Ohio Achievement Tests - Ohio Department of Education

Transcription

Revised_September 2005
Ohio
Achievement Tests
Grade
7
Reading and Mathematics
Half–Length Practice Tests
Administration Manual
Center for Curriculum and Assessment
Offices of Curriculum, Instruction and Assessment
Copyright © 2005 by Ohio Department of Education. All rights reserved.
Ohio Department of Education
Pearson Educational Measurement
Office of Assessment
2510 N. Dodge St.
25 S. Front St., MS 507
Iowa City, IA 52245
Columbus, OH 43215-4183
1 (800) 627-7990 State Code 836
(614) 466-0223
The Ohio Department of Education does not discriminate on the basis of race, color,
national origin, sex, religion, age, or disability in employment or the provision of services.
CONTENTS
Overview of the Grade 7 Half-Length Practice Tests .............................................................. 3
Introduction .......................................................................................................................................................................... 3
The Grade 7 Reading and Mathematics Half-Length Practice Tests ..................................................................... 3
READING
Administering the Grade 7 Reading Half-Length Practice Test ........................................... 3
Description of the Test Materials ............................................................................................................................... 3
Materials Needed for Testing ..................................................................................................................................... 3
Testing Room Preparation .......................................................................................................................................... 4
The Oral Script Use ....................................................................................................................................................... 4
Time Allotment ............................................................................................................................................................... 4
Procedures for Test Administration ........................................................................................................................... 4
Procedures for Students With Accommodations .................................................................................................. 4
Things to Remember ........................................................................................................................................................... 5
Administering the Test ........................................................................................................................................................ 5
Script ....................................................................................................................................................................................... 6
Using the Test Results .......................................................................................................................................................... 7
Scoring Key ........................................................................................................................................................................... 8
Question Map to Grade 7 Ohio Academic Content Standards and Benchmarks ............................................ 9
Scoring Guidelines and Sample Responses for Constructed-Response Questions ......................................... 11
MATHEMATICS
Administering the Grade 7 Mathematics Half-Length Practice Test ................................ 26
Description of the Test Materials ............................................................................................................................ 26
Materials Needed for Testing .................................................................................................................................. 26
Testing Room Preparation ....................................................................................................................................... 26
Use of Calculators ..................................................................................................................................................... 26
Criteria for Calculators ............................................................................................................................................ 27
Allowable Calculators/Functions .......................................................................................................................... 27
Prohibited Calculators/Functions .......................................................................................................................... 27
1
The Oral Script Use .................................................................................................................................................... 28
Time Allotment ............................................................................................................................................................ 28
Procedures for Test Administration ........................................................................................................................ 28
Procedures for Students With Accommodations ............................................................................................... 29
Things to Remember ........................................................................................................................................................ 29
Administering the Test ..................................................................................................................................................... 29
Script .................................................................................................................................................................................... 30
Using the Test Results ....................................................................................................................................................... 31
Scoring Key ........................................................................................................................................................................ 32
Question Map to Grade 7 Ohio Academic Content Standards and Benchmarks ......................................... 33
Scoring Guidelines and Sample Responses for Constructed-Response Questions ......................................... 36
2
OVERVIEW OF THE GRADE 7 HALF-LENGTH PRACTICE TESTS
Introduction
This administration manual contains administration directions and scoring guidelines for Ohio’s Grade
7 Reading and Mathematics Half-Length Practice Tests. It is important that you are familiar with this
manual before you administer the test.
The Grade 7 Reading and Mathematics Half-Length Practice Tests
The practice tests consist of test questions that are similar to those that appear on the Grade 7 Reading
and Mathematics Achievement Tests; however, the practice tests are only half-length versions of the
achievement tests. All three types of questions (multiple choice, short answer and extended response)
are used on the practice test. Not all reading and mathematics benchmarks appear on these practice
tests.
Because the purpose of these practice tests is to familiarize you and your students with the format and
types of questions on the achievement tests, you may use students’ responses to inform your own
instruction and to help students with question-answering strategies. It will be useful to share
with each student his or her results and to discuss, as a class, the requirements for successful answers
for each question. By analyzing the tests in this way, you can help reduce students’ anxieties
concerning the achievement tests.
Administration directions in this manual are very similar, but not identical, to the administration
directions for the achievement tests. By following the practice test administration directions in this
manual, you will help prepare yourself and your students for the actual tests.
This manual contains scoring guidelines for all the questions on the practice tests. Please note that this
manual and the practice tests are not secure booklets. Therefore, you are encouraged to share these
scoring guidelines with students so that all of you will be thoroughly familiar with what is expected for
short-answer and extended-response questions.
Administering the Grade 7 Reading Half-Length Practice Test
Description of the Test Materials
The Grade 7 Reading Half-Length Practice Test and answer document have the same formats as the
achievement test. All student work should be recorded in the answer document. By doing so, students
will become familiar with answering various types of questions within the spaces provided.
Materials Needed for Testing
For the test administration, you must have the following materials available:
•
•
•
•
•
•
A Student Test Booklet for each student
An answer document for each student
A supply of sharpened No. 2 pencils (pens may not be used on the achievement test)
This Grade 7 Reading Half-Length Practice Test Administration Manual
A watch or clock
Silent work for each student
Students are not permitted to use reference materials when taking the practice test. (See Procedures
for Students With Accommodations on page 4 for information about allowable accommodations.)
Students’ desks should be cleared of all materials except a pencil. When you distribute the Student Test
Booklets and answer documents, keep one of each for your own use.
3
Testing Room Preparation
Prior to administering the practice test, prepare the testing room to make sure that it is ready for the
testing session.
The testing room should be checked for possible test question “clues” prior to each testing session.
Charts, maps and other materials in the classroom that could assist students with test items should be
covered or removed prior to the test administration.
Provide each student with a work space that is large enough to accommodate an open Student Test
Booklet and an answer document. Each student’s work space should be cleared of all other materials.
During testing, students should be separated by a reasonable distance to encourage independent
work and to prevent collaboration.
Plan to provide two No. 2 pencils and an eraser for each student and to have extra pencils on hand.
Remind students that after their test materials have been collected, they may do their silent work. It is
advisable to have some generic silent work for students who forget to bring their own.
The Oral Script Use
To ensure standardized administration conditions throughout Ohio, this manual contains directions that
you will read to students. These directions contain information about the test that students need to
know. Please do not deviate from the script.
As you read the script to your students, pay careful attention to the instructions to the Test
Administrator (TA). These directions are inserted among the oral directions. All information to be read
aloud to students is printed in bold type. Instructions to the TA are printed in regular non-bold type.
