Historical Meap

Item Jurying Training
Assessing Michigan’s Content Expectations

The Need:

“Today’s large-scale science tests
simply aren’t that good. Too
often, the questions are confusing
or not well aligned to the key
science ideas and skills that
students are expected to learn.”
Jo Ellen Roseman, Director
Project 2061
American Association for the Advancement of Science (AAAS)

Characteristics of Assessments:
Validity
…“When an item is well designed, students should
choose the correct answer only when they know the
targeted idea and they should choose an incorrect
answer only when they do not know the idea.
“Students should be able to demonstrate their
science knowledge without being tripped up by
confusing language, inaccurate information, unclear
diagrams, or contexts that are unfamiliar or
unnecessarily complex.”

Project 2061 Today, Winter 2007

Basic Item Writing Principles
The following slides give some

 Guidelines that should be considered when
writing items; and

 Criteria for writing valid items;

 A description of an item’s Depth of
Knowledge

Item Format – Multiple Choice
“STEM”
The Big Bang Theory states that Earth is

D. moving away from the center of the universe.*
E. spiraling in towards the center of the universe.
F. drifting in a random path throughout the universe.
G. traveling in an orbit around the center of the universe.

Four “OPTIONS” – one correct,
three equally plausible, but
incorrect
(MEAP Released Item 2004)

Guidelines

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

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

Guidelines

Change to

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

Guidelines

When considering an iron as an example of a system, what is the input?
A. electricity
B. temperature
C. motion on clothes
D. steam from the plate (Massachusetts released item, 2006)

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

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

A. No, because both parents will have only genes for being
brown.
B. Yes, because offspring color does not depend on the
genes of the parents.
C. Yes, because both parents may have and pass on the
gene for being white.*
D. No, because the parents passed on only the dominant
trait to their offspring.

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

• No, because both parents will have only genes for being
brown.
• Yes, because offspring color does not depend on the
genes of the parents.
• Yes, because both parents may have and pass on the
gene for being white.*
• No, because the parents passed on only the dominant
trait to their offspring.

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

Guidelines

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

(“Test-wiseness”)

Guidelines
2. Grammar & Vocabulary: Keep the
readability appropriate.

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

(Any troublesome vocabulary here?)

Guidelines
Example: Which device can be utilized to
generate electromotive force thereby
increasing the voltage from a dc source?
A. Generator
B. Electroscope (used instructionally, but not
an assessable vocabulary term)
C. Induction coil (“induction” used in
electrostatics only)
D. Mass spectrometer

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

Guidelines

Example: What is the percent composition of
carbon in carbon dioxide, CO2?
A. 12%
B. 32%
C. 44%
D. none of the above*

Guidelines

Example: What is the percent composition of
carbon in carbon dioxide, CO2?
A. 12% A. 12%
Change to
B. 32% B. 27%
C. 44% C. 32%
D. none of the above* D. 44%

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

Advice taken from a “Test Taking Strategies” website:

Be aware of words like "always," "never," "only,"
"must," and "completely." These are usually
the wrong answers…
http://www.shsu.edu/~counsel/hs/teststrats.html

Guidelines
3. (b) Usually avoid the use of absolute
terms, e.g. “always,” “only” or “never.”
Example:
Earth’s atmosphere can contain
A. gases only
B. gases and solids
C. gases and liquids
D. solids, liquids and gases

“Always” & “Never” – Exception
Example: The earth’s moon is
• always much closer to the sun than it is to the
earth
• always much closer to the earth than it is to
the sun*
• about the same distance from the sun as it is
from the earth
• sometimes closer to the sun than it is to the
earth and sometimes closer to the earth than
it is to the sun
Science Framework for the 2009 NAEP

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

More advice from a test-taking website:

“Usually the correct answer is the choice with the most
information.”
http://www.testtakingtips.com/test/multiple.htm

Guidelines – Parallel Options
Example: A local car dealership wants to know how
many people hear their advertisements on radio.
Which method provides the most valid results?
A. Survey the next 20 customers
B. Survey all the people living within ½ mile
C. Survey a large random sample of people living
within the listening range of the radio station*
D. Survey customers at a nearby auto repair
shop

Improved: A local car dealership wants to know
how many people hear their advertisements on
radio. Which method provides the most valid
results?
A. Survey the next 20 customers who come into
the dealership.
B. Survey all the people living within ½ mile of
the dealership.
C. Survey a random sample of people in the
range of the station.*
D. Survey customers at a nearby competitor’s
repair shop.

