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DCI PS1.A: Matter and Its Interactions - Structure and Properties of Matter

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Prompts for Assessment

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K-12 Science

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Home - OpenSciEd

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Our curriculum fosters deep, engaging science learning and is the only curriculum designed for the NGSS that has had every unit rated as quality -and it's freely available to anyone.

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Role-Audience-Form

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Chemistry Focus

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Using a stimulus with questions

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There are a variety of types of assessment, including diagnostic, formative, and summative. The results from assessments have the potential to give teachers and students valuable feedback about progress toward learning objectives. A number of contributors to ChemEd X have written about assessment, including Ben Meacham, Stephanie O'Brien, and Deborah Herrington. One of the most challenging tasks associated with evaluating student progress is the design of the assessment itself. Although teachers frequently use assessments to guide their instruction, many teachers have not received formal training about how to write good questions.

I have taught high school chemistry since 1998. During my first few years of teaching, I spent most of my time focusing on what I wanted to teach. I did not spend much time planning how I would teach the content or how I would know if my students had learned it. After I had been teaching for several years, I was able to find a good balance between curriculum, instruction, and assessment. I remember feeling especially overwhelmed by the challenges associated with teaching AP Chemistry. I used to spend countless hours searching for good AP Chemistry questions. Gradually my confidence increased to the point where I felt comfortable creating my own assessments. Since 2014, I have been fortunate to work as an outside item writer for the AP Chemistry exam. This experience has taught me about the process of item development and helped me to improve my skills in this area. (Note: In the world of assessment, a question is also known as an " item".)

Before a teacher writes a chemistry question, they probably think about what they want their students to know and/or be able to do. This may involve a combination of chemistry content and science practices. In some cases (such as AP or IB Chemistry), the curriculum is well-established. Once teachers have decided on the specific content that they plan to assess, they can start the process of writing items. These could be either multiple-choice (MC) or constructed response (CR). No matter which type of item they plan to write, it is helpful for teachers to consider student misconceptions throughout the writing process. Anyone who has taught chemistry for a few years has seen several examples of student misconceptions. The ability to anticipate the errors that students tend to make should serve as a guiding principle when designing assessment items. In addition, a well-written question can uncover student misconceptions.

The ability to anticipate the errors that students tend to make should serve as a guiding principle when designing assessment items.

For my first example, I will write a MC item that addresses a misconception about intermolecular forces (IMFs). The boiling point (BP) of a substance is often mentioned in questions about IMFs. Students could be asked to predict which one of two substances has the higher BP and to give a justification for their prediction. Alternatively, students could be given BP data for two different substances and be asked to give an explanation for the data. Recent examples of questions from the AP Chemistry exam that involve IMFs are , , and .* A common misconception is that students get confused about the difference between breaking covalent bonds within a molecule and breaking the intermolecular attractive forces between molecules.

When writing an item, it is often desirable (but not necessary) to generate a stimulus. This may be a table, a diagram, or a chemical reaction. The information presented in the stimulus gives students something to focus on, and serves as the entry point for the item. In this example, I have created a stimulus that gives students the Lewis electron-dot diagrams for two different compounds. Compound 1 is propane (C ₃H ₈) and Compound 2 is ethanol (CH ₃CH ₂ OH) (see figure 1). Below the stimulus is the stem, followed by several choices. The stem is the question that students are asked to answer, and the choices include the correct answer along with several incorrect choices, also known as distractors.
Figure 1: Item that addresses misconceptions related to intermolecular forces.
There are some who assume that a MC item can only be used to measure the knowledge of factual information. One strategy that I use to encourage students to apply higher-order cognitive skills when answering a MC item is to include claims, predictions, and justifications in the choices. In this item I will ask students to decide which one of the compounds shown in the stimulus has the higher boiling point. Choices (A) and (B) feature Compound 1 (C ₃H ₈), and choices (C) and (D) feature Compound 2 (CH ₃CH ₂ OH). Students also have to pick the statement that provides the correct justification for their choice.

