Spring 2013 North Carolina Measures of Student Learning: NC’s Common Exams

Transcription

Spring 2013
North Carolina
Measures of Student Learning:
NC’s Common Exams
Sample Items
Public Schools of North Carolina
State Board of Education
Department of Public Instruction
Raleigh, North Carolina 27699-6314
Copyright ã 2013 by the North Carolina Department of Public Instruction. All rights reserved.
GRADE 4 SOCIAL STUDIES
Sample Questions
S1
S2
What is the purpose of North Carolina state symbols, such as the cardinal, the
dogwood flower, the folk dance, and the state flag?
A
to represent the cultural heritage and natural treasures of the state
B
to highlight patriotism, unity, and loyalty between the state and the nation
C
to increase the tourist income of the state
D
to attract immigrants to the state
Give two examples of historical sites around North Carolina and explain why each
example is important to the history of the state. Be sure your answer includes two
of the following three types of historic sites: a building, a landmark, or a
monument.
1
Sample Questions
S1
North American Indian and European Explorers Timeline
1528 – Spanish Explorer de Vaca wrote, “We were attacked by many
Indians from behind trees.”
1607 – American Indians taught Europeans to grow maize, beans, and
squash
1621 – One of the first treaties between colonists and American Indians
was signed.
1838 – Trail of Tears: President Jackson sent federal troops to forcibly
remove almost 16,000 Cherokee Indians who had refused to move
westward.
What does the timeline suggest about the relationship between European
explorers and American Indians?
S2
A
American Indians and explorers struggled to share the land.
B
American Indians helped the colonists establish territories in the West.
C
European explorers helped American Indian groups govern their tribes with
democratic government.
D
European explorers and American Indians became enemies at the time the
explorers first came to America.
Select two ways in which the physical environment affected colonial settlement in
North America. Be sure to give at least two examples to support your answers.
2
Sample Questions
S1
Our form of government does not enter into rivalry with the institutions of others.
We do not copy our neighbors, but are an example to them. It is true . . . the
administration is in the hands of the many and not of the few.
Pericles, statesman, 5th century B.C.
Which form of government does this quote describe?
S2
A
monarchy
B
oligarchy
C
theocracy
D
democracy
Select an event or issue from the past that is similar to an event or issue that is
happening today. Give one example of how that event or issue is similar to what is
happening today, and give one example of how that event differs from what is
happening today.
3
Sample Questions
S1
TIMELINE OF DEMOCRACY
500 BCE –Democratic principles were practiced by the governments
of Greece and Rome.
1100s –
Democracy was practiced in Italy.
1500s –
Democracy gained acceptance during the Protestant
Reformation.
1700s –
England’s limited democracy spread to the American colonies.
1940s –
West German and Japanese governments began democratic
practices.
1970s –
Portuguese and Spanish governments began to practice
democracy.
Which statement is consistent with information in the timeline about democracy?
S2
A
Democratic principles spread throughout the world.
B
Democratic principles began in the United States.
C
Democratic principles spread through North American colonies.
D
Democratic principles began to be seen in civilizations in the 1100s.
Economic Systems
•
traditional
•
command
•
market
•
mixed
Summarize one major feature that distinguishes each economic system.
4
Sample Questions
S1
S2
Which of the following best explains the impact of desegregation on North Carolina
and the United States?
A
It led to an expansion of individual civil rights and increased social tensions.
B
It led to the end of the Civil Rights Movement.
C
It led to economic improvement, creating equality among all social classes.
D
It led to a decline in political opportunities for all Americans.
Identify three different immigrant populations that have settled in North Carolina
from the pre-colonial era to the present day. Give one example of how each
population contributed to the cultural development of North Carolina.
