasks are a representative sample of tasks that students can expect to experience when taking the Science OAKS test for Grade 8. Each ‘criterion’ is scored separately toward the cumulative score rather than each ‘part’ or ‘task’.

Task 1- Earth and Space Science Standard MS-ESS2-4 Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.

Task Demands

• Select or identify from a collection of potential model components including distractors, the components needed to model the model of evaporation, condensation, transpiration, precipitation, or other behaviors of water molecules during the water cycle.

• Assemble or complete, from a collection of potential model components, an illustration or flow chart that is capable or representing that phenomenon.

• Manipulate the components of a model to demonstrate the effects those adjustments would have on the behavior of water in the water molecules in the water cycle.

• Make predictions about the effects of changes to the parts of the model. Predictions can be based on manipulating model components, completing illustrations, or selecting from a list with distractors.

• Describe, select, or identify the relationships among components of a model that describe or explains the phenomenon.

Stimulus Fog appears and disappears over the course of a morning in the Willamette Valley in Oregon.

Morning Fog in Willamette Valley

Animation 1 shows the appearance and disappearance of fog in the valley during a 24-hour day. The sun rises at 6 a.m. and sets at 6 p.m. Click the small gray arrow to begin the animation.

Your Task

In the questions that follow, you will develop an explanation for the appearance and disappearance of fog

In the graphs below, illustrate three factors that change over the course of the day causing the fog to appear and disappear. The horizontal axis on each graph represents the 24-hour day shown in the animation.

For each graph’s vertical axis, select the factor that you would like to graph. Then, use the Connect Line button to draw a graph that shows the pattern of change over time. To receive credit, your line segments must be connected and form a continuous graph.

Scoring Criteria

Parts A, B, and C

• The student chose sunlight intensity as one of the causal factors, thereby indicating an awareness of solar energy’s role in the water cycle

• Graph of sunlight intensity shows increasing sunlight as fog ends, offering some evidence of an understanding that sunlight is providing the energy that ends the fog.

OR

• The student chose temperature as a causal factor, thereby indicating an understanding that the heat energy is transferred to the atmosphere.

• Student drew a graph showing decreasing temperature when the fog began to form, and rising temperatures when the fog dissipated, providing some evidence of an understanding that falling temperatures cause condensation, which appears as fog, and that rising temperatures cause vaporization ending the visible fog.

OR

• The student chose the proportion of water in vapor form, thereby providing evidence of recognizing that fog is condensation and the phase change to gas accounts for its disappearance.

• The student graphed the proportion of water in the air declining as the fog formed, and increasing as the fog dissipated, providing some evidence of an understanding that the fog is actually condensed water vapor.

Rubric

Part A (2 points possible)

Part B (2 Points possible)

Part C (2 points possible)

• Sunlight, air temperature, proportion of water in the air in gas form each selected from the drop downs and then graphed. Sunlight shows increase during period of fog, and decrease in the evening.

OR

• Air temperature shows decrease as fog forms, increase as fog dissipates, and decrease in the evening.

OR

• Proportion of water in the air in gas form shows decrease as fog forms, increase as fog dissipates and decrease in the evening.

Scoring Criteria

Part D

• For each causal factor, the student graphed a decrease in the evening, providing some evidence of an understanding that these properties are cyclic.

• The student identified that changes in sunlight intensity result in changes in air temperature. • The student identified that changes in air temperature result in changes in the amount of water

in vapor form.

Rubic

Part D (3 points possible)

• A change in sunlight intensity (1 point) • results in a change in air temperature (1 point) • which results in a change in the water in the air in gas form (1 point)

Task 2- Earth and Space Science Standard MS-ESS1-3 Analyze and interpret data to determine scale properties of objects in the solar system.

Task Demands

• Make simple calculations using given data to estimate the properties (e.g., mass, surface temp., diameter) and locations of different solar system objects relative to a given reference point/object.

• Calculate or estimate properties of objects in the solar system based on data from one or more sources.

• Compile from given information the data needed for a particular inference about the scale or other properties of solar system objects.

Stimulus Using a low-powered telescope, you can see four of Jupiter’s closest moons orbiting the planet.

A ruler on the lens of the telescope is used to take measurements in centimeters. The animation shows the movements of the moons and Jupiter over the course of several days. Only part of the telescope view is shown. Click on the small gray arrow at the bottom left of the picture to begin the animation.

Note: this is an animation. Measurements for this task should not be taken from this still image.

The table shows data on each of the moons.

Your Task

In the questions that follow, you will identify each of the four moons viewed through the telescope by utilizing data from your observations.

Part A

Use the measuring tool in the animation to determine each moon’s maximum distance from Jupiter.

Complete the table by entering measurements to the closest 0.5 centimeter (cm) in the blank boxes.

Scoring Criteria

Part A

• The student measured the maximum distance for Moon 1 as between 3.5-4.5 cm, demonstrating the ability to estimate properties of objects in the solar system based on data from one or more sources.