The distractors that I have written have included some of the potential misconceptions associated with IMFs and covalent bonds. Choice (A) is based on the misconception that covalent bonds are broken during the evaporation of a liquid. Choice (B) is based on the misconception that a molecule that has C-H bonds can form hydrogen bonding attractions. Choice (C) is based on the misconception that the -OH group featured in the structural formula of Compound 2 is a hydroxide ion. Therefore students might see this -OH group and assume that Compound 2 is an ionic substance, instead of a molecular substance. The correct answer to the item in Figure 1 is (D).

For my second example, I will write a MC item that addresses common student errors when performing calculations of the standard enthalpy change (Δ H o) for a chemical reaction. When they learn thermochemistry, students are usually presented with two different methods for calculating the value of Δ H o for a chemical reaction. They often get confused about which method to use in a particular problem.

METHOD #1 uses the data for standard molar enthalpies of formation (Δ H o) and the following equation.

METHOD #2 uses the data for bond enthalpies, and often features the following equation.
ΔH o = (sum of bond enthalpies for bonds that are broken) - (sum of bond enthalpies for bonds that are formed)
In my stimulus, I will give students a balanced chemical equation and a table of bond enthalpy data. In my question stem, I will ask students to use the bond enthalpy data to calculate the value of Δ H o for the reaction. The stimulus and stem are shown in Figure 2 below.
Figure 2: Item that addresses misconceptions related to reaction enthalpy calculations.
Two common student errors include the following. Students could set up their calculation backwards. If they are confused between enthalpy of formation and bond enthalpy, they would set up a "products minus reactants" calculation that would look like the following. This is why I created choice (C) as a distractor.

[(2)(430)] - [(440) + (240)] = 860 - 680 = +180

Students might understand that the value of Δ H o involves the sum of the bonds broken (one H-H bond and one Cl-Cl bond) minus the sum of the bonds formed (two H-Cl bonds). However, if they forget to use the coefficient of "2" with the bond enthalpy of H-Cl, they would get wrong answer, as shown below. This is why I created choice (D) as a distractor.

[(440) + (240)] - (430) = 680 - 430 = +250

If a student happened to make both of the errors that I have described above, their calculation would look like the following. This is why I created choice (A) as a distractor.
(430) - [(440) + (240)] = 430 - 680 = -250
The correct answer involves the following calculation, which explains why choice (B) is correct.

[(440) + (240)] - [(2)(430)] = 680 - 860 = -180

In this brief article, I have shared a few ideas about writing good questions. There is much more about assessment design that I could talk about, but I wanted to keep this article short. I have included a list of references below that are related to assessment and item development. I plan to re-visit this topic in the future and share more of my ideas, suggestions, and examples. I am optimistic that there are teachers who are willing to share their own suggestions and resources related to writing good chemistry questions. I encourage you to add your comments to the conversation below. I would love to hear from you.

References & Resources

Towns, M. H., Guide To Developing High-Quality, Reliable, and Valid Multiple-Choice Assessments. J. Chem. Educ. 2014, 91 (9), 1426-1431. (This is an Editors' Choice article. It is open access to all.) (accessed 1/25/20)

Domyancich, J. M., The Development of Multiple-Choice Items Consistent with the AP Chemistry Curriculum Framework To More Accurately Assess Deeper Understanding. J. Chem. Educ. 2014, 91 (9), 1347-1351. (Available to subscribers of JCE. Members of ACS & AACT can use their complimentary downloads to access.) (accessed 1/25/20)

Underwood, S. M.; Posey, L. A.; Herrington, D. G.; Carmel, J. H.; Cooper, M. M., Adapting Assessment Tasks To Support Three-Dimensional Learning. J. Chem. Educ. 2018, 95 (2), 207-217. (This is an Editors' Choice article. It is open access to all.) (accessed 1/25/20)