Which of these is a mineral most commonly found in
igneous rocks on Earth?
A. Gneiss
B. Quartz*
C. Sandstone
D. Clay

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

Guidelines
5. Present numerical options consistently.
 Usually in ascending, or descending order.
 Don’t mix specific values with ranges, etc.

Guidelines
Example: In certain breeds of dogs, deafness is due
to a recessive allele (d), and normal hearing is due
to the dominant allele (D). What is the probability
that the offspring of a normal heterozygous (Dd)
dog and a deaf dog (dd) will have normal hearing?

A. 100%
B. 0.25
C. less than 1/3
D. One half*

Guidelines
Example: In certain breeds of dogs, deafness is due
to a recessive allele (d), and normal hearing is due
to the dominant allele (D). What is the probability
that the offspring of a normal heterozygous (Dd)
dog and a deaf dog (dd) will have normal hearing?

A. 100% A. 0%
B. 0.25 Change to B. 25%
C. less than 1/3 C. 50%*
D. One half* D. 100%

Guidelines
6. Make sure there is only ONE correct
response.

Guidelines – only one correct
response
Example: According to the graph, what percent
of the city’s residents own pets?
60

of City's Residents
50
A. Less than 20% 40

Percent
B. Less than 30% 30

C. More than 50% 20

D. More than 75% 10

0
0 1 2 3
Number of Pets

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

Guidelines – only one correct response

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

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

Make the options mutually exclusive, not overlapping

Guidelines – only one correct response

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

A. meter
B. centimeter*
C. millimeter*
D. kilometer

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

Consider this alternative:
Carol measured the heights of each of 4 friends. Her results
are shown below.
Alice: 58 inches Ruth: 60 inches
Clark: 62 inches Matt: 61 inches
To the nearest inch, what is the mean height of Carol’s 4
friends?

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

Additional Guidelines :
 Write questions that measure understanding,
insight, and higher level skills. Avoid continually
asking trivial questions. (DOK)
 Use concise, straightforward language.
 Present the problem or question as clearly as
possible in the stem. Don’t include unnecessary
or redundant information. Don’t use the item
stem to instruct!
 Don’t try to be tricky or cute.
 Avoid bias toward or against any group of
individuals. Include multicultural contexts and
names.

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

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

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

Criteria for Valid Items

Always BEGIN with the Content
Expectation!

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

Six Criteria for Valid Items
Adapted from Project 2061 Criteria used by
Michigan Mathematics Leadership Academy (MMLA)

• The CONTENT of the item matches the
CONTENT of the expectation.
• The PERFORMANCE required in the item
matches the VERB of the expectation.
“Underline the key concepts (important nouns and
noun phrases) and circle the skills (the verbs).”
Larry Ainsworth, Unwrapping the Standards, 2003
9. The item cannot be solved merely by TEST-
WISENESS.

Six Criteria for Valid Items

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

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

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

1. The CONTENT of the item matches the
CONTENT of the expectation
(i.e., “Alignment”)
Chemistry prerequisite HSCE:
P4.p2D Recognize that the properties
of a compound differ from those of its
individual elements.

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

Example: Which of the following is true for chemical compounds
that have been detected elsewhere in the universe?
A. They have a greater average density than the same
compounds found on Earth.
B. They are composed of the same elements that are
found on Earth. *
C. They are less reactive chemically than the same
compounds found on Earth.
D. Those with the greatest molar masses are found
furthest away from our solar system.

