THE UNIVERSITY OF THE STATE OF NEW YORK …

1 8 THE UNIVERSITY OF THE STATE OF NEW YORKGRADE 8 INTERMEDIATE-LEVELSCIENCE TESTJUNE 2016 WRITTEN TESTFOR TEACHERS ONLYSCORING KEY AND RATING GUIDEC opyright 2016 THE UNIVERSITY OF THE STATE OF NEW YORKTHE STATE EDUCATION DEPARTMENTALBANY, NEW YORK 12234 Note:All schools (public, nonpublic, and charter) administering the Grade 8 Intermediate-LevelScience Test are required to make arrangements to obtain answer sheets and associated scanningservices from a Regional Information Center (RIC) or a large-city scanning center. These centerswill scan and score the answer sheets according to the following criteria:1. One credit will be awarded for each correct Credit will not be allowed if two or more answers have been marked for the same The raw score for Part I will be determined by counting the number of correct information only, correct responses are listed in the chart Sci.

2 Rating Guide June 16[2]This rating guide contains detailed directions for rating student responses to Part II of the writtentest in Intermediate-Level Science. All raters should become familiar with the detailed directionsbefore beginning to rate student A provides a chart that translates final scores into four performance levels. A conversionchart is needed to translate a student s raw score on the written and performance tests to a finalscore. This chart will be posted on the Department s web site the Scoring Information link. Conversion charts provided for previous administrationsof this test must not be used to determine student s final scores for the 2016 administration of this B provides several charts that link the individual items on the test to the Intermediate-Level Science Core Curriculum Grades 5 core curriculum is based on the New York StateLearning Standards in Mathematics, Science, and clarifications or changes to this rating guide will be posted on the New York STATE EducationDepartment web site at the rating period.

3 Check the Scoring Information link at this web site before starting the rating process and several times during the rating regarding this test should be directed to the Office of STATE Assessment at (518) 474-5900. Note:Retain this guide for future use. Do notreturn it to the Department with the performancetest Sci. Rating Guide June 16[3]Detailed Directions for Rating Part II of the Written TestThis guide contains detailed directions and criteria for scoring student responses to the questions in Part II of the written test. Raters should become familiar with the detailed directionsand rating criteria before beginning to score the student responses.

4 Refer to the 2016 Manual forAdministrators and Teachers for suggestions about organizing the rating rating the student responses, follow the procedure outlined Familiarize yourself with the system your school is using for processing the answerpapers and recording the student Have a test booklet on hand. Read each Part II question carefully. Note exactly whatis Carefully read the criteria provided in this guide for scoring each For most questions, examples of acceptable responses are provided. Acceptableresponses include, but are not limited to, the examples given. Other responses thatconvey the same general meaning as those given in this guide should also receivecredit.

5 Raters must use their professional judgment to decide if the student s answermeets the criteria. You may find it helpful to discuss questionable student responseswith other Acceptable responses separated by a slash (/) are considered to be the same responseand should be counted for credit Discuss with other raters the requirements of each question and the scoring you are certain that you clearly understand the requirements and criteria, youare ready to begin scoring the student It is recommended that you score all the student responses to one question or groupof questions before proceeding to the next question or group of questions. Thismethod helps ensure that the scoring criteria are applied Students should notlose credit for incorrect spelling, grammar, capitalization, In responses to questions where a specific number of answers are required ( , identify threematerials, give twoexamples), if the student provides more than therequired number of responses, score only the required number, in the order in whichthey :Teachers are not permitted to score their own students Sci.

6 Rating Guide June 16[4]10. Record the number of credits you allow for each question in the table provided on theback cover of the test booklet. The maximum number of credits for each questionappears in the When you have finished scoring all the Part II questions, add the credits allowed foreach question to obtain the total raw score for Part Follow your school s procedure for transferring Part II scores to the student sscannable answer sheet. These are local decisions that depend on the answer sheetyour school uses. Some schools will transfer a score for each Part II question whileothers may transfer a total raw score for Part II.

7 Check to be certain that the studentname on the test booklet matches the name on the answer Submission of Teacher Evaluations of the Test to the DepartmentSuggestions and feedback from teachers provide an important contribution to the test development process. The Department provides an online evaluation form for STATE assessments. Itcontains spaces for teachers to respond to several specific questions and to make for completing the evaluation form are as follows:1. Go to Select the test Complete the required demographic Complete each evaluation question and provide comments in the space Click the SUBMIT button at the bottom of the page to submit the completed [1] Allow 1 credit if all fourstatements are correctly identified, as shown In two more hours, a total of inches of rain will have The rain is falling on the tree and the The rain gauge shows The air temperature is above [1] Allow 1 credit.

8 Acceptable responses include, but are not limited to: time to complete one swing time period of the pendulum swing48[1] Allow 1 credit. Acceptable responses include, but are not limited to: The longer the string, the longer/greater the time to complete one swing. The shorter the string, the shorter/less time for one swing. direct relationship49[1] Allow 1 credit for any value greater than s but less than [1] Allow 1 credit for letter [1] Allow 1 credit if all fourdistances are correctly filled in, as shown in the StreamDistance from theBeginning of the Stream at Point A (km) Sci. Rating Guide June 16[5]52[1] Allow 1 credit for 132 [1] Allow 1 credit.

9 Acceptable responses include, but are not limited to: prevent weight gain lower cholesterol build muscles prevent diabetes stronger heart increase physical fitness helps lose weight increase strength relieve stress better coordination live longer use more Calories stronger immune systemUnacceptableresponses include:be healthier (This is repeating health benefit which is in the question.)get exercise (This is given in the question.) It s fun. (Does not directly explain the health benefit.) It gives you more energy. (This is a common misconception. Energy is being used.)54[1] Allow 1 credit for twoacceptable responses. Acceptable responses include, but are not limited to: amount of lotion amount of time exposed to the sun/time/two hours same arm size of area on her arm same SPF55[1] Allow 1 credit for [1] Allow 1 credit for Sci.

10 Rating Guide June 16[6] Sci. Rating Guide June 16[7]57[1] Allow 1 credit. Acceptable responses include, but are not limited to: gamma rays x-rays ultraviolet/ultraviolet light/ultraviolet rays blue light violet lightUnacceptableresponses include: visible light and white light as these contain some colors withwavelengths longer than green [1] Allow 1 credit. Acceptable responses include, but are not limited to: visible light sunlight light white light59[1] Allow 1 credit. Acceptable responses include, but are not limited to: They kill/fight/attack germs. Specialized cells produce chemicals/antibodies to destroy microbes.