Time Allotment
There is no time limit established for this practice test. However, students will have up to two and onehalf hours to complete the Grade 7 Reading Achievement Test, so you might want to inform them of
this important difference. You may impose your own time limit for your administration of this practice
test.
Procedures for Test Administration
Once testing has begun, check that students are marking and writing their answers in the appropriate
space on their practice test answer documents. Test administrators should not interfere with a student’s
concentration in order to check his or her answer document.
Students may not talk during the administration. Students who finish the test early should be directed to
take out their silent work if they have not done so. Be sure to collect their Student Test Booklets and
answer documents before they take out their silent work.
Encourage students to complete all questions and to not leave anything blank. It is to the students’
benefit to answer all questions.
Procedures for Students With Accommodations
Appropriate accommodations in test format (e.g., large print) and test administration procedures
should be made available as identified in a student’s IEP or 504 Plan so that they may gain the benefit
of taking the practice test.
4
Things to Remember
Before you begin:
Gather and organize all necessary materials:
— Student Test Booklets
— Answer documents
— Supply of sharpened No. 2 pencils (pens may not be used)
— This administration manual
— Watch or clock
— Silent work for students who do not bring their own
Decide when to give students breaks ( if relevant) during the testing session. The time for breaks
and directions is not included in the testing time.
While administering the test:
Use the script in this manual. The script is written in bold type.
You may answer questions to clarify general directions, but you may not provide prompts for
individual tasks or questions. Other than the general directions, you may not read any test
material to students.
Stay in the classroom during the entire test.
After administering the test:
Collect all Student Test Booklets and answer documents.
Administering the Test
Read aloud word for word the material that is printed in bold type. The material in regular type is
information for you and should not be read to students. You may repeat any part of these directions
as many times as needed. You may clarify these general directions. However, do not suggest answers
and do not evaluate student work. Students are NOT permitted to use reference materials. However,
remember that LEP students may use dictionaries. Accommodations are permitted for students with a
signed IEP or 504 Plan. Students’ desks should be cleared of all materials except a pencil.
After students are seated in the desired arrangement, read aloud the following script before
distributing the Student Test Booklets and the answer documents.
5
Script
You are now going to take the Ohio Grade 7 Reading Half-Length Practice Test. It is
important that you do your best work on this test. Otherwise it will not really show how
well you can do in reading. You can make sure your test scores give a true picture of
what you know and what you can do by doing your best on this test. Remember to do
your own work. You are not to copy or share work with anyone.
You have a book to read or some work that you can do at your desk in case you finish
before everyone else. I will refer to this book or work as your silent work. Place your
silent work where you can find it easily, but you are not to take it out at any time
during the test. After you have completed the test and I have collected your Student
Test Booklet and answer document, you can take out your book or other silent work.
Make sure that you have a pencil on your desk. If you need another pencil during
the test, raise your hand and I will give you one. If you need to change an answer,
make sure that you completely erase the answer you do not want.
Are there any questions?
Answer any questions.
I will hand out the Student Test Booklets and answer documents now. Do not open
your Student Test Booklet or answer document until I tell you to do so.
Make sure that each student receives a test booklet and an answer document and
has a pencil. Hold up a test booklet and point to the place on the cover where
students are to print their names.
Print your first and last name carefully on the line provided on the cover of the
Student Test Booklet.
Allow time for students to print their names. Repeat the procedure for the answer
document.
Turn to page 1 in your Student Test Booklet and read along as I read the directions.
Directions:
Today you will be taking the Ohio Grade 7 Reading Practice Test. Three different types
of questions appear on this test: multiple choice, short answer and extended
response.
There are several important things to remember:
1. Read each question carefully. Think about what is being asked. Look carefully
at graphs or diagrams because they help you understand the question.
2. For short-answer and extended-response questions, write your answers neatly
and clearly in the space provided in the answer document. Any answers you
write in the Student Test Booklet will not be scored.
6
3. Short-answer questions are worth two points. Extended-response questions are
worth four points. Point values are printed near each question in your Student
Test Booklet. The amount of space provided for your answers is the same for
two- and four-point questions.
4. For multiple-choice questions, shade in the circle next to your choice in the
answer document for the test question. Mark only one choice for each question.
Darken completely the circles on the answer document. If you change an
answer, make sure that you erase your old answer completely.
5. Do not spend too much time on one question. Go on to the next question and
return to the question skipped after answering the remaining questions.
6. Check over your work when you are finished.
If your district DOES NOT offer a break, say:
You should continue until you see the word STOP in your Student Test Booklet. Do not
continue on to, or look at, the mathematics practice test. Make sure that you have
answered all the questions. When you are finished, raise your hand so that I can
collect your Student Test Booklet and answer document.
If your district DOES offer a break, say:
After you begin, you should continue until I announce that it is time to stop for a short
break. I will tell you when to stop.
After you provide the break, say:
You should continue until you see the word STOP in your Student Test Booklet. Do not
continue on to, or look at, the mathematics practice test. Make sure that you have
answered all the questions. When you are finished, raise your hand so that I can
collect your Student Test Booklet and answer document.
Pause for students’ questions.
We are now ready to begin. You may turn to page 3 in your Student Test Booklet and
page 2 in your answer document and start working.
Using the Test Results
Please review these test results with your students. The focus of this review should be on the format and
types of test questions that appear on the practice test. This review will also help prepare them for the
Grade 7 Reading Achievement Test by alleviating their anxiety.
7
Grade 7 Reading Half-Length Practice Test
Scoring Key
Question
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Scoring Key
B. to find out about Helen Keller’s education
D. She was frustrated by Miss Sullivan’s lessons.
B. definition 2
D. the awareness that there is a relationship between words and objects
A. hope
See scoring guidelines on page 11.
B. a breakthrough in her thinking process
D. “As we returned to the house every object which I touched seemed to quiver
with life.”
C. in an unsuccessful manner
C. Cedar played a fundamental role in the lives of the Northwest Coast Indians.
B. comfort
C. ways bark was used
A. the influence of the environment on a native people’s lifestyle
Examples of correct responses for the constructed-response items are included in the scoring
guidelines. These examples are illustrations of common responses and do not represent the
full range of strategies and possible solutions for the question.
8
Question Map to Grade 7 Ohio Academic Content Standards and
Benchmarks
Question
Standard
Benchmark
1
Reading Process:
A. Determine a purpose for reading and use a range
Concepts of Print,
of reading comprehension strategies to better
Comprehension Strategies understand text.
and Self-Monitoring
Strategies
2
Reading Applications:
Literary Text
3
Acquisition of Vocabulary F. Use multiple resources to enhance comprehension of
vocabulary.
4
Literary Text
G. Explain how figurative language expresses ideas
and conveys mood.