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


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

Example: Which of the following is a property of
water that differs from its individual
elements?
A. Water is combustible in air
B. Water is metallic
C. Water is less dense
D. Water is a liquid at room temperature*

(Getting closer…)

Form of Carbon Charcoal (C) Carbon Dioxide (CO2 )
State at Room Temperature Solid Gas
Soluble in Water No Yes
Combustible in Air Yes No

Based on the information in the table above, which is a
reasonable hypothesis regarding elements and their
compounds? (NAEP item)
A. An element retains its physical and chemical
properties when it is combined into a compound.
B. When an element reacts to form a compound, its
chemical properties are changed but its physical
properties are not.
C. When an element reacts to form a compound, its
physical properties are changed but its chemical
properties are not.
D. Both the chemical and physical properties of a
compound are different from the properties of the
elements of which it is composed.*
(Well-aligned)

1. The PERFORMANCE required in the item
matches the VERB of the expectation

P4.4A Describe specific mechanical waves (e.g.
on a demonstration spring, on the ocean) in
terms of wavelength, amplitude, frequency,
and speed.
Example: Calculate the speed of a wave with a
wavelength of 3.0 m and a frequency of 15 Hz.
A. 5.0 m/sec
B. 12 m/sec
C. 18 m/sec
D. 45 m/sec*
(Poor Alignment)

1. The PERFORMANCE required in the item
matches the VERB of the expectation

Example: The figure above shows some ocean
waves. Which of the labeled distances
represents the wavelength? (NAEP item)
a. A*
b. B
c. C
d. D
(Better Alignment)

1. The item cannot be solved merely
by TEST-WISENESS
Example: Nitrogen-fixing bacteria help cycle nitrogen
through ecosystems. How do they do this?

• They change nitrogen into forms usable by plants.*
• They make inorganic compounds from organic
compounds during decomposition.
• They release chemical energy during respiration.
• They convert sunlight into chemical energy during
photosynthesis.

1. The item addresses ONLY
ONE content expectation
Example: How is our solar system similar to an atom?

C. The force of gravity holds planets and electrons in
their orbits.
D. Nuclear fusion constantly occurs in the sun and in
the atom’s nucleus.
E. Electrons and planets both travel in well-defined
paths.
F. The solar system and the atom are mostly empty
space.*

What have we learned if a student misses this item?

1. The item addresses ONLY
ONE content expectation
Is it …

or

addressed in the item bank

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

Example: Which of the following is the main
contributor to Earth’s greenhouse effect?
A. Earth’s distance from the sun
B. the gases in Earth’s atmosphere*
C. the tilt of Earth’s axis
D. the number of active volcanoes on Earth

Will this item adequately assess the entire CE?


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

Example: Which of the following facts about Earth’s temperature
is due mainly to the greenhouse effect?
o
• Earth’s average surface temperature is 30 C warmer than
would be predicted based on its distance from the sun.*
• Earth’s oceans warm and cool much more slowly than its
land masses.
• Earth’s average summer temperature is about 15 Co
warmer than its winter temperature.
• Earth’s surface temperature at the poles is much colder
than at the equator.


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

Example: Which of the following atmospheric
gases is NOT considered a “greenhouse”
gas?
A. oxygen*
B. carbon dioxide
C. water vapor
D. ozone

APPROPRIATE and ENGAGING

The Danish astronomer Ole Roemer (1644-1710) was the
first person to determine that light traveled with a
measurable speed. As Earth revolved around the sun, he
noticed a variation in the time Io emerged from behind
Jupiter, and calculated that light took 22 minutes to cross a
diameter of Earth’s orbit. If the diameter of Earth’s orbit is
3.0 x 1011 m, what value would Roemer have calculated for
the speed of light?
• 4.4 x 10-9 m/sec
• 2.2 x 108 m/sec*
• 3.0 x 108 m/sec
• 1.3 x 1010 m/sec
(Inappropriate and confusing context)