Rubric


• Value within the acceptable range of 3.5-4.5 entered for M1 (1 point) • Value within the acceptable range of 1-2 entered for M2 (1 point) • Value within the acceptable range of 6.5-7.5 entered for M3 (1 point) • Value within the acceptable range 2-3 entered for M4 (1 point)

Part B

Use your measurements and the Data on Galilean Moons table to identify each moon.

Select the boxes to identify each moon by name.

Score Criteria

Part B

• The student identifies Moon 1 as Ganymede, demonstrating the ability to identify relationships among objects in the solar system, based on data from one or more sources.

• The student identifies Moon 2 as Io, demonstrating the ability to identify relationships among objects in the solar system, based on data from one or more sources.

• The student identifies Moon 3 as Callisto, demonstrating the ability to identify relationships among objects in the solar system, based on data from one or more sources.

• The student identifies Moon 4 as Europa, demonstrating the ability to identify relationships among objects in the solar system, based on data from one or more sources.

Rubric

Part B (4 points possible)

• M1 identified as Ganymede (1 point) • M2 identified as Io (1 point) • M3 identified as Callisto (1 point) • M4 identified as Europa (1 point)

Part C

M1 and M4 appear to intersect twice in the model.

Enter the approximate distance from Jupiter, in kilometers, where one of these apparent intersections occur.

Score Criteria

Part C

• The student calculated the distance from Jupiter where two moon appear to intersect as being either between 100,000km-200,000 km or between 600,000-700,000 km, demonstrating an ability to make simple calculations to estimate the locations of different solar system objects relative to a given reference point.

Rubric

Part C (1 point possible)

• A number between 100,000 and 200,000 (1 point)

OR

• A number between 600,000 and 700,000 (1 point)

Part D

Compare the measurements you took to the distances in the Data on Galilean Moons table.

Which statement is true about the two measurements?

Score Criteria

Part D

• The student selected “The data you measured is not proportional to the data in the table because the ruler on the lens is not accurate at that distance.”, demonstrating an ability to compile the data needed to make a particular inference about the scale of Jupiter and four of its moons.

Rubric

Part D (1 point possible)

• “The data you measured is not proportional to the data in the table because the ruler on the lens is not accurate at that distance” selected (1 point)

Part E

Which relationship between properties of the moons is supported by the data?

Score Criteria

Part E

• The student selected “Orbital period is related to orbit size” demonstrating an ability to compile the data needed to make a particular inference about the scale of Jupiter and four of its moons.

Rubric

Part E (1 point possible)

• “Orbital period is related to orbit size” is selected (1 point)

Task 3- Physical Science Standard MS-PS3-4 Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample.

Task Demands

• Articulate, describe, illustrate, or select the relationships, interactions, and/or processes to be explained. This may entail sorting relevant from irrelevant information.

• Using evidence, explain the relationship between the kinetic energy of an object and changes to the object or the surroundings, as energy is transferred to or from the object.

• Identify patterns or evidence in the data that support the claim that the kinetic energy of an object changes as energy is transferred to or from the object.

Stimulus Sparks fly off the wheels of a train when the brakes are applied.

Click the small gray arrow to see a demonstration of this happening in Animation 1.

Table 1 explains some properties of the train and its surroundings as energy flows throughout the system.

Your Task

In the questions that follow, you will analyze what happens to the train when the brakes are applied.

Part A

Score Criteria

Part A

• The student selected “wheels” for the first blank and “brakes” or “rails” for the second blank showing an understanding of the interactions in the system and the effects of that energy flow.

• The student selected “wheels” for the third blank and “less” for the fourth blank showing an understanding of the interactions in the system and the effects of that energy flow.

Rubric


• “Wheels” to be selected in the first dropdown and “brakes” or “rails to be selected in the second dropdown (1 point)

• “wheels” to be selected in the third dropdown and “less” to be selected in the fourth dropdown (1 point)

Part B

When the train applies its brakes, what happens to the energy of the surroundings?

Score Criteria

Part B

• The student selected “The surroundings gain energy,” showing an understanding of how the energy of the wheels change and is distributed throughout the system.

Rubric

Part B (1 point possible)

• “The surroundings gain energy.” (1 point)

Part C

Which three statements support your choice in part B?

Score Criteria

Part C

• The student selected “Sound is produced,” providing evidence of how the energy of the surroundings has changed.

• The student selected “Light is produced,” providing evidence of how the energy of the surroundings has changed.

• The student selected “Heat is produced,” providing evidence of how the energy of the surroundings has changed.

Rubric


• Sound is produced (1 point) • Light is produced (1 point) • Heat is produced (1 point)

Part D

Select three pieces of evidence that would support the claim that the kinetic energy of the wheels changed form.

Score Criteria

Part D

• The student selected “The brakes make a screeching sound,” which shows an understanding of how the energy changed throughout the system and that those changes serve as evidence that the kinetic energy of the wheels transfers out of the wheels/system when the brakes are applied.

• The student selected “The sparks that fly off the wheels give off light,” which shows an understanding of how the energy changed throughout the system and that those changes serve as evidence that the kinetic energy of the wheels transfers out of the wheels/system when the brakes are applied.

• The student selected “The brakes give off energy as heat,” which shows an understanding of how the energy changed throughout the system and that those changes serve as evidence that the kinetic energy of the wheels transfers out of the wheels/system when the brakes are applied.