5
Literary Text
G. Explain how figurative language expresses ideas
and conveys mood.
6
Literary Text
A. Describe and analyze the elements of character
development.
7
Reading Process:
C. Make meaning through asking and responding to a
Concepts of Print,
variety of questions related to text.
Comprehension Strategies
and Self-Monitoring
Strategies
8
Literary Text
9
Acquisition of Vocabulary A. Use context clues and text structures to determine
the meaning of new vocabulary.
10
Reading Process:
Concepts of Print,
and Self-Monitoring
Strategies
A. Describe and analyze the elements of character
development.
D. Differentiate between the points of view in narrative
text.
B. Apply effective reading comprehension strategies,
including summarizing and making predictions, and
comparisons using information in text, between text
and across subject areas.
9
Question
Standard
Benchmark
11
Informational, Technical
and Persuasive Text
D. Identify arguments and persuasive techniques used
in informational text.
12
Acquisition of Vocabulary C. Apply knowledge of connotation and denotation
to learn the meanings of words.
13
and Persuasive Text
D. Identify arguments and persuasive techniques used
in informational text.
14
and Persuasive Text
A. Use text features and graphics to organize, analyze
and draw inferences from content and to gain
additional information.
15
Reading Process:
Concepts of Print,
and Self-Monitoring
B. Apply effective reading comprehension strategies,
including summarizing and making predictions, and
comparisons using information in text, between text
and across subject areas.
10
Scoring Guidelines and Sample Responses for Constructed-Response
Questions
Question 6
6. “In the still, dark world in which I lived there was no strong sentiment or tenderness.”
Explain why Helen Keller makes the statement above and whether the statement holds true
throughout the passage. Support each of your explanations with specific details from the
passage.
Write your answer in the Answer Document. (4 points)
Standard and Benchmark Assessed
Standard: Reading Applications: Literary Text
Benchmark: A. Describe and analyze the elements of character development.
This question requires the student to describe and analyze the main character, including her thoughts,
actions and feelings, and identify the conflict that motivates the character to act in the manner she
does throughout the reading passage.
Scoring Guidelines
Points
4
Student Response
Points awarded for a complete and accurate statement.
Response includes one of the following two correct explanations of why Helen makes the
statement, with textual support:
• (Explanation of the Statement) Helen makes the statement to explain her initial
feelings about the doll she broke.
• (Detail for Explanation of the Statement) Helen states that she “had not loved” the
doll.
OR
•
•
(Explanation of the Statement) Helen’s blindness (disability) leads her to make the
statement.
(Detail for Explanation of the Statement) Helen’s blindness is keeping her in the
“dark,” unable to connect words with objects, and she takes out her frustration on
the doll — “I did not love the doll” (no sentiment or tenderness).
AND
•
•
(Explanation of Helen’s Feelings) Helen does not feel the same at the end of the
passage. She does feel “strong sentiment or tenderness.”
(Detail for Helen’s Feelings) When Helen sees the broken doll a second time, she says,
“Then my eyes filled with tears; for I realized what I had done, and for the first time I
felt repentance and sorrow.”
(continued on following page)
11
Points
3
Student Response
Points awarded for a mostly complete and largely accurate statement.
Response includes the two correct explanations listed above, one with correct textual
support and the other with incorrect or missing textual support.
NOTE: No point will be awarded for correct textual support if the explanation upon
which it is based is incorrect or missing.
2
Points awarded for a partially complete and somewhat inaccurate statement.
Response includes the two correct explanations listed above, with incorrect or missing
textual support for both explanations.
OR
Response includes one of the correct explanations listed above, with correct textual
support
AND
A second explanation that is incorrect or missing.
1
Point awarded for a largely incomplete and mostly inaccurate statement.
Response includes one of the correct explanations listed above, with incorrect or missing
textual support
AND
A second explanation that is incorrect or missing.
0
No point awarded if a statement is non-existent or completely inaccurate.
Response includes neither of the correct explanations listed above, is incomplete,
irrelevant or blank.
12
SCORE POINT 4
Student Sample
passage.
Score Rationale
This response received a score of 4 because it provides a correct explanation of why the main
character makes the statement, “In the still, dark world in which I lived there was no strong sentiment
or tenderness.” By writing “...because she could neither see nor hear...no light or sound could enter...”;
including textual support, “There was nothing that really had meaning to her”; and explaining that
“This statement does not hold true” because “When she went to the doll that she had broken...the doll
had meaning to her,” the student demonstrates understanding of the task with a complete and
accurate response.
13
SCORE POINT 3
Student Sample
passage.
Score Rationale
This response received a score of 3. It includes an explanation about why the main character makes
the statement about living in a “still, dark world” void of “sentiment and tenderness” by writing “...she
is frustrated....” The response provides an explanation about how the character feels at the end of the
reading passage, “Helen felt repentance and sorrow,” with textual support, “she sees things in a
strange, new way,” thus implying that the sentiment of the statement does not hold true throughout the
passage. The student demonstrates an understanding of the task with a mostly complete and accurate
response but does not include textual support for the first explanation, so the student does not receive
full credit.
14
SCORE POINT 2
Student Sample
passage.
Score Rationale
This response received a score of 2. It provides an explanation about why the main character makes
the statement about living in a “still, dark world” void of “sentiment and tenderness” by writing “...she
could only see darkness...” but does not include textual support. The response addresses the second
component of the task with “This statement does not hold true throughout the passage.” The student
demonstrates a basic understanding of the task, but with the response incomplete, the student does
not receive full credit.
15
SCORE POINT 1
Student Sample
passage.
Score Rationale
This response received a score of 1. It does not provide an explanation about why the main character
makes the statement about living in a “still, dark world” void of “sentiment and tenderness.” The
response does address the second component of the task with “No it does not hold true
throughout...,” but the textual support “...she finaly learns new thinks” is insufficient; no support is
drawn from the passage. The student demonstrates an unsatisfactory understanding of the task, and
with the response incomplete and inaccurate, the student does not receive full credit.
SCORE POINT 0
Student Sample
passage.
Score Rationale
This response received a score of 0. The statement “Helen did not had loved for the doll” is not a clear,
relevant explanation of the statement about the main character’s living in a “still, dark world” void of
“sentiment and tenderness.” The response is incomplete and indicates that the student did not have an
understanding of the task.
16
Question 10
10. On the basis of Helen Keller’s experiences by the end of the passage, predict her attitude
toward her future lessons. Support your answer with specific details.
Standard: Reading Processes: Concepts of Print, Comprehension Strategies and Self-Monitoring
Strategies
Benchmark: B. Apply effective reading comprehension strategies, including summarizing and making
predictions and comparisons, using information in text, between text and across subject areas.
