stanford achievement test series tenth...

Office of AccountabilityResearch, Evaluation & Assessment

STANFORD ACHIEVEMENT TEST SERIES

TENTH EDITION (SAT10)

Compendium of Instructional Objectives

Grades 2 through 8

TABLE OF CONTENTS

Introduction ………………………………………… 1

Primary 2 Grade 2………………………………… 2 - 6

Primary 3 Grade 3………………………………… 7 - 12

Intermediate 1 Grade 4…………………………… 13 - 22

Intermediate 2 Grade 5…………………………….. 23 - 28

Intermediate 3 Grade 6…………………………….. 29 - 38

Advanced 1 Grade 7……………………………….. 39 - 44

Advanced 2 Grade 8……………………………….. 45 - 54

1

Introduction

Primary 2 through Advanced 2

This Compendium of Instructional Objectives for reading and mathematics describes the structure andcontent of the Stanford Achievement Test Series, Tenth Edition (Stanford 10 or SAT10). This bookincludes information for Form D, Comprehensive Language at Grades 4, 6 and 8.

This Compendium contains:

� Descriptions of the subjects, content clusters, and process clusters measured by each level of thebattery; and

� From the Primary 2 through Advanced 2 levels, a classification of each test question according to thecontent and cognitive process it assesses.

The information contained in this Compendium allows a comparison to be made of the educationalobjectives of the district with the objectives assessed by the battery. Such comparisons can provideassurance that students’ achievement in a given curriculum will indeed be reflected in their scores onStanford 10.

Cognitive Classifications on Stanford 10

From the Primary 3 through Advanced 2 levels, every item on Stanford 10 is classified into one of twomajor cognitive processes – Basic Understanding and Thinking Skills.

� Basic Understanding: Items classified as Basic Understanding measure the ability to recall orrecognize factual information, to identify something that is explicitly stated, and to associate relevantaspects of specific content.

� Thinking Skills: Items classified as Thinking Skills measure the ability to analyze and synthesizeinformation; to classify and sequence information; to compare and contrast information; to evaluateinformation in order to determine cause and effect, fact and opinion, relevance and irrelevance; and tointerpolate and/or extrapolate beyond information in order to draw conclusions, make predictions, andhypothesize.

Percentage of Items

The percentage of reading and mathematics subtest items and the reading and mathematics totals are listedunder Basic Understanding and Thinking Skills.

2

PRIMARY 2

FOR

GRADE 2

3

Primary 2 - Grade 2

Primary 2 – Item Classification by Cluster

Word Study Skills

Before students can read connected discourse with fluency