5
Key Check
Grade 4 Social Studies
QID
ItemID
Key
Stand
DOK
CK
TS
Type
1
12632
C
4.H.2.1
2, 2
MC
2
10096
X
4.H.2.2
2, 2
CR
SelID
Cat
Constructed Response Key
Score
No response or the response does not address the prompt
0
Score
Fulfills only 1 of the 4 requirements of a level 4 performance
1
Score
Fulfills 2 of 4 requirements of a level 4 performance
2
Score 3 - Fulfills 3 of 4 requirements of a level 4 performance
Score 4 - Gives one example of either a building, landmark, or monument
Score historical site around North Carolina; explains the importance of the
3
building, landmark, or monument to the history of North Carolina; gives a
second example of a building, landmark, or monument historical site
around North Carolina; explains the importance of the second building,
landmark, or monument to the history of North Carolina
Key Check
QID
ItemID
Key
Stand
DOK
CK
TS
Type
1
10010
A
5.H.1.1
5, 2
MC
2
12901
X
5.G.1.1
2, 2
CR
SelID
Cat
Score
0
Score
1
Fulfills only 1 of 2 requirements of a level 2 performance
Score
2
Gives one example of how the physical environment affected early colonial
settlement in North America; gives a second example of how the physical
environment affected early settlement of the American colonies
Key Check
QID
ItemID
Key
Stand
DOK
CK
TS
Type
1
11151
D
6.C&G.1.1
2, 2
MC
2
12490
X
6.H.2.2
2, 2
CR
SelID
Cat
Score
0
Score
1
Fulfills only 1 requirement of a level 2 performance
Score
2
Gives one example of how an issue from the past and a present-day issue
are similar; gives one example of how an issue from the past and a
present-day issue are different
Key Check
QID
ItemID
Key
Stand
DOK
CK
TS
Type
1
12847
A
7.C&G.1.2
5, 2
MC
2
10135
X
7.E.1.3
2, 2
CR
SelID
Cat
Score
0
Score
1
Score
2
Score 3: Fulfills 3 of 4 requirements of a level 4 performance
Score Score 4: Summarizes one major feature of mixed economies;
summarizes one major feature of market economies; summarizes one
3
major feature of command economies; summarizes one major feature of
traditional economies
Key Check
QID
ItemID
Key
Stand
DOK
CK
TS
Type
1
11858
D
8.H.2.1
2, 2
MC
2
12849
X
8.H.3.1
2, 2
CR
SelID
Score
0
Score
1
Score
2
Gives an example of how one immigrant group has contributed to the
cultural development of North Carolina; gives an example of how a
Score
second immigrant group has contributed to the cultural development
3
of North Carolina; gives an example of how a third immigrant group
has contributed to the cultural development of North Carolina
Cat
GRADE 4 SCIENCE
Sample Questions
S1
S2
Why can people see the moon at night?
A
Light is refracted by the moon.
B
Light is produced by the moon.
C
Light is reflected by the moon.
D
Light is absorbed by the moon.
Maxine tested the hardness of three different minerals. She scratched each item
with her fingernail, a copper penny, and a glass plate. The chart shows the test
results.
Hardness Test Results
Mineral
scratched with
a fingernail
scratched with
a copper penny
scratched with
a glass plate
X
no
yes
yes
Y
yes
yes
yes
Z
no
no
yes
Which mineral is the softest? Explain your answer.
6
GRADE 6 SCIENCE
Sample Questions
S1
S2
A plant is placed on a windowsill facing the sun. After a week, the plant is rotated
away from the sun. How will the plant most likely respond?
A
The plant will bend toward the window, because the sun is a positive
stimulus.
B
The plant will bend away from the window, because the sun is a positive
stimulus.
C
The plant will bend toward the window, because the sun is a negative
stimulus.
D
The plant will bend away from the window, because the sun is a negative
stimulus.
Soil composition is important.
•
What is one contributing factor for why soil composition can vary from
one location to another? Explain your answer.
7
GRADE 7 SCIENCE
Sample Questions
S1
S2
Which best describes the function of the circulatory system?
A
It exchanges gases into and out of the body.