This question requires the student to use information from the reading selection to predict, based on
the main character’s thoughts, actions and feelings, how the character will act and react to future
lessons.
Scoring Guidelines
Points
2
Student Response
Response includes one of the following correct predictions with supporting details:
• (Prediction #1) Helen will likely be eager to learn and attentive toward her lessons.
• (Support of Prediction #1) Helen was interested in learning more from her teacher:
— “I knew then that ‘w-a-t-e-r’ meant the wonderful cool something that was
flowing over my hand. That living word awakened my soul, gave it light, hope,
joy, set it free!”
— “There were barriers still, it is true, but barriers that could in time be swept away.”
— “I left the well-house eager to learn. Everything had a name, and each name
gave birth to a new thought. As we returned to the house every object which I
touched seemed to quiver with life. That was because I saw everything with a
strange, new sight that had come to me.”
• (Prediction #2) Helen might be frustrated from time to time with her lessons.
• (Support of Prediction #2) “There were barriers still, it is true, but barriers that could in
time be swept away.”
1
Point awarded for a partially complete or somewhat inaccurate statement.
Response includes one of the correct predictions listed above, with incorrect or missing
support.
NOTE: No point will be awarded for correct support if the prediction upon which it is
based is incorrect or missing.
0
Response does not contain one of the correct predictions listed above, is incomplete,
NOTE: No point will be awarded for correct support if the prediction upon which it is
based is incorrect or missing.
17
SCORE POINT 2
Student Sample
Score Rationale
This response received a score of 2 because it includes a correct prediction, “...she would be more
eager to learn...”, and a supporting detail from the reading passage, “...she said everything she
touched seam to be full of life.”
SCORE POINT 1
Student Sample
Score Rationale
This response received a score of 1 because it includes only a prediction: “She will be very calm.” It
does not include a supporting detail from the reading passage.
18
SCORE POINT 0
Student Sample
Score Rationale
This response received a score of 0 because it does not include a prediction but only a statement of
how the main character acted in the reading passage. The response is incomplete, is not a clear,
relevant prediction, and does not include a supporting detail.
19
Question 13
13. Use two pieces of information from the passage to explain how the Indians showed “care and
respect” for the cedar trees.
Standard: Reading Applications: Informational, Technical and Persuasive Text
Benchmark: D: Identify arguments and persuasive techniques used in informational text.
This question requires the student use logical thinking and critical reading skills to select two
appropriate pieces of information from the reading passage to explain how the Indians showed “care
and respect” to the cedar trees.
Scoring Guidelines
Points
2
Student Response
Response includes two of the following correct pieces of information:
• They called the cedar “The Tree of Life”
• “Trunks were taken only for special purposes, such as house or canoe building.”
• “Amazingly, the Indians had learned how to take bark, roots, and branches without
killing the tree.”
• “Before taking bark, women said special prayers of thanks to the tree.”
• “They knew how much bark they could take without harming the cedar.”
1
Point awarded for a partially complete or somewhat inaccurate statement.
Response includes one of the correct pieces of information listed above, with an
incorrect or missing piece of information.
0
Response contains none of the correct pieces of information listed above, is incomplete,
20
SCORE POINT 2
Student Sample
Score Rationale
This response received a score of 2 because it includes two correct text-based pieces of information,
“...they knew how to use parts of the tree without killing it” and “...they called the trees ‘The Tree of
Life,’” to explain how the Indians showed “care and respect” for the cedar trees.
21
SCORE POINT 1
Student Sample
Score Rationale
This response received a score of 1 because it includes one correct text-based piece of information,
“Before taking bark from the tree, women said special prayers...,” to explain how the Indians showed
“care and respect” for the cedar trees.
22
SCORE POINT 0
Student Sample
Score Rationale
This response received a score of 0 because it includes information only about how the cedar trees
were used by the Indians. It does not address how the Indians showed “care and respect” for the
trees. The response is inaccurate and includes incorrect pieces of information.
23
24
25
Administering the Grade 7 Mathematics Half-Length Practice Test
Description of the Test Materials
The Grade 7 Mathematics Half-Length Practice Test and answer document have the same format as the
achievement test. All student work should be done on the answer document. By doing so, students will
become familiar with answering various types of questions within the spaces provided.
Materials Needed for Testing
For the test administration, you must have the following materials available:
•
•
•
•
•
•
•
A Student Test Booklet for each student
An answer document for each student
A supply of sharpened No. 2 pencils (pens may not be used on the achievement test)
This Grade 7 Mathematics Half-Length Practice Test Administration Manual
A watch or clock
Allowable calculators provided either by the student or you (see pages 26–28 for a description
of the criteria for acceptable calculators)
Silent work for each student
Students are not permitted to use reference materials. (See Procedures for Students With
Accommodations on page 29 for information about allowable accommodations.)
Students’ desks should be cleared of all materials except a pencil. When you distribute the Student Test
Booklets and answer documents, keep one of each for your own use.
Testing Room Preparation
Prior to administering the practice test, prepare the testing room to make sure that it is ready for the
testing session.
The testing room should be checked for possible test question “clues” prior to each testing session.
Charts, maps and other materials in the classroom that could assist students with test items should be
covered or removed prior to the test administration. The Ohio Academic Content Standards are helpful
for determining what materials should be removed.
Provide each student with a work space that is large enough to accommodate an open Student Test
Booklet and an answer document. Each student’s work space should be cleared of all other materials.
During the testing, students should be separated by a reasonable distance to encourage independent
work and to prevent collaboration.
Plan to provide two No. 2 pencils with erasers for each student and to have extra pencils on hand.
Remind students that after their test materials have been collected, they may do their silent work. It is
advisable to have some generic silent work for students who forget to bring their own.
Use of Calculators
Students may use calculators on the Grade 7 Mathematics Achievement Test. Schools must ensure that
each student uses only the appropriate type of calculator specified on the following pages when
taking the Grade 7 Mathematics Achievement Test. Also, students may not use operating manuals,
instruction or formula cards or other information concerning the operation of calculators.
26
•
Students are permitted to use four-function and scientific calculators that meet the criteria
described below.
•
Students may use personal calculators or calculators provided by the school and/or district. The
state will not provide calculators for student use.
•
Test items are designed to be calculator neutral; that is, all items can be completed without
using a calculator.
Criteria for Calculators:
Certain restrictions are placed upon the capabilities and types of calculators that may be used by
students on the Grade 7 Mathematics Achievement Test. For example, students may not use
graphing calculators and calculators with certain word processing capabilities.
Allowable Calculators/Functions:
Allowable calculators include most four-function and scientific calculators, including those with
fraction capabilities.