Cheung, D., A Test Construction Support System for Chemistry Teachers. J. Chem. Educ. 2006, 83, (9), 1399-1405. (This is an Editors' Choice article. It is open access to all.) (accessed 1/25/20)

Mulford, D. R.; Robinson, W. R., An Inventory for Alternate Conceptions among First-Semester General Chemistry Students. J. Chem. Educ. 2002, 79, (6), 738-9. (This is an Editors' Choice article. It is open access to all.) (accessed 1/25/20) (accessed 1/25/20)

Bretz, S., L., Designing Assessment Tools to Measure Students' Conceptual Knowledge of Chemistry. In D. M. Bunce & R. S. Cole (Eds.), Tools of Chemistry Education Research. Vol. 1166. Publication Date (Web):July 31, 2014. (Available to subscribers of JCE. Members of ACS & AACT can use their complimentary downloads to access.) (accessed 1/25/20)

*For more information about the AP Chemistry Exam, visit the following web site. https://apcentral.collegeboard.org/courses/ap-chemistry/exam (accessed 1/25/20)

*AP Chemistry Free-Response questions from previous years (2014 - 2019): 2019, 2018, 2017, 2016, 2015, 2014 (accessed 1/25/20)

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There are a variety of types of assessment, including diagnostic, formative, and summative. The results from assessments have the potential to give teachers and students valuable feedback about progress toward learning objectives. A number of contributors to ChemEd X have written about assessment, including Ben Meacham, Stephanie O'Brien, and Deborah Herrington.

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Assessment Tasks

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Phenomenon with Assessments

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The Wonder of Science was created to support the next generation of science teachers. All of the resources are licensed under Creative Commons licensing.

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Create a Performance Task - performance task assessments

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Welcome to Assessment Services, Inc.

At Assessment Services, Inc. we believe in the importance of hands-on learning. That's why we are one of the leading manufacturers and suppliers of educational manipulatives. Our learning tools are designed with educational enrichment in mind. From math manipulatives like algebra tiles and base ten blocks to reading and science manipulatives, our products help connect children with valuable concepts in classrooms around the world.

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The Value of Educational & Math Manipulatives

Educational experts agree that children understand concepts best with the use of math manipulatives and educational manipulatives. Educational research shows that high levels of learning occur when classroom manipulatives such as math manipulatives are used. When children in the primary grades are able to express ideas and learn concepts through math and educational manipulatives, a solid math and educational foundation is built. Our math manipulatives are very popular for home learning and classrooms. Our other educational manipulatives are extremely popular as well.

Assessment Services, Inc. is a leading manufacturer and supplier of the most popular hands-on math and science classroom materials in the industry. Assessment Services, Inc. is a trusted source for teachers and parents for quality, cost effective, educational materials in math manipulatives, science manipulatives, and reading materials and reading manipulativs. Teachers, parents and students can experience hands-on math materials for algebra; using algebra tiles class sets, attributes; using attribute lacing buttons, counting and sorting; using math centimeter cubes and math color tiles, fractions, geometry; using geoboards, measurement; using tape measures, money, overhead materials for; base ten, color tiles and counters, patterns; using math pattern blocks, place value; using base ten materials, probability, and time. Our science materials will allow teachers, parents, and students to explore, earth and life science, magnets; using alnico magnets, ceramic magnets, horseshoe magnets and cow magnets, magnifiers, renewable energy, and weather. Learning using math manipulatives, science manipulatives, reading materials and reading manipulativs, educational games and fun educational games will enhance cooperative learning, develop concrete knowledge of math and science skills and math and science content knowledge.

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Math and Science Classroom Materials | Assessment Services, Inc.

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At Assessment Services, Inc. we believe in the importance of hands-on learning. That's why we are one of the leading manufacturers and suppliers of educational manipulatives. Our learning tools are designed with educational enrichment in mind. From math manipulatives like algebra tiles and base ten blocks to reading and science manipulatives, our products help connect children with valuable concepts in classrooms around the world.