Some items require a context,…

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


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

Some items require no context,…

MEAP HST Science Released Items 2004

End of Criteria for Valid Items

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

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

1. Recall
2. Skills and Concepts
3. Strategic Thinking
4. Extended Thinking

Depth of Knowledge
Level 1 – Recall
The recall of information (fact, definition, or term), or
performing a simple procedure (a “recipe”), or applying a
simple algorithm or formula. Requires only a rote
response, a well-known formula, or following a well-
defined procedure that typically involves only one step.
Key words include “identify,” “recognize,” “use,”
“calculate” and “measure.”
A student answering a Level 1 item either knows the
answer or does not. The answer does not need to be
“solved” or “figured out.”
(Verbs like “describe” and “explain” can be used at different
levels depending on the complexity of what’s being
“described” or “explained.”)

DOK Level 1
B2.1A Explain how cells transform energy (ultimately
obtained from the sun) from one form to another
through the processes of photosynthesis and respiration.
Identify the reactants and products in the general
reaction of photosynthesis.
Level 1 Example: Which of the following is a
product of the overall process of
photosynthesis?
A. Carbon dioxide
B. Protein
C. Glucose*
D. Water

DOK Level 1
E4.p2A Describe the composition and layers of the
atmosphere. (prerequisite)

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


Depth of Knowledge
Level 2 – Skills & Concepts

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

DOK Level 2

From Science Framework for the 2009 NAEP

DOK Level 2
P2.1D Describe and analyze the motion that a position-time
graph represents, given the graph.
Example: The graph below shows the distance traveled over
time by a student walking down a hall. During which
time interval was the student moving the fastest?

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


DOK Level 2

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

Preparing for the ACT 2006/2007

Depth of Knowledge

Level 3 – Strategic Thinking

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

Depth of Knowledge

Level 3 Example: The main reason for Earth’s
temperature being hotter in summer than in
winter is:
B. The earth’s distance from the sun changes.
C. The sun is higher in the sky.*
D. The distance between the northern
hemisphere and the sun changes.
E. Ocean currents carry warm water north.

DOK 3
(From ACT Practice Test www.actstudent.org)
Table 1
26. A student claimed that “If the masses
Density of 1 cm3 of any solid and 1 cm3 of any
Substance Phase (g/cm3)
Arsenic solid 5.73
liquid are compared, the mass of the
Glucose solid 1.56 solid will be greater.” Do the data in
Iron solid 7.86 Table 1 support his claim?
Lead solid 11.34
Zinc solid 7.14
F. No; lead has a higher density than any of
Ethanol liquid 0.79
the liquids listed.
Ethyl ether liquid 0.71 G. No; mercury has a higher density than any
Glycerol liquid 1.26 of the solids listed.
Mercury liquid 13.59 H. Yes; lead has a higher density than any of
the liquids listed.
Freon-12 gas 0.00495
J. Yes; mercury has a higher density than any
Krypton gas 0.00343
of the solids listed.
Methane gas 0.00065

Depth of Knowledge
Level 4 – Extended Thinking

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

End of Depth of Knowledge (DOK)

“Jurying” and Editing Items:

Poorly written Well/poorly-written Well-written
Poorly aligned Well/Poorly aligned Well-aligned
Inappropriate DOK Appropriate/Inappropriate DOK Appropriate DOK

(Beyond hope) (Salvageable) (Acceptable)


 Unnecessary information in the stem
 Mutually exclusive options
 Alignment Issues (HSCEs)
 Vocabulary Issues (Companion Documents)

Examples (unnecessary information)
Body cells of fruit flies contain only 8 chromosomes,
compared to human cells that contain 46. Scientists
used studies of fruit flies to discover how egg and
sperm cells (gametes) are formed. What did they
observe?
A. Body cells of the offspring flies had 16
chromosomes.
B. Sperm cells from the male had 8 chromosomes.
C. Egg cells from the female had 4 chromosomes.*
D. Body cells of the offspring flies had 4
chromosomes.
Connecticut Released Item 2006

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

A. Body cells of the offspring flies have 16
chromosomes.
B. Sperm cells from the male flies have 8
chromosomes.
C. Egg cells from the female flies have 4
chromosomes.*
D. Body cells of the offspring flies have 4
chromosomes.