Examples of Allowable Calculators*
Casio
Sharp
HS-4G
HS-8V
SL-100L
SL-300VE
SL-450L
FX-55
FX-65
FX-250 series
FX-260
FX-115 series
FX-300 series
EL-240SB
EL-243SB
EL-376B
EL-500L
EL-520V
EL-531V
Texas Instruments
Hewlett Packard
TI-503 SV
TI-1706 SV
TI-10
TI-15
TI-30X IIS
TI-30Xa
TI-34 II Explorer
TI-36X Solar
Math Mate
HP 9s
HP 30s
Other Calculators
Senario SC-121
(OGT calculator)
* This should not be considered a complete or exhaustive list of acceptable calculators.
There are additional models that are acceptable.
Prohibited Calculators/Functions:
Students may NOT use calculators with any of the following capabilities:
•
•
•
•
•
•
•
•
Graphing calculators
Calculators with certain equation solving functions and geometric capabilities
Calculators with QWERTY keyboards and word processing capabilities
Large programmable calculators (100 steps or more)
Lap-top and hand-held computers
PDAs; e.g., personal planners and electronic organizers
Electronic reference tools; e.g., spell checkers, dictionary and/or thesaurus
Calculators with tape or paper outputs
27
Examples of Prohibited Calculators*
Casio
Sharp
FX 1.0
FX 2.0
FX-7400 series
FX-9750 series
FX-9850 series
CLASSPad300
EL-506V
EL-9600
Texas Instruments
Hewlett Packard
TI-73 Explorer
TI-80
TI-81
TI-82
TI-83
TI-84
TI-89
TI-92
HP 33s
HP 9g
HP 39g+
HP 48gII
HP 49g+
Other Calculators
* This should not be considered a complete or exhaustive list of prohibited calculators.
There are additional models that do not meet the criteria for use on the achievement tests.
The calculator policy for the Grade 7 Mathematics Achievement Test is not intended to limit the types
of calculators used within mathematics classrooms. Decisions requiring acquisition and use of more
advanced technologies (e.g., graphing calculators and Calculator-Based Laboratories [CBLs]) at
these grades should not be based solely on the calculator policy for these tests. The use of more
advanced technologies is included in the academic content standards and should be part of the
instructional program.
For additional information, contact:
Anne Mikesell, Office of Curriculum and Instruction
[email protected]
(614) 644-7304
The Oral Script Use
To ensure standardized administration conditions throughout Ohio, this manual contains directions that
you will read to students. These directions contain information about the test that students need to
know. Please do not deviate from the script.
As you read the script to your students, pay careful attention to the instructions to the Test
Administrator (TA). These directions are inserted among the oral directions. All information to be read
aloud to students is printed in bold type. Instructions to the TA are printed in regular non-bold type.
Time Allotment
There is no time limit established for this practice test. However, students will have up to two and onehalf hours to complete the Grade 7 Mathematics Achievement Test, so you might want to inform them
of this important difference. You may impose your own time limit for your administration of this
practice test.
Procedures for Test Administration
Once testing has begun, check that students are marking and writing their answers in the appropriate
space on their practice test answer documents. Test administrators should not interfere with a student’s
concentration in order to check his or her answer document.
Students may not talk during the administration. Students who finish the test early should be directed to
take out their silent work if they have not done so. Be sure to collect their Student Test Booklets and
answer documents before they take out their silent work.
28
Encourage students to complete all questions and to not leave anything blank.
Procedures for Students With Accommodations
Appropriate accommodations in test format (e.g., large print) and test administration procedures
should be made available as identified in a student’s IEP or 504 Plan so that they may gain the benefit
of taking the practice test.
Things to Remember
Before you begin:
Gather and organize all necessary materials:
— Student Test Booklets
— Calculators
— Answer documents
— Supply of sharpened No. 2 pencils (pens may not be used)
— This administration manual
— Watch or clock
— Silent work for students who do not bring their own
Decide when to give students breaks ( if relevant) during the testing session. The time for breaks
and directions is not included in the testing time.
While administering the test:
Use the script in this manual. The script is written in bold type.
You may answer questions to clarify general directions, but you may not provide prompts for
individual tasks or questions. Other than the general directions, you may not read any test
material to students.
Stay in the classroom during the entire test.
After administering the test:
Collect all Student Test Booklets and answer documents. Use the scoring key and guidelines in
this manual to score student work.
Administering the Test
Read aloud word for word the material that is printed in bold type. The material in regular type is
information for you and should not be read to students. You may repeat any part of these directions
as many times as needed. You may clarify these general directions. However, do not suggest answers
and do not evaluate student work. Students are NOT permitted to use reference materials. However,
remember that LEP students may use dictionaries. Accommodations are permitted for students with a
signed IEP or 504 Plan. Students’ desks should be cleared of all materials except a pencil and a
calculator.
After students are seated in the desired arrangement, read aloud the following script before
distributing the Student Test Booklets, answer documents, and calculators.
29
Script
You are now going to take the Ohio Grade 7 Mathematics Half–Length Practice Test.
Make sure that you have a pencil on your desk. You may also use a calculator on this
test. If you need another pencil during the test, raise your hand and I will give you
one. If you need to change an answer, make sure that you completely erase the
answer you do not want.
Answer any questions.
I will now hand out the Student Test Booklets and answer documents. Do not open
your Student Test Booklet or answer document until I tell you to do so.
Make sure that each student receives a (or his or her own) test booklet and an (or
his or her own) answer document and has a pencil.
Hold up a test booklet and point to the place on the cover where students are to
print their first and last names. (Ignore if this was previously completed.)
Print your first and last name carefully on the line provided on the cover of the
Student Test Booklet.
Allow time for students to print their names. Repeat the procedure for the answer
document. (Ignore if this was previously completed.)
Turn to page 11 in your test booklet and read along as I read the directions.
Directions:
Today you will be taking the Ohio Grade 7 Mathematics Practice Test. Three different
types of questions appear on this test: multiple choice, short answer and extended
response.
There are several important things to remember:
1. Read each question carefully. Think about what is being asked. Look carefully
at graphs or diagrams because they will help you understand the question.
2. You may use the blank areas of your Student Test Booklet to solve problems.
3. For short-answer and extended-response questions, write your answers neatly
and clearly in the space provided in the answer document. Any answers you
write in the Student Test Booklet will not be scored.
4. Short-answer questions are worth two points. Extended-response questions are
worth four points. Point values are printed near each question in your Student
Test Booklet. The amount of space provided for your answers is the same for
two- and four-point questions.
30
5. For multiple-choice questions, shade in the circle next to your choice in the
answer document for the test question. Mark only one choice for each question.