B
It absorbs nutrients from food consumed by the body.
C
It transports oxygen and nutrients throughout the body.
D
It removes waste products from the body.
Paramecium and Euglena are both single-celled organisms.
•
How do Euglena get their nutrition?
•
Describe how the process of getting food is similar or different for
Paramecium.
8
Key Check
Grade 4 Science
QID
ItemID
Key
Stand
DOK
CK
TS
Type
1
9930
C
4.P.3.2
1, 1
MC
2
9929
X
4.P.2.2
2, 2
CR
SelID
Score
0
No response or response does not address prompt
Score
1
Score
2
Identifies the softest mineral (Mineral Y); provides an explanation
as to why the mineral is the softest
Cat
Key Check
Grade 6 Science
QID
ItemID
Key
Stand
DOK
CK
TS
Type
1
9693
A
6.L.2.2
2, 2
MC
2
12491
X
6.E.2.3
2, 2
CR
SelID
Score
0
Score
1
Score
2
Identifies a contributing factor as to why soil varies from one
location to another; provides an explanation for how that
contributing factor causes soil to vary
Cat
Key Check
Grade 7 Science
QID
ItemID
Key
Stand
DOK
CK
TS
Type
1
10062
C
7.L.1.4
2, 2
MC
2
10055
X
7.L.1.1
2, 2
CR
SelID
Score
0
Score
1
Score
2
Describes how Euglena get nutrition; compares the process to
Paramecium’s process of obtaining food
Cat
COMMON CORE ALGEBRA II
+–
×÷
Sample Questions
S1
If sinβ = 1 and 90° < β < 180°, what is the value of cos β ?
2
A
B
C
−
3
2
−
1
2
1
2
3
2
D
S2
P (x) = x 3 + 2x 2 + ax + b, where a and b are real integer constants, has a factor
of (x + 1).
•
Explain what it means for (x + 1) to be a factor of P(x).
•
If the remainder of the division of P(x) by (x – 2) is 6, what is the
value of a + b?
•
What are the other two factors of P(x)?
9
COMMON CORE GEOMETRY
Sample Questions
S1
What is the length of RS in the triangle shown below?
Q
P
60°
5 ft
S2
A
8.7 ft
B
15.0 ft
C
17.3 ft
D
20.0 ft
30°
S
R
In the diagram below, points M, Q, and O are collinear, MN ≅ MP , and NO ≅ OP .
N
Q
M
P
Based on the diagram, write a proof showing that
10
O
NQO ≅ PQO.
COMMON CORE MATH II
Sample Questions
S1
S2
Which is true for the graph of the function f(x) when it is transformed by the
function g(x) = k • f(x)?
A
If k > 1, the graph appears to be stretched vertically.
B
If 0 < k < 1, the graph appears to be stretched vertically.
C
If k < 0, the graph is reflected over the y-axis.
D
If k = 1, the function is translated up one unit.
An airplane is approaching an airport from due east. The angle of depression of a
line of sight to a point at the airport is 32° at an altitude of 8,000 feet. A second
airplane is approaching the same airport from due west, with an angle of
depression of 27° to the same point at the airport at an altitude of 7,500 feet.
•
Draw a diagram that depicts the above scenario. Be sure to label all
relevant parts.
•
What is the distance between the two planes?
•
Which airplane is closer to the airport, and by how much?
11
COMMON CORE MATH III
Sample Questions
S1
S2
Polynomial p(x) = 2x3 + x2 + ax + b, where a and b are real integer
constants, has a factor of (x – 1). If the remainder of the division of
p(x) by (x + 3) is − 36 , what is the value of 2a – 5b?
A
−
B
−
C
3
D
6
6
3
The scores of a test, which are approximately normally distributed and range
from 1 to 36, are used by a school in a student’s admission process. In a particular
year, the mean score was 18, and the standard deviation was 6.
•
What percent of students scored less than 6?