California Released Item 2007

Examples (mutually exclusive options)

Under what conditions will a substance be likely to
enter a cell through diffusion?
A. when the substance is a particle of food
B. when a molecule of the substance is very large
C. when the concentration of the substance is
greater outside the cell than inside*
D. when the concentration of the substance is
greater inside the cell than outside
Connecticut Released Item 2006

Examples (mutually exclusive options)

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

A. when the substance is a particle of food
B. when a molecule of the substance is very large
C. when the concentration of the substance is
greater outside the cell than inside
D. when the substance is needed to store genetic
information

Alignment?

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

http://en.wikipedia.org


No Alignment to MI HSCEs


E4.p2I Identify major global wind belts (trade winds, prevailing
westerlies, and polar easterlies) and that their vertical components
control the global distribution of rainforests and deserts.
(prerequisite)
E4.2A Describe the major causes for the ocean’s surface and deep
water currents, including the prevailing winds, the Coriolis effect,
unequal heating of the earth, changes in water temperature and
salinity in high latitudes, and basin shape.
E4.2f Explain how the Coriolis effect controls oceanic circulation.

Vocabulary Issues

B2.4e Explain how cellular
respiration is important for the
production of ATP (build on
aerobic vs. anaerobic).

“cytokinesis?”

Massachusetts Released Item 2006

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

Unit 9 Cell Division Vocabulary:

cancer
carcinogenic jumping genes
chromosome karyotype
chromosome pair meiosis
crossing over mitosis
deletion mutation
DNA replication new gene

combinations
diploid progeny
duplication of genes recombination of
haploid genetic material
gametes sex cell
genetic variation sex

Vocabulary Issues
HSSCE Companion Document
Unit 4 Rock Forming Processes

Vocabulary:

contact
metamorphism magma
cooling metamorphic rocks
crystallization metamorphism
California Released Item 2007 deposition molten rock
erosion non-foliated texture
E3.1A Discriminate extrusive plate tectonic context
between igneous, Foliation regional
metamorphic, and metamorphism
sedimentary rocks and grain shape rock cycle
grain size rock sequence
describe the processes
igneous rocks sedimentary rocks
that change one kind Intrusive sedimentation
of rock into another. lithification weathering

“Jurying” and Editing Items
Examples
Fluorine is a gas at room temperature while iodine is a solid.
This is because:
C. fluorine atoms have less attractive forces than iodine
atoms*
D. iodine atoms repel each other more than fluorine atoms
E. fluorine can lose an electron to form -1 ions
F. iodine atoms are spread out more than fluorine atoms

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

Examples
Guideline #1: Incomplete Stem  Complete Stem:

Which of the following statements best describes why
fluorine is a gas at room temperature while iodine is a
solid?
E. Fluorine atoms have less attractive forces than iodine
atoms.*
F. Iodine atoms repel each other more than fluorine atoms.
G. Fluorine atoms can lose an electron to form -1 ions.
H. Iodine atoms are spread out more than fluorine atoms.

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

Examples
In which state of matter would molecules move the
fastest?
B. Gas*
C. Solid
D. Liquid
E. None of the above

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

Examples
3 “plausible, incorrect” options
In which of the following substances do molecules
move the fastest?
C. Gas*
D. Crystalline Solid
E. Liquid
F. Aqueous solution
C2.2B Describe the various states of matter in terms of the
motion and arrangement of the molecules (atoms) making up
the substance.

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

Examples
A rock is dropped from the top of a cliff. How far
did the rock travel in 3.0 s? (Use the 10.0 m/s/s
as the acceleration due to gravity.)
A. 30. m
B. 45. m*
C. 90. m
D. 120 m
P2.1g Solve problems involving average speed
and constant acceleration in one dimension.