Darken completely the circles on the answer document. If you change an
answer, make sure that you erase your old answer completely.
6. Do not spend too much time on one question. Go on to the next question and
return to the question skipped after answering the remaining questions.
7. Check over your work when you are finished.
If your district DOES NOT offer a break, say:
You should continue until you see the word STOP in your Student Test Booklet. Make
sure that you have answered all the questions. When you are finished, raise your
hand so that I can collect your Student Test Booklet and answer document.
If your district DOES offer a break, say:
After you begin, you should continue until I announce that it is time to stop for a short break. I
will tell you when to stop.
After you provide the break, say:
You should continue until you see the word STOP in your Student Test Booklet. Make
sure that you have answered all the questions. When you are finished, raise your
hand so that I can collect your Student Test Booklet and answer document.
Pause for students’ questions.
We are now ready to begin. You may turn to page 12 in your Student Test Booklet and page
7 in your answer document and start working.
Using the Test Results
Please review these test results with your students. The focus of this review should be on the format and
types of test questions that appear on the practice test. This review will also help prepare them for the
Grade 7 Mathematics Achievement Test by alleviating their anxiety.
31
Grade 7 Mathematics Half-Length Practice Test
Scoring Key
Question
1
2
3
4
5
6
7
8
9
Scoring Key
10
C. add 3 and 5
B. (0,-2)
B. 210 pounds
C. 1,400 mL
See scoring guidelines on page 36
D. 6 feet
B. Stuart
B. 5.65
B. 1
9
11
A.
12
13
14
D. 92 inches
C. 30
y
D.
=
x
15
16
17
18
D.
+
C. height
D.
19
20
B.
21
A. Equilateral triangles have 60º angles
+
Examples of correct responses for the constructed-response items are included in the scoring
guidelines. These examples are illustrations of common responses and do not represent the
full range of strategies and possible solutions for the question.
32
Page Revised September 2005
Question Map to Grade 7 Ohio Academic Content Standards and
Benchmarks
Question
Standard
Benchmark
1
Number, Number Sense
and Operations
E. Use order of operations,
including use of parenthesis and
exponents, to solve multi-step problems,
and verify and interpret the results.
Low
2
Patterns, Functions
and Algebra
K. Graph linear equations and
inequalities.
Low
3
Data Analysis and
Probability
A. Read, create and use line graphs,
histograms, circle graphs, box-andwhisker plots, stem-and-leaf plots, and
their representations when appropriate.
Low
4
Measurement
B. Convert units of length, area, volume,
mass and time within the same
measurement system.
Low
5
and Operations
H. Use and analyze the steps
in standard and non-standard
algorithms for computing with
fractions, decimals and integers.
Moderate
6
Geometry and Spatial
G. Describe and use properties of
Moderate
Sense
triangles to solve problems involving
angle measures and side lengths of
right triangles.
Patterns, Functions
and Algebra
E. Use rules and variables to describe
patterns, functions and other
relationships.
7
Complexity*
Moderate
* Complexity: Low — questions rely heavily on recall and recognition of facts and definitions and carry
out a specified, routine procedure.
Moderate — questions require interpretation of a problem or situation and use informal reasoning and
problem-solving methods.
High — questions require significant analysis and reasoning including abstract and sophisticated
thinking.
33
Question
Standard
Benchmark
8
Number, Number
Sense and Operations
I. Use a variety of strategies, including
proportional reasoning, to estimate,
compute, solve and explain solutions to
problems involving integers, fractions,
decimals and percents.
Moderate
9
Data Analysis and
Probability
I. Describe the probability of
an event using ratios, including
fractional notation.
Moderate
10
Measurement
E. Use problem-solving techniques and
technology as needed to solve
problems involving length, weight,
perimeter, area, volume, time and
temperature.
High
11
Sense
E. Use proportions to express relationships
among corresponding parts of similar
figures.
Low
12
and Operations
I. Use a variety of strategies, including
proportional reasoning, to estimate,
compute, solve and explain solutions to
problems involving integers, fractions,
decimals and percents.
Low
13
Data Analysis and
Probability
K. Make and justify predictions based
on experimental and theoretical
probabilities.
14
Sense
H. Predict and describe results (size,
position, orientation) of transformations
of two-dimensional figures.
Low
15
Patterns, Functions and
Algebra
B. Represent, analyze and generalize a variety
of patterns and functions with tables, graphs,
words and symbolic rules.
High
16
Patterns, Functions and
Algebra
G. Write, simplify and evaluate
algebraic expressions.
Low
34
Complexity*
Moderate
Question
Standard
Benchmark
Complexity*
17
Measurement
C. Identify appropriate tools and apply
appropriate techniques for measuring
angles, perimeter or circumference and
area of triangles, quadrilaterals, circles
and composite shapes, and surface area
and volume of prisms and cylinders.
Low
18
Geometry
F. Describe and use the concepts of
congruence, similarity and symmetry to
Low
solve problems.
19
Data Analysis and
Probability
F. Determine and use the range, mean,
median and mode to analyze and compare
data, and explain what each indicates
about the data.
Moderate
20
and Operations
H. Use and analyze the steps in standard
and non-standard algorithms for computing
with fractions, decimals and integers.
Moderate
21
Sense
D. Identify, describe and classify types of
line pairs, angles, two-dimensional figures
and three-dimensional objects using their
properties.
Moderate
35
Scoring Guidelines and Sample Responses for Constructed-Response
Questions
Question 5
5. Joyce claims that 8 + (–2) is the same as 8 – 2.
In your Answer Document, explain or show whether Joyce’s reasoning is correct and justify your
response using pictures or words.
Standard: Number, Number Sense and Operations
Benchmark: H. Use and analyze the steps in standard and non-standard algorithms for computing with
fractions, decimals and integers.
This question assesses the skills of using and analyzing the steps involved in computing with integers
and explaining their effects, as well as providing justification for an argument. A key component of
completing the task is to explain or use pictures to show the meaning of adding and subtracting
integers as justification for why Joyce’s reasoning is correct.
Scoring Guidelines
Points
2
Student Response
The focus of the task is explaining the meaning and effect of adding and subtracting
integers. The response demonstrates an adequate understanding of the relationship
between adding a positive and negative integer and subtracting integers. It adequately
explains or shows that Joyce’s reasoning is correct and justifies the response.
Sample correct responses:
•
Joyce is correct because using counters, you can see that adding a –2 to one side is
the same as taking away +2 from the other side.
+ + + + + + + + = + + + + + + + +
− −
36
Points
2
Student Response
•
Any other model that supports the response. For example:
•
Joyce is right, 8 + (–2) = 6. This is the same as 8 – 2 = 6 because to add these
numbers you go up 8 and then go back 2 because it’s negative. This is just like
subtracting positive 2.