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Write Your Own and Database Test Questions

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Write Your Own and Database Test Questions

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The question bank provides a variety of question types and asks students to think about the mathematics, promoting deeper understanding. I love it! Thanks for all you do to continue to make Problem-Attic a great resource for teachers and students!

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Example Assessments

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The Stanford NGSS Assessment Project (SNAP), funded by S.D. Bechtel Jr. Foundation and Bill and Melinda Gates Foundation, focuses on ways that high-quality performance assessments can facilitate meaningful implementation of the standards. This project was founded by Ray Pecheone, Executive Director of SCALE, Helen Quinn, Professor Emerita, Physics and Astrophysics, and Jonathan Osborne, Professor Emeritus, Kamalachari Professor Of Science Education.

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Great resource for 3D assessment

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What is PALS?
PALS is an on-line, standards-based, continually updated resource bank of science performance assessment tasks indexed via the National Science Education Standards (NSES) and various other standards frameworks. Take the guided tour to become familiar with PALS.

About the tasks
The tasks, collected from numerous sources, include student directions and response forms, administration procedures, scoring rubrics, examples of student work, and technical quality data calculated from field testing.

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What is PALS? PALS is an on-line, standards-based, continually updated resource bank of science performance assessment tasks indexed via the National Science Education Standards (NSES) and various other standards frameworks. Take the guided tour to become familiar with PALS.

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InnerOrbit ~ A Rigorous NGSS Assessment Platform

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An NGSS Formative Assessment platform for Science - do nows, exit slips, quizzes, and tests

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Testing & Accountability

Testing

California Assessment of Student Performance and Progress (CAASPP) System

Item specifications describe how items for the CAST are developed to assess the California Next Generation Science Standards (CA NGSS).

The CAST item specifications provide details on each assessed dimension of a CA NGSS Performance Expectation (PE). The CA NGSS dimensions are Science and Engineering Practices (SEPs), Disciplinary Core Ideas (DCIs), and Crosscutting Concepts (CCCs). Item writers use the item specifications to write the CAST multidimensional test questions, which are aligned with the CA NGSS. With these specifications, educators will gain a better understanding of the three-dimensional nature of the CAST; however, they are not intended to guide instruction. Educators can use the item specifications and the 2016 Science Framework for California Public Schools as resources for developing items for interim, benchmark, and summative assessments for the classroom.

Background

The item specifications are based on the PEs in the CA NGSS and are designed to help item writers write test questions for the CAST. The item specification for an individual PE describes how students can demonstrate their understanding of the PE on the CAST. An item specification also includes possible phenomena and any relevant Environmental Principles and Concepts associated with a PE. The grade five assessment draws on PEs from grades three through five (3–5) and includes the foundational concepts that are addressed in kindergarten through grade two (K–2). The grade eight assessment draws on PEs from grades six through eight (6–8), and the high school assessment draws on PEs from the grades nine through twelve (9–12). More information about the construction of the CAST can be found in the Revised CAST Blueprint (PDF).

The CAST item specifications were written for all 175 PEs (i.e., 45 for grade five; 59 for grade eight; and 71 for high school) assessed on the CAST. One item specification is available per PE. Each PE addresses at least one SEP, one DCI, and one CCC, and each item specification represents the integration of the three dimensions.

All 175 item specifications are now available. The item specifications will be updated annually on the basis of input from California educators.

Introduction to the California Science Test Item Content Specifications (DOCX)

Grade Five Assessment

There are 45 PEs that may be assessed on the CAST; these item specifications are presented individually and by content areas.

Grade 5 Earth and Space Sciences (DOCX; Posted 26-Jul-2021)

Grade 5 Life Sciences (DOCX;Posted 26-Jul-2021)

Grade 5 Physical Sciences (DOCX; Posted 26-Jul-2021)

Grade 5 Engineering, Technology, and Application of Science (DOCX; Posted 26-Jul-2021)

Middle School (MS) Assessment

There are 59 PEs that may be assessed on the CAST; these item specifications are presented individually and by content areas.