Examples
Guideline #10: Present problem clearly (Which 3 seconds??)
Guideline #2: Verb tense

A rock was dropped from the top of a cliff. How far did the
rock travel during the first 3.0 s? (Use the 10.0 m/s/s as
the acceleration due to gravity.)
A. 30. m
B. 45. m*
C. 90. m
D. 120 m
P2.1g Solve problems involving average speed and constant
acceleration in one dimension.

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

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

Examples
Guideline #2: Grammar & Vocabulary
that rises to the top of the mantle, cools, then
sinks, reheats, and rises again, constantly
repeating the cycle. This action, which causes the
Earth’s crust to move, is known as —
A convection currents
B magnetic fields
C hot spots
D advection forces Virginia Released Item 2006

Examples
Guideline #2: Grammar & Vocabulary
that rises, cools, then sinks, reheats, and rises
again, constantly repeating the cycle. Which of
the following terms best describes this process?
A a convection current
B a magnetic field
C a seismic wave
D elastic rebound

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

A substance is heated. Which of the following
would NOT be correct?
A. The measured temperature of the substance would
go up
B. The molecules in the substance would move faster
C. The average kinetic energy of the molecules would
increase
D. The substance must undergo a phase change*

Examples
“Test-Wiseness” Issues:
A substance is heated. Which of the following
would NOT be correct?
 The measured temperature of the substance
would go up
 The molecules in the substance would move
faster
 The average kinetic energy of the molecules
would increase
 The substance must undergo a phase change*

Examples
“Test-Wiseness” Issues:
Which of the following is necessary for the
temperature of a substance to increase?
A. The substance must undergo a change in
state.
B. The particles in the substance must decrease
speed.
C. The substance must be mixed with another
substance.
D. The substance must gain heat energy.*

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

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

Examples
Guideline #6: Make sure there is only one correct answer.
(A and B)
Letter ‘D’ is essentially “none of these.”

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

Examples
Which of the following statements best describes the
action and reaction forces acting on a book which is
sitting on a table.
A. The book pushes down on the table. The table
pushes up on the book.*
B. The book pushes down on the table. The table
pushes down on the floor.
C. The floor pushes up on the table. The table
pushes up on the book.
D. The table pushes down on the floor. The floor
pushes up on the table.

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

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

Examples
Guidelines #10 Don’t use the stem to instruct, and
#12: Avoid bias
On a pool table the first shot is called the break.
Motion of the balls in the break would be
considered which type of motion?
A. linear
B. two-dimensional*
C. periodic
D. circular
P2.1E Describe and classify various motions in a plane as
one dimensional, two dimensional, circular, or periodic.

Examples

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

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

A. 200 kJ
B. 400 kJ
C. 100 kJ
D. 250 kJ

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

A. 200 kJ
B. 400 kJ
C. 100 kJ
D. 250 kJ

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

A) The liquid in the jars must be water.
B) The block in jar 1 weighs more than the block in jar 2.
C) The block in jar 1 is floating lower in its liquid than is the block in jar 2.
D) The block in jar 1 must be made of metal and the block in jar 2 must be
made of wood.
NAEP Released Item http://nces.ed.gov

Examples
Guideline #13: When calling for a judgment or conclusion, the
student must be able to infer the correct answer from the
text. Don’t pose questions such as “What do you think? /
What would you do?” because any option could be
defensible.
16. Look at the two pictures below. They show what happened when two solid blocks were each
put in a jar containing a liquid. Based just on what you can see in the pictures, what can
you say about the blocks and the jars?

A) The liquid in the jars must be water.
B) The block in jar 1 weighs more than the block in jar 2.
C) The block in jar 1 is floating lower in its liquid than is the block in jar 2.
D) The block in jar 1 must be made of metal and the block in jar 2 must be made of wood.
NAEP Released Item http://nces.ed.gov

Contact Information
Tom Wessels, Director
Grand Traverse Regional Math and Science Center
Traverse Bay Area Intermediate School District
1101 Red Drive PO Box 6020
Traverse City, MI 49682
231.922.7875 twessels@tbaisd.k12.mi.us

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