(cont’d)
1
The response provides partial evidence of explaining the meaning and effect of adding
and subtracting integers; however, the solution is incomplete or slightly flawed.
For example, the response may:
• State that Joyce is correct because 8 + (–2) is the same as 8 – 2, but provide no
additional justification or explanation.
• Include a picture/model to show that 8 + (–2) is the same as 8 – 2 but with an
incomplete or no explanation of what the picture or model shows.
0
The response provides inadequate evidence of explaining the meaning and effect of
adding and subtracting integers. The response provides major flaws in reasoning or
irrelevant information.
• State that Joyce is wrong. 8 + 2 = 10 and 8 – 2 = 6.
• State a justification or a highly flawed explanation that yields an incorrect response.
• Be blank or make unrelated statements.
• Recopy information from the stem.
37
SCORE POINT 2
Student Sample
5. Joyce claims that 8 + (–2) is the same as 8 – 2. (2 points)
Score Rationale
This response provides a computational justification of why Joyce’s reasoning is correct and also
explains that adding a negative is the same as subtracting a positive. This clearly demonstrates
adequate understanding of the task. Therefore, this response receives a score of 2.
SCORE POINT 1
Student Sample
Score Rationale
This response states that Joyce is correct. However, the student fails to explain why the two expressions
are equal. Therefore, this response receives a score of 1.
38
SCORE POINT 0
Student Sample
Score Rationale
This response restates information from the question. The response also provides inadequate evidence
of understanding how to add negative numbers. Therefore, this response receives a score of 0.
39
Question 10
10. During her summer vacation, Rachel mows lawns. Her lawn mower cuts a path 2 feet wide, and
she moves forward at an average speed of 180 feet per minute. Rachel is mowing a
rectangular section of lawn that measures 120 feet long and 80 feet wide.
In your Answer Document, make a reasonable estimate for how long it will take her to mow this
section of lawn. Draw a sketch of the lawn to explain how you made your estimate.
Rachel started mowing the lawn at 3:00 p.m. After 10 minutes of mowing she increased her
speed to 200 feet per minute. Approximately what time will Rachel finish mowing the lawn?
Show your work or explain your answer.
Standard: Measurement
Benchmark: E. Use problem solving techniques and technology as needed to solve problems involving
length, weight, perimeter, area, volume, time and temperature.
This question assesses the skill of analyzing problem situations involving measurement concepts,
selecting appropriate strategies, and using an organized approach to solve narrative and increasingly
complex problems. A key component of completing the task is to sketch the lawn and to provide
supporting work for estimating how long it will take Rachel to mow the lawn.
Scoring Guidelines
Points
4
Student Response
The focus of the task is analyzing problem situations involving measurement concepts,
selecting appropriate strategies, and using an organized approach to solve narrative
and increasingly complex problems. The response provides an estimate for how long it
will take Rachel to mow the lawn AND an appropriate sketch of the lawn with
supporting work or an adequate explanation. The response also provides the
approximate time Rachel will finish mowing the lawn.
40
Points
4
Student Response
(cont’d)
80 ft
Each row = 2 ft wide
3 full rows = 2 minutes
120 ft
•
Drawing not to scale
I put the width as 40 feet because Rachel’s mower cuts a path 2 feet wide so that
cuts the width in half.
120 feet x 40 feet = 4,800 sq. ft.
4,800/180 = 26.7 minutes to mow the lawn.
After 10 minutes of mowing, Rachel will have mowed 10 x 180 = 1,800 feet of lawn.
She still has 3,000 feet left to mow at a rate of 200 ft/min, 3000/200 = 15 minutes. 15 +
10 = 25 minutes to mow the lawn. Rachel will finish at about 3:25 p.m.
•
120 feet
40 feet
I cut the lawn into 40 equal strips that are 120 ft. x 2 ft. because the mower cuts a
path 2 feet wide. So, 120/180 = .67 minutes to cut one strip. This means that 40 x .67
= 26.8 minutes to cut the lawn. After 10 minutes of mowing, Rachel would have cut
10 x 180 = 1800 feet. Her total square feet she needs to cut is 120 x 40 = 4800. This
leaves her with 3000 more to cut. After the first 10 minutes, Rachel goes 200 ft/min.
So, 3000/200 = 15 minutes. It will take Rachel a total of 25 minutes to mow the lawn.
She will finish at 3:25 p.m.
3
The response provides clear evidence of estimating how long it will take Rachel to mow
the lawn AND an appropriate sketch of the lawn with supporting work or an adequate
explanation. The response also provides the approximate time Rachel will finish mowing
the lawn; however, the response is slightly flawed.
• Provide a correct strategy and sketch without considering the two foot wide path,
but all calculations are correct based on this error (results in a time of 3:49 p.m.).
• State that it takes Rachel about 27 minutes to cut 4800 feet. After 10 minutes, it will
take Rachel less time to cut the grass. It will only take her 15 minutes longer (25
minutes total). She should finish at about 3:25 p.m. (no sketch or calculations).
41
Points
2
Student Response
The response provides partial evidence of estimating how long it will take Rachel to mow
the lawn AND a sketch of the lawn with supporting work or an explanation; however, the
solution is incomplete or flawed.
• Provide an adequate explanation of the approximate time Rachel will finish mowing
the lawn and provide a sketch of the lawn. Does not provide work.
• Provide an adequate explanation of how long it will take to mow the lawn and what
time she will be done; but, the response has multiple errors in computation and no
sketch is provided.
1
The response provides minimal evidence of estimating how long it will take Rachel to
mow the lawn OR a sketch of the lawn; however, the solution is incomplete or flawed.
• Provide an inadequate explanation of the approximate time Rachel will finish
mowing the lawn.
• Provide a complete and accurate sketch of the lawn.
• Provide a complete and accurate sketch of the lawn and finds the area of the lawn.
0
The response provides inadequate evidence of analyzing problem situations involving
measurement concepts, selecting appropriate strategies, and using an organized
approach to solve narrative and increasingly complex problems. The response provides
major flaws in reasoning or irrelevant information.
• State “Sometime after 3 p.m.”
• Be blank or state unrelated statements.
42
SCORE POINT 4
Student Sample
she moves forward at an average speed of 180 feet per minute. Rachel is mowing a rectangular
section of lawn that measures 120 feet long and 80 feet wide.
Show your work or explain your answer. (4 points)
Score Rationale
This response states a reasonable estimate for how long it will take Rachel to mow the lawn. An
appropriate sketch of the lawn with supporting work is provided. The response also provides the
correct approximate time Rachel will finish mowing the lawn.
