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Contributed by: New York State Alternative Assessment in Science
Project
Maximum Score - 14 Points
| Questions 1 and 2, Groups 1 and 2 |
2 points total |
Standard: The student will classify objects into two groups,
1 and 2.
Point Criteria:
| Questions 3 and 4, Groups A and B |
2 points total |
Standard: The student will classify objects into two new groups,
A and B.
Point Criteria:
- 1 point if the student identifies a property that is common
to all of the candy in Group A.
The student selects a property that is different than
those selected in Groups 1 and 2 that all the
candy in Group A have in common.
- 1 point if the student identifies a property that is common
to all of the candy in Group B.
The student selects a property that is different than
those selected in Groups 1 and 2 that all the candy in Group
B have in common.
Examples of acceptable properties:
- See acceptable responses from questions 1 and 2.
It does not have to be the opposite property identified for Group
A as long as all of the candy are used and they are
all sorted into two distinct groups.
The student can also use the concept of "not" when sorting into
groups. For example; green and not green, or round and not
round. If in doubt the rater may attempt to sort all
of the candy into two groups identified by the student.
| Questions 5 and 6, Groups C and D |
2 points total |
Standard: The student will classify objects into two new groups,
C and D.
Point Criteria:
- 1 point if the student identifies a property that is common
to all of the candy in Group C.
The student selects a property that is different than
those selected in Groups 1 and 2 that all the candy in Group
C have in common.
- 1 point if the student identifies a property that is common
to all of the candy in Group D.
The student selects a property that is different than
those selected in Groups 1 and 2 that all the candy in Group
D have in common.
Examples of acceptable properties:
- See acceptable responses from questions 1 and 2.
It does not have to be the opposite property identified for Group
C as long as all of the candy are used and they are all sorted
into two distinct groups.
The student can also use the concept of "not" when sorting into
groups. For example; green and not green, or round and
not round. If in doubt the rater may attempt to sort all
of the candy into two groups identified by the student.
| Questions 7 and 8, Groups 1 and 2 |
2 points total |
Standard: The student will classify objects in Group A into
two new groups, 1 and 2.
Point Criteria:
- 1 point if the student identifies a property that is common
to all of the candy in Group 1.
The student selects a property that is different than
those selected in groups A, B, C, and D that all the candy in
Group 1 have in common.
- 1 point if the student identifies a property that is common
to all of the candy in Group 2.
The student selects a property that is different than
those selected in groups A, B, C, and D that all the candy in
Group 2 have in common.
Examples of acceptable properties:
- See acceptable responses from questions 1 and 2.
It does not have to be the opposite property identified for
Group 1 as long as all of the candy are used and they are all
sorted into two distinct groups.
The student can also use the concept of "not" when sorting into
groups. For example; green and not green, or round and
not round. If in doubt the rater may attempt to sort
all of the candy into two groups identified by
the student.
| Questions 9 and 10, Groups 3 and 4 |
2 points total |
Standard: The student will classify objects in group B
into two new groups, 3 and 4.
Point Criteria:
- 1 point if the student identifies a property that is common
to all of the candy in Group 3.
The student selects a property that is different than
those selected in groups A, B, C, and D that all the candy in
Group 3 have in common.
- 1 point if the student identifies a property that is common
to all of the candy in Group 4.
The student selects a property that is different than
those selected in groups A, B, C, and D that all the candy in
Group 4 have in common.
Examples of acceptable properties:
- See acceptable responses from questions 1 and 2.
It does not have to be the opposite property identified for
Group 3 as long as all of the candy are used and they are all
sorted into two distinct groups.
The student can also use the concept of "not" when sorting into
groups. For example; green and not green, or round and
not round. If in doubt the rater may attempt to sort
all of the candy into two groups identified by
the student.
| Questions 11 and 12, Groups 5 and 6 |
2 points total |
Standard: The student will classify objects in Group C into
two new groups, 5 and 6.
Point Criteria:
- 1 point if the student identifies a property that is common
to all of the candy in Group 5.
The student selects a property that is different than
those selected in groups A, B, C, and D that all
the candy in Group 5 have in common.
- 1 point if the student identifies a property that is common
to all of the candy in Group 6.
The student selects a property that is different than
those selected in groups A, B, C, and D that all the candy in
Group 6 have in common.
Examples of acceptable properties:
- See acceptable responses from questions 1 and 2.
It does not have to be the opposite property identified for
Group 5 as long as all of the candy are used and
they are all sorted into two distinct groups.
The student can also use the concept of "not" when sorting into
groups. For example; green and not green, or round and
not round. If in doubt the rater may attempt to sort
all of the candy into two groups identified by
the student.
| Questions 13 and 14, Groups 7 and 8 |
2 points total |
Standard: The student will classify objects in group D
into two new groups, 7 and 8.
Point Criteria:
- 1 point if the student identifies a property that is common
to all of the candy in Group 7.
The student selects a property that is different than
those selected in groups A, B, C, and D that all the candy in
Group 7 have in common.
- 1 point if the student identifies a property that is common
to all of the candy in Group 8.
The student selects a property that is different than
those selected in groups A, B, C, and D that all the candy in
Group 8 have in common.
Examples of acceptable properties:
- See acceptable responses from questions 1 and 2.
It does not have to be the opposite property identified for
Group 7 as long as all of the candy are used and
they are all sorted into two distinct groups.
The student can also use the concept of "not" when sorting
into groups. For example; green and not green, or round
and not round. If in doubt the rater may attempt to sort
all of the candy into two groups identified by
the student.
|
Highest possible score -14 points |
Student ID ________________________
Scoring Form - Classifying Candy 3
Male/Female (circle one)
Circle the student's score for each question. Add the points for
each question and write the total score at the bottom of the scoring
form.
| 1. & 2. |
Group 1 and Group 2 properties |
|
0 |
|
1 |
|
2 |
| 3. & 4. |
Group A and Group B properties |
|
0 |
|
1 |
|
2 |
| 5. & 6. |
Group C and Group D properties |
|
0 |
|
1 |
|
2 |
| 7. & 8. |
Group #1 and Group #2 properties |
|
0 |
|
1 |
|
2 |
| 9. & 10. |
Group #3 and Group #4 properties |
|
0 |
|
1 |
|
2 |
| 11. & 12. |
Group #5 and Group #6 properties |
|
0 |
|
1 |
|
2 |
| 13. & 14. |
Group #7 and Group #8 properties |
|
0 |
|
1 |
|
2 |
Total Score __________________
Total
possible score - 14 points
NYS Alternative Assessment in Science Project
NSF Grant #MDR-9154506
Copyright, April 1996
The State University of New York
The State Education Department
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