Rubric


• “The brakes make a screeching sound” (1 point) • “The sparks that fly off the wheels give off light” (1 point) • “The brakes give off energy as radiant heat” (1 point)

Task 4- Life Science Standard MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.

Task Demands

• Articulate • Predict • Identify • Identify • Organize

Stimulus Willow populations in Yellowstone National Park have increased since wolves were reintroduced to the park in 1995.

Willows are small trees that grow best in marshlike environments. After studying the Yellowstone food web shown in Diagram 1 and the population data for the park shown in Table 1, students arrive at two different hypotheses.

Note: These data are approximate.

Hypothesis 1: When wolves were reintroduced to Yellowstone, the wolves preyed upon the elk, which allowed the beavers to eat more willow. This led to more beavers and beaver dams. Beaver dams create marsh environments that willows do well in, allowing the willow’s population to increase.

Hypothesis 2: When wolves were reintroduced to Yellowstone, they preyed upon all animal species that ate plants. With fewer plant-eating animals eating willows, fewer willow plants were eaten and the population of willow plants increased.

Your Task

In the questions that follow, you will analyze and evaluate these two competing hypotheses.

Part A

Click on each box and select a word/phrase that completes the table with the Yellowstone population data from 1995 and 2004 and the hypothesis those data support.

Score Criteria

Part A

• The student identified that the elk population decreased between 1995 and 2004 giving evidence of understanding of how to interpret the data presented in Table 1

• The student identified that the elk population decreased between 1995 and 2004 and that data supports both hypotheses giving evidence of understanding of how to use evidence to support an argument

• The student identified that the beaver population increased between 1995-2004 giving evidence of understanding of how to interpret the data presented in Table 1.

• The student identified that the beaver population increased between 1995-2004 and that data supports Hypothesis 1 giving evidence of understanding of how to use evidence to support an argument.

• The student identified that the mule deer population had no change between 1995 and 2004 giving evidence of understanding of how to interpret the data presented in Table 1.

• The student identified that the mule deer population had no change between 1995 and 2004 and that data supports neither hypothesis giving evidence of understanding of how to use evidence to support an argument.

Rubric


• “decrease” selected for the elk population (1 point) • “supports both hypotheses” selected for the elk population (1 point) • “increase” selected for the beaver population (1 point) • “supports hypothesis 1” selected for the beaver population (1 point) • “no change” selected for the mule deer population (1 point) • “supports neither hypothesis” selected for the mule deer population (1 point)

Part B

Which hypothesis is best supported by the evidence?

Score Criteria

Part B

• The student identified that most of the evidence is consistent with Hypothesis 1 or the student’s conclusion matches their correct inferences, given their characterization of the data, providing some evidence of his or her ability to summarize information and draw a conclusion

Rubric

Part B (1 point possible)

• “Most of the evidence is consistent with Hypothesis 1” selected (1 point)

Part C

Aspen trees are shown in Diagram 1. Moose and bison are two plant-eating animal species that are not shown in Diagram 1 but are also part of the Yellowstone food web.

Based on Hypothesis 2, click on each box to select a word/phrase to make a prediction about what would happen to the moose, bison, and aspen tree populations after the reintroduction of wolves.

Score Criteria

Part C

• The student predicted that the moose population would decrease giving evidence of the ability to extrapolate information from a given food web.

• The student predicted that the moose population would decrease because they would be preyed on by wolves giving evidence of the ability to support a correct prediction with logical reasoning.

• The student predicted that the bison population would decrease giving evidence of the ability to extrapolate information from a given food web.

• The student predicted that the bison population would decrease because they would be preyed on by wolves giving evidence of the ability to support a correct prediction with logical reasoning.

• The student predicted that the aspen tree population would increase giving evidence of the ability to extrapolate information from a given food web.

• The student predicted that the aspen tree population would increase because its consumers would be preyed on by wolves giving evidence of the ability to support a correct prediction with logical reasoning.

Rubric


• “decrease” selected for the moose population (1 point) • “preyed on by wolves” selected for the moose population (1 point) • “decrease” selected for the bison population (1 point) • “preyed on by wolves” selected for the bison population (1 point) • “increase” selected for the aspen tree population (1 point) • “its consumers are preyed on by wolves” selected for the aspen tree population (1 point)

Part D

Based on Hypothesis 1, and the information in Diagram 1, Table 1, and Table 3 from part C, click on each box to select two different predictions.

Score Criteria

Part D

• The student predicted that under Hypothesis 1, willows would be found in more places thought the park because beavers are creating more suitable habitats for them, giving evidence of the ability to identify relevant evidence and implications.

• The student predicted that under Hypothesis 1, the aspen population would increase due to decreased consumption, giving evidence of the ability to identify relevant evidence and implications.

Rubric


• “Willows would grow in more places throughout the park” selected for Prediction 1 (1 point) • “The aspen population would increase” selected for Prediction 2 (1 point)

OAKS SCIENCE TEST - Oregon...Task 2- Earthand SpaceScience Standard MS-ESS1-3...

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