MS Earth and Space Sciences (DOCX; Posted 26-Jul-2021)

MS Life Sciences (DOCX; Posted 26-Jul-2021)

MS Physical Sciences (DOCX; Posted 26-Jul-2021)

MS Engineering, Technology, and Application of Science (DOCX; Posted 26-Jul-2021)

High School (HS) Assessment

There are 71 (PEs) that may be assessed on the CAST; these item specifications are presented individually and by content areas.

HS Earth and Space Sciences (DOCX; Posted 26-Jul-2021)

HS Life Sciences (DOCX; Posted 26-Jul-2021)

HS Physical Sciences (DOCX; Posted 26-Jul-2021)

HS Engineering, Technology, and Application of Science (DOCX; Posted 26-Jul-2021)

Appendices

Appendix A: Complete List of the SEP Subpractices (DOCX)

2016 Science Framework for California Public Schools, Appendix 2 (PDF)

Questions:

California Assessment of Student Performance and Progress | caaspp@cde.ca.gov | 916-445-8765

Last Reviewed: Friday, November 19, 2021

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CAST Item Specifications - California Assessment of Student Performance and Progress (CAASPP) System (CA Dept of Education)

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Item specifications describe how items for the CAST are developed to assess the California Next Generation Science Standards (CA NGSS).

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The Performance Assessment Resource Bank is an online collection of high-quality performance tasks and resources that support the use of performance assessment for meaningful learning. Resources include performance tasks, professional development tools, and examples of how schools, districts, and states have integrated performance assessment into their systems of assessment.

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ACESSE Resource B - How to Assess Three-Dimensional Learning in Your Classroom

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How is assessing three-dimensional science learning different than how we have thought of science learning in the past? How can we design assessment tasks that elicit student's current understanding of specific aspects of the disciplinary core ideas, science and engineering practices, and crosscutting concepts in order to shape future instruction?

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Great Test Examples for Grades 5, 8, 11

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Science Test Updates

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The California Science Test (CAST) is an online assessment based on the California Next Generation Science Standards (NGSS) . All local educational agencies (LEAs) with eligible students in grades five and eight and in high school will administer the CAST operational test. The CAST operational test uses the current California Assessment of Student Performance and Progress (CAASPP) test delivery system and will be administered online only.

Who takes the CAST operational test? The CAST is administered in grades five and eight and once to each student while that student is in high school. All students must take the CAST by the end of grade twelve, but have the option of testing in grade ten or grade eleven. Only eligible students may participate in the administration of the CAST. Students assigned to take an alternate assessment should take the California Alternate Assessment for Science.

CAST Video

Please watch this video to learn about the new standards and how they are being built into the new California Science Test (CAST). The video has information about the structure of the CAST and the types of questions students can expect to see on the assessment.

2019-2020 CAST Test Materials

Administration Materials

Test Coordinator Resources

Scoring Guides

Note: The CAST practice and training tests include all accessibility resources found in the operational assessments.

Practice Tests

Training Tests

Accessibility Resources

Desmos Calculators

Students taking the CAST will have access to the Desmos calculator during the entire test. These calculators will be automatically assigned to students based on their grade level. Students can resize and reposition the calculator on the screen as needed. The Desmos calculator is free and available all year via the Desmos website ,and is accessible for students using Job Access with Speech (JAWS®). Students can use this calculator during the school year to build familiarity with this resource.

Translated Test Directions

Science Reference Tools

The CAST assessments for grade eight and high school include a periodic table and a reference sheet of formulas that students may access during online testing as universal tools. The reference sheet provides all formulas that a student may need to use in responding to a test item; however, this does not imply that the student will receive a specific item type. The purposes of these reference tools are to signal that students do not need to memorize formula sheets and to ensure that students have equal access to the tools during testing. These reference tools are not meant to guide instruction.

An updated and accessible periodic table is available for all students on the practice and training tests. This periodic table can be resized and moved within the item and is accessible for students using JAWS.

