Appendix VI

Item Maps

Reference to Syllabus and Core Curriculum

New York State Program Evaluation Test in Science, Grade 4
Objective Test, Form H
Performance Test, Form Z

The three charts in this appendix provide a reference to the Elementary Science Core Curriculum and the New York State Elementary Science Syllabus for each individual test item and the five performance stations. The core curriculum is based on the New York State Learning Standards for Mathematics, Science, and Technology (Elementary Level).


New York State Program Evaluation Test in Science

Reference for stations on Performance Test, Form Z, to the New York State Elementary Science Syllabus and Elementary Science Core Curriculum

Station No.

Description

Reference to Elementary Science

Core Curriculum

Reference to New York State Elementary Science Syllabus

MST Standard 1

(Mathematical Analysis, Scientific Inquiry and Engineering Design)

Key Idea/Performance Indicator

MST Standard 4

The Physical Setting

Key Idea/Performance Indicator

1

Liquids Students use measuring equipment and their observation skills to determine the physical properties of objects, make inferences about discrepant events, and formulate new questions based on the data collected.

Mathematical Analysis

M 1.1

M 2.1

M 3.1

Scientific Inquiry

S 1.1, S 1.3

S 2.3

3.1

5.1

measuring

inferring

questioning

manipulating materials

2

Grouping Objects - Students sort a set of eight objects into appropriate groups and then create their own classification system by forming subgroups for the objects.

Scientific Inquiry

S 3.1, S 3.3

3.1

5.1

classifying

observing

manipulating materials

3

Ball and Ramp Game - Two students work together cooperatively at this task, which uses a ball and ramp "game". The students gather data about problems associated with the development of the game. Students measure distance and make inferences and predictions based on the data they collect. Each student completes an answer sheet and makes predictions about how to modify the game.

Mathematical Analysis

M 1.1

M 2.1

M 3.1

Scientific Inquiry

S 1.1

S 2.2, S 2.3

S 3.1, S 3.2, S 3.3, S 3.4

3.1

5.1

 

classifying

observing

recording data

interpreting data

inferring

predicting

4

Magnetic and Electrical Testing -

Students use a magnet and electrical tester to collect data about a set of eight objects. They record their findings and use the data they collect to make inferences and generalizations about the magnetic and electrical properties of the set of objects.

Mathematical Analysis

M 3.1

Scientific Inquiry

S 3.1, S 3.2, S 3.3

3.1

4.1

4.2

5.1

recording data

inferring

generalizing

manipulating materials

5

Task 5 Unknown Object Students are given an unknown object and are asked to describe it in a letter so that a scientist might be able to identify it. Students must use observation skills and nonstandard measurement to describe the object, communicate this information in writing, and ask additional questions of the scientist to further their investigation of the object.

Scientific Inquiry

S 1.1

S 2.3

S 3.3, S 3.4

3.1

observing

communicating

questioning

using nonstandard units of measure

New York State Program Evaluation Test in Science

Reference for stations on Objective Test, Form H, to the 
New York State Elementary Science Syllabus
and
Elementary Science Core Curriculum

 

Test Item #

Reference to Elementary Science Core Curriculum

Reference to NYS Elementary Science Syllabus

A and B = Life Science

C and D = Physical Science

I = grades K 2 II = grades 3 4

Standard 1 Key Idea

Standard 4 Content Area

LE = Living Environment

PS = Physical Setting

Standard 4

Key Idea and

Performance Indicator

1

LE

3.1

IA

2.1

2

LE

4.1

IA

1.4

3

LE

3.1

IA

1.1

4

LE

3.1

IA

1.1

5

LE

4.1

IA

2.4

6

LE

6.1, 3.1

IB

2

7

LE

6.1, 5.2

IB

1

8

LE

5.2

IIA

2.2

9

LE

6.1

IIB

2.1

10

LE

4.1

IIA

1.4

11

LE

3

IIA

2.4

12

LE

3.1

IIA

1.3

13

LE

6.1

IIB

1.1

14

LE

6.1

IIB

1.2

15

LE

3.1

IIA

1.2

16

PS

5.1

ID

3.1

17

PS

3.1

IC

1.1

18

PS

5.1

ID

2.3

19

PS

1.1

IC

2.4

20

PS

3.1, 3.2

IC

1.1

21

PS

3.1

IC

1.5

22

PS

3.2

ID

1.3

23

PS

4.1, 4.2

IID

1

24

PS

4.1, 4.2

IIC

2.3

25

PS

4.1

IID

2

26

PS

3.2

IID

3

27

PS

5.1, 3.1

IIC

1.1

28

PS

4.1

IIC

2.2

29

PS

1.1

I

Inquiry Skill

30

PS

3.1, 3.2

I

Inquiry Skill

31

LE

1.1

I

Inquiry Skill

32

LE

5.2

I

Inquiry Skill

33

S 2.1

PS

3.1

I

Inquiry Skill

34

PS

3.1

II

Inquiry Skill

35

PS

3.1

II

Inquiry Skill

36

LE

4.1

II

Inquiry Skill

37

M 1.1

PS

2.1

II

Inquiry Skill

38

LE

3.1

II

Inquiry Skill

39

S 2.1

PS

5.1

II

Inquiry Skill

40

S 3.2, M 2.1

¾

II

Inquiry Skill

41

S 3.2, M 2.1

¾

II

Inquiry Skill

42

S 3.2

PS

5.1

II

Inquiry Skill

43

S 3.2, M 2.1

PS

5.1

II

Inquiry Skill

44

S 3.1

PS

2.1

II

Inquiry Skill

45

PS

3.2

II

Inquiry Skill

Item Map

New York State Elementary Science Program Evaluation Test

Reference to Elementary Science Core Curriculum

(pg 1 of 3)

Standard 1: Analysis, Inquiry, and Design

Performance Indicators

Objective Test, Form H*

Performance Test, Form Z**

Mathematical Analysis

Key Idea 1

Abstraction and symbolic representation are used to communicate mathematically.