•
What percent of students scored between 12 and 30?
•
What is the minimum score required for a student to be in the
84th percentile?
12
COMMON CORE INTEGRATED MATH III
Sample Questions
S1
S2
An electric current alternates sinusoidally with a frequency of 60 cycles per
second. At time t = 0.1 seconds, the current is at its maximum of I = 10 amperes.
Which function describes I as a function of time, t.
A
I(t) = 5cos (120 π ( t − 0.1) ) + 5
B
I(t) = 5cos π ( t − 0.1) + 5
30
C
I(t) = 10cos (120 π ( t − 0.1) ) + 5
D
I(t) = 10cos π ( t − 0.1) + 5
30
(
)
(
)
The function f (x) is described by the equation f (x) = 3x + 5 .
x −2
•
What are the domain and range of f (x)?
•
What is the inverse of f (x)?
•
What are the domain and range of the inverse of f (x)?
13
Key Check
Common Core Algebra II
QID
ItemID
Key
Stand
DOK
CK
TS
Type
SelID
Cat
1
11391
A
F.TF.8
2
MC
CA
2
10456
X
A.APR.2
2
CR
CA
Score
0
Score
1
Score
2
Score
3
Explains what it means for (x + 1) to be a factor of P(x); determines the
value of a + b for P(x) (–7); determines the other 2 factors of P(x)
(
−
1 ± 17
or any equivalent rounded values)
2
Key Check
Common Core Geometry
QID
ItemID
Key
Stand
DOK
CK
TS
Type
1
2032
B
G.SRT.8
1
MC
2
9263
X
G.CO.10
2
CR
SelID
Cat
CA
Score
0
Score
1
Score
2
Provides a complete proof, which includes logical steps with accurate
Score notation and wording of theorems, postulates, etc.; includes relevant,
3
correct statements and reasons; sequences statements logically and aligns
reasons accurately to their statements
Key Check
Common Core Math II
QID
ItemID
Key
Stand
DOK
CK
TS
Type
SelID
Cat
1
11604
A
F.BF.3
1
MC
CA
2
9395
X
G.SRT.8
2
CR
CA
Score
0
Score
1
Score
2
Provides an accurately drawn and labeled diagram; calculates an accurate
value for the distance between the two planes (27,522.25502 ft or any
Score
equivalent rounded value); determines which plane is closer to the airport
3
and by how much (the plane heading east by 1,916.902559 ft or any
equivalent rounded value)
Key Check
Common Core Math III
QID
ItemID
Key
Stand
DOK
CK
TS
Type
SelID
Cat
1
13818
A
A.APR.2
1
MC
CA
2
10603
X
S.ID.4
2
CR
CI
Score
0
Score
1
Score
2
Identifies the percentage of students who scored less than 6 for the given
year (2.5 % or 2.3% or any equivalent rounded value); identifies the
Score percentage of students who scored between 12 and 30 for the given year
3
(81.5% or 81.8% or any equivalent rounded value); identifies the minimum
score for a student to be in the 84th percentile for the given year (24 or
any equivalent rounded value)
Key Check
Common Core Integrated Math III
QID
ItemID
Key
Stand
DOK
CK
TS
Type
SelID
Cat
1
10990
A
F.TF.5
1
MC
CA
2
10601
X
F.BF.4.a
2
CR
CI
Score
0
Score
1
Score
2
Determines the domain and range for f(x) (domain: ( −∞, 2 ) ∪ (2, ∞ ) and
2x + 5
1
−
or
Score range: ( ∞, 3) ∪ (3, ∞ ) ); identifies the inverse of f (x) (f (x) =
x −3
3
any equivalent equation); determines the domain and range for the inverse
−
of f (x) (domain: ( −∞, 3) ∪ (3, ∞ ) and range: ( −∞, 2 ) ∪ (2, ∞ ) )

Spring 2013 North Carolina Measures of Student Learning: NC’s Common Exams

Transcription

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