43
SCORE POINT 3
Student Sample
Score Rationale
This response states that it will take Rachel 53 to 54 minutes to finish mowing the lawn and that Rachel
will be finished at 3:49 p.m. The response provides the correct calculations leading to this time.
However, the student did not take into consideration the two-foot-wide path. Therefore, this response
receives a score of 3.
44
SCORE POINT 2
Student Sample
Score Rationale
This response provides a sketch of the lawn and states 40 pushes next to the sketch. However, the
student does not take the 40 pushes (due to the mower cutting a path that is 2 feet wide) into account
when calculating how long it will take Rachel to mow the lawn. This response also shows an incorrect
amount of lawn that will be mowed at a rate of 200 ft/min. Thus, this response only provides a partial
understanding and therefore receives a score of 2.
45
SCORE POINT 1
Student Sample
Score Rationale
This response simply states it will take Rachel 53 minutes and 48 minutes without any supporting work.
The response does provide a sketch of the lawn, but does not take into account the mower cutting a
path that is 2 feet wide. Therefore, this response shows minimal understanding and receives a score of
1.
46
SCORE POINT 0
Student Sample
Score Rationale
This response shows an inadequate sketch of the lawn with information restated from the task. The
response also states it took Rachel 273 minutes to mow the lawn with no explanation or support. There
is a clear lack of understanding of the task. Therefore, this response receives a score of 0.
47
Question 15
15. An input/output table is shown.
In your Answer Document, describe the rule that relates the output to the input. Then use your
rule to find the output for an input value of 5.
Standard: Patterns, Functions and Algebra
Benchmark: B. Represent, analyze and generalize a variety of patterns and functions with tables,
graphs, words and symbolic rules.
This question assesses the skill of generalizing patterns by describing the rule shown in the input/output
table and then finding the next term. A key component of completing the task is to find and describe
the rule relates the output to the input.
Scoring Guidelines
Points
2
Student Response
The focus of the task is generalizing patterns by describing the rule shown in the input/
output table and then finding the next term. The response includes an adequate
description of a rule that results in the correct output for any number in the table and
uses the rule to find that the output for a given value.
• The rule is square the input and add 1, so the output is 26.
(5 2 + 1 = 25 + 1 = 26)
• Multiply the number by itself and add 1. (5 x 5) + 1 = 26.
1
The response provides partial evidence of generalizing the pattern and finding the next
term; however, the solution is incomplete or slightly flawed.
• Have the wrong answer but a correct explanation.
• Have a rule that does not relate the output to the input.
• Have a correct rule but a wrong output due to a calculation error.
• Only state a correct rule and not find the output for an input of 5.
• State that the answer is 26 without an explanation or description that relates the
output to the input.
• State that the output is 26, which you get by adding 9 to 17.
48
Points
0
Student Response
The response provides inadequate evidence of generalizing a pattern and finding the
next term. The response provides major flaws in reasoning or irrelevant information.
• Include no rule or next term, or a highly flawed rule or next term.
• State that the answer is 24, add 7.
• Be blank or make unrelated statements.
• Copy information from the stem.
49
SCORE POINT 2
Student Sample
rule to find the output for an input value of 5. (2 points)
Score Rationale
This response states an adequate description of the rule and correctly finds the next term. Therefore,
this response receives a score of 2.
50
SCORE POINT 1
Student Sample
Score Rationale
This response states the correct output of 26. However, the explanation only states the relationship
among the output values, not the rule that relates the output to the input. Thus, this response receives
a score of 1.
51
SCORE POINT 0
Student Sample
Score Rationale
This response simply states a rule that does not pertain to the given input/output table. Therefore, this
response receives a score of 0.
52
Question 19
19. The nine employees of the Ellington Dance Studio each earn $600 per week. A new employee is
hired who earns $1500 per week.
In your Answer Document, describe how the new employee’s earnings will affect the mean and
median earnings of Ellington Studio’s employees. Use mathematics to support your answer.
Standard: Data Analysis and Probability
Benchmark: F. Determine and use the range, mean, median and mode to analyze and compare data,
and explain what each indicates about the data.
This question assesses the skill of analyzing a set of data by using and comparing the mean and
median as well as describing how the inclusion of outliers affects those measures. A key component of
completing the task is to compute and compare both the original mean and the new mean and to
find and compare the original median and new median.
Scoring Guidelines
Points
2
Student Response
The focus of the task is analyzing a set of data by using and comparing the mean and
median as well as describing how the inclusion of outliers affects those measures.
Response includes an adequate description of the effect of the new employee’s earnings
on the mean and median earnings. The response also includes mean and median
calculations to support the response.
Sample correct response:
• Old mean: 5400/9 = $600
New mean: (5400 + 1500)/10 = $690
The mean will increase.
Old median: $600 is the middle value.
New median: $600 is still the middle value.
The median stays the same.
1
The response provides partial evidence of analyzing a set of data by using and
comparing the mean and median as well as describing how the inclusion of outliers
affects those measures; however, the solution is incomplete or slightly flawed.
• Describe the effect of the new employee’s earnings, but provide no mathematics to
support the answer.
For example:
• State that the new employee’s earnings are much higher than the earnings of any of
the other employees. This will make the mean earnings increase, but have no effect
on the median. No mathematics is shown to support the explanation.
• Describe the effect of the new employee’s earnings on only the mean or only the
median, with supporting work/explanation.
53
Points
1
(cont’d)
0
Student Response
•
Determine the correct old and new mean and median earnings, but not describe the
effect of the new employee’s earnings.
The response provides inadequate evidence of analyzing a set of data by using and
comparing the mean and median as well as describing how the inclusion of outliers
affects those measures. The response provides major flaws in reasoning or irrelevant
information.
• Include no description or calculations of the mean and median or a highly flawed
description and/or calculations.
• Be blank or state unrelated statements.
54
SCORE POINT 2
Student Sample
(2 points)
Score Rationale
The response compares the original mean and the new mean and provides supporting work. The
response also shows that the original and new medians are the same. Therefore, this response receives
a score of 2.
SCORE POINT 1
Student Sample
(2 points)
Score Rationale
The response simply states the new mean and median. Therefore, some understanding is evident.
However, the response does not compare the new to the original and does not provide supporting
work. Thus, this response receives a score of 1.
55
SCORE POINT 0
Student Sample
(2 points)
Score Rationale
This response states that the mean and median will get higher because the new employee’s salary is
higher. The response does not state the new mean or median and does not provide adequate
supporting work. Therefore, this response receives a score of 0.
56

Ohio Achievement Tests - Ohio Department of Education

Transcription

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