What is the length of the toothpick in the figure above ... - McREL
What is the length of the toothpick in the figure above ... - McREL
What is the length of the toothpick in the figure above ... - McREL
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<strong>What</strong> <strong>is</strong> <strong>the</strong> <strong>length</strong> <strong>of</strong> <strong>the</strong> <strong>toothpick</strong> <strong>in</strong> <strong>the</strong> <strong>figure</strong> <strong>above</strong>?Answer:NAEP released item, grade 4
Scor<strong>in</strong>g GuideSolution:2 1/2 <strong>in</strong>ches OR 2 1/2" OR 2 1/2 <strong>in</strong> OR2 1/2 OR 2.5 OR 10/4Score & DescriptionCorrectCorrect responseIncorrect #310 1/2 or 10.5 <strong>in</strong>chesIncorrect #23 1/2 or 3.5 <strong>in</strong>chesIncorrect #1Incorrect response o<strong>the</strong>r than those described <strong>in</strong> 2 and 3In th<strong>is</strong> question <strong>the</strong> student needed to determ<strong>in</strong>e <strong>the</strong> <strong>length</strong> <strong>of</strong> a <strong>toothpick</strong> d<strong>is</strong>played <strong>above</strong> a portion <strong>of</strong>a ruler. One end <strong>of</strong> <strong>the</strong> <strong>toothpick</strong> was <strong>above</strong> <strong>the</strong> 8-<strong>in</strong>ch mark on <strong>the</strong> ruler, and <strong>the</strong> o<strong>the</strong>r end <strong>of</strong> <strong>the</strong><strong>toothpick</strong> was located <strong>above</strong> <strong>the</strong> 10 1/2-<strong>in</strong>ch mark on <strong>the</strong> ruler. The student could subtract to f<strong>in</strong>d <strong>the</strong><strong>length</strong> or <strong>the</strong> student could count <strong>the</strong> number <strong>of</strong> <strong>in</strong>ches from 8 to 10 1/2.*The use <strong>of</strong> more than one <strong>in</strong>correct category <strong>in</strong> th<strong>is</strong> question enabled NAEP to ga<strong>the</strong>r data oncommon student errors. Any response that fell <strong>in</strong>to one <strong>of</strong> <strong>the</strong> <strong>in</strong>correct categories earned no credit.Correct - Student Response<strong>What</strong> <strong>is</strong> <strong>the</strong> <strong>length</strong> <strong>of</strong> <strong>the</strong> <strong>toothpick</strong> <strong>in</strong> <strong>the</strong> <strong>figure</strong> <strong>above</strong>?Incorrect #3 - Student ResponseNAEP released item, grade 4
<strong>What</strong> <strong>is</strong> <strong>the</strong> <strong>length</strong> <strong>of</strong> <strong>the</strong> <strong>toothpick</strong> <strong>in</strong> <strong>the</strong> <strong>figure</strong> <strong>above</strong>?Incorrect #2 - Student Response<strong>What</strong> <strong>is</strong> <strong>the</strong> <strong>length</strong> <strong>of</strong> <strong>the</strong> <strong>toothpick</strong> <strong>in</strong> <strong>the</strong> <strong>figure</strong> <strong>above</strong>?Incorrect #1 - Student Response<strong>What</strong> <strong>is</strong> <strong>the</strong> <strong>length</strong> <strong>of</strong> <strong>the</strong> <strong>toothpick</strong> <strong>in</strong> <strong>the</strong> <strong>figure</strong> <strong>above</strong>?2003 National Performance ResultsNAEP released item, grade 4
ScorePercentage <strong>of</strong> StudentsCorrect 20%Incorrect #3 14%Incorrect #2 23%Incorrect #1 42%Omitted Item 2%Off Task 0%Note:• These results are for public and nonpublic school students.• Percentage may not add to 100 due to round<strong>in</strong>g.NAEP released item, grade 4
Ma<strong>the</strong>matical Content AreaMeasurementTh<strong>is</strong> question was classified <strong>in</strong> <strong>the</strong> measurement content area. Th<strong>is</strong> content area focuses onstudents' understand<strong>in</strong>g <strong>of</strong> <strong>the</strong> process <strong>of</strong> measurement and on <strong>the</strong> use <strong>of</strong> numbers andmeasures to describe and compare ma<strong>the</strong>matical and real-world objects. Students are asked toidentify attributes, select appropriate units and tools, apply measurement concepts, andcommunicate measurement-related ideas. Students at grade 4 should understand and be able touse <strong>the</strong> measurement attributes <strong>of</strong> time, money, temperature, <strong>length</strong>, perimeter, area, capacity,weight/mass, and angle measure. At grades 8 and 12, <strong>in</strong> addition to <strong>the</strong>se topics, students willalso be expected to understand and demonstrate knowledge <strong>of</strong> volume and surface area, and<strong>the</strong>y will be expected to solve problems that <strong>in</strong>volve proportional th<strong>in</strong>k<strong>in</strong>g, comb<strong>in</strong><strong>in</strong>g or translat<strong>in</strong>gshapes, and applications that <strong>in</strong>volve <strong>the</strong> use <strong>of</strong> complex measurement formulas. For somequestions, measurement <strong>is</strong> assessed with real measur<strong>in</strong>g devices.Ma<strong>the</strong>matical AbilityProblem solv<strong>in</strong>gTh<strong>is</strong> question measures students' problem solv<strong>in</strong>g ability. Students demonstrate problem solv<strong>in</strong>g<strong>in</strong> ma<strong>the</strong>matics when <strong>the</strong>y recognize and formulate problems; determ<strong>in</strong>e <strong>the</strong> cons<strong>is</strong>tency <strong>of</strong> data;use strategies, data, models; generate, extend, and modify procedures; use reason<strong>in</strong>g <strong>in</strong> newsett<strong>in</strong>gs; and judge <strong>the</strong> reasonableness and correctness <strong>of</strong> solutions. Problem solv<strong>in</strong>g situationsrequire students to connect all <strong>of</strong> <strong>the</strong>ir ma<strong>the</strong>matical knowledge <strong>of</strong> concepts, procedures,reason<strong>in</strong>g, and communication skills to solve problems.NAEP released item, grade 4
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