A printable CAST periodic table has been provided as a resource intended for classroom use. This printable version closely resembles the online periodic table available in the CAST and can be downloaded and printed to give students practice using the periodic table in a format similar to the online version. We encourage students to practice using both types of periodic table resources throughout the year.

Files that contain a periodic table of elements and reference sheet of formulas-.brf and .prn files-are intended to be printed using a braille embosser.

See the Printing Enlarged Science Reference Tools quick start guide if the student requires the science reference tools to be enlarged and printed on 11×17 paper.

Periodic Table

Reference Sheet

Other Resources

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The California Science Test (CAST) is an online assessment based on the California Next Generation Science Standards (NGSS) . All local educational agencies (LEAs) with eligible students in grades five and eight and in high school will administer the CAST operational test.

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California Science Test - CAST

In 2019 all LEAs will administer the first operational version of the CAST or the CAA-Science field test to all students enrolled in grades 5, 8, and students in grade 12 who have did not participate in the 2018 CAST Field Test or CAA Science Year Two Pilot. The CAST testing window opens January 9, 2018. Districts may elect to administer the high school assessment to students enrolled in grades 10 and 11 (see "High School Administration Guidance" below for details).

In the fall of 2018, CDE will make available assessment results in the form of preliminary indicators from the 2018 CAST field test (see the "Field Test Results" tab below for details).

With the help of input from CSTA members and using resources and information available from CDE, CSTA has developed a Frequently Asked Questions resource for the CAST.

CAST Segments for 2018/19 Administration

This table outlines the six segments that make up the single CAST test. Unlike the Smarter Balanced Language Arts and Math Assessments, the Performance Task segments of the CAST are not separately administered. It is all one assessment. (Table coming soon!)

Source: California Department of Education: http://www.caaspp.org/rsc/pdfs/CAASPP.CAST.Suggested-Pausing-Points...

CAST Blueprints

Assessment blueprints document the content standards to be measured using the assessment. The CAST Blueprints were approved by the CA State Board of Education on November 8, 2017. The blueprint is available from CDE.

CAST General Achievement Level Descriptors and Score Reporting Structure (Operational Assessment)

On November 8, 2017, the SBE also approved CDE's recommendation for the CAST general Achievement Level Descriptors (ALD) and Score Reporting Structure. General ALDs provide descriptions of student performance level expectations across four levels. These general ALDs will be used to develop both student level reporting of performance and grade-level specific ALDs.

Source: California Department of Education: https://www.cde.ca.gov/be/ag/ag/yr17/documents/nov...

The operational CAST score reporting structure will include an overall scale score and three sub-scores, one each for three-dimensional Earth/space, life, and physical sciences. Assessment items measuring PEs from the Engineering, Technology, and Application of Science domain will be set in the context of life, physical, or Earth and space sciences and those items will be reported according to one of those three domains in the reporting structure.

Source: California Department of Education: https://www.cde.ca.gov/be/ag/ag/yr17/documents/nov...

CA NGSS Quick Nav

The California Science Teachers Association is a non-profit 501(c)(3) organization and your donation may be tax deductible. Membership and donations are the backbone of the important work CSTA engages in to promote high quality science education.

Donate Online

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In 2019 all LEAs will administer the first operational version of the CAST or the CAA-Science field test to all students enrolled in grades 5, 8, and students in grade 12 who have did not participate in the 2018 CAST Field Test or CAA Science Year Two Pilot.

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Science Formative Assessment Classroom Techniques (FACTS) Templates

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Â Â Â Â Â Â Â Â Â Click here for templates from Volume 1: Science Formative Assessment- 75 Practical Strategies for Linking Assessment, Instruction, and Learning (Keeley 2008)Â Click here for templates from Volume 1: Mathematics Formative Assessment- 75 Practical Strategies for Linking Assessment, Instruction

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Seven Types of Curriculum Linked Assessments

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