1.1 Use special mathematical notation and symbolism to communicate in mathematics and to compare and describe quantities, express relationships, and relate mathematics to their immediate environment.

37

Station 1

Station 3

Mathematical Analysis

Key Idea 2

Deductive and inductive reasoning are used to reach mathematical conclusions.

 

2.1 Use simple, logical reasoning to develop conclusions, recognizing that patterns and relationships present in the environment assist them in reaching conclusions.

40

41

43

Station 1

Station 3

Mathematical Analysis

Key Idea 3

The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.

3.1 Explore and solve problems generated from school, home, and community situations, using concrete objects or manipulative materials when possible.

Station 1

Station 3

Station 4

* For each item on the objective test, if the item addresses all or part of a performance indicator, the item number appears in that row.

** Each station on the performance test requires the student to perform several activities. These activities are numbered within each station. For each station, if a task addresses all or part of a performance indicator, the task number appears in that row.

Item Map

New York State Elementary Science Program Evaluation Test

Reference to Elementary Science Core Curriculum

(pg 2 of 3)

Standard 1: Analysis, Inquiry, and Design

Performance Indicators

Objective Test, Form H*

Performance Test, Form Z**

Scientific Inquiry

Key Idea 1

The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.

1.1 Ask "why" questions in attempts to seek greater understanding concerning objects and events they have observed and heard about.

 

Station 1

Station 3

Station 5

1.2 Question the explanations they hear from others and read about, seeking clarification and comparing them with their own observations and understandings.

 

 

1.3 Develop relationships among observations to construct descriptions of objects and events and to form their own tentative explanations of what they have observed.

Station 1

Scientific Inquiry

Key Idea 2

Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.

2.1 Develop written plans for exploring phenomena or for evaluating explanations guided by questions or proposed observations they have helped formulate.

33

39

2.2 Share their research plans with others and revise them based on their suggestions.

Station 3

2.3 Carry out their plans for exploring phenomena through direct observation and through the use of simple instruments that permit measurements of quantities (e.g., length, mass, volume, temperature, and time).

 

Station 1

Station 3

Station 5

Scientific Inquiry

Key Idea 3

The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.

3.1 Organize observations and measurements of objects and events through classification and the preparation of simple charts and tables.

44

Station 2

Station 3

Station 4

3.2 Interpret organized observations and measurements, recognizing simple patterns, sequences, and relationships.

40

41

42

43

Station 3

Station 4

3.3 Share their findings with others and actively seek their interpretation and ideas.

Station 2

Station 3

Station 4

Station 5

3.4 Adjust their explanations and understandings of objects and events based on their findings and new ideas.

 

 

Station 3

Station 5

* For each item on the objective test, if the item addresses all or part of a performance indicator, the item number appears in that row.

** Each station on the performance test requires the student to perform several activities. These activities are numbered within each station. For each station, if a task addresses all or part of a performance indicator, the task number appears in that row.

Item Map

New York State Elementary Science Program Evaluation Test

Reference to Elementary Science Core Curriculum

(pg 3 of 3)

Standard 4: Sciences

Objective Test,
Form H*

Performance Test,
Form Z**

Key Idea 1 Physical Setting

The Earth and celestial phenomena can be described by principles of relative motion and perspective.

19

29

Key Idea 2 Physical Setting

Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.

37

44

Key Idea 3 - Physical Setting

Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity.

17 20

21 22

26 27

30 33

34 35

45

Station 1

Station 2

Station 3

Station 4

Station 5

Key Idea 4 - Physical Setting

Energy exists in many forms, and when these forms change energy is conserved.

23 24

25 28

Station 4

Key Idea 5 - Physical Setting

Energy and matter interact through forces that result in changes in motion.

16 18

27 39

42 43

Station 1

Station 2

Station 3

Station 4

Key Idea 1 - Living Environment

Living things are both similar to and different from each other and nonliving things.

31

Key Idea 2 - Living Environment

Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring.

 

Key Idea 3 - Living Environment

Individual organisms and species change over time.

1 3

4 6

11 12

15 38

Key Idea 4 - Living Environment

The continuity of life is sustained through reproduction and development.

2 5

10 36

Key Idea 5 - Living Environment

Organisms maintain a dynamic equilibrium that sustains life.

7

8

32

Key Idea 6 - Living Environment

Plants and animals depend on each other and their physical environment.

6 7

9 13

14

Key Idea 7 - Living Environment

Human decisions and activities have had a profound impact on the physical and living environment.

* For each item on the objective test, if the item addresses all or part of a performance indicator, the item number appears in that row.

** Each station on the performance test requires the student to perform several activities. These activities are numbered within each station. For each station, if a task addresses all or part of a performance indicator, the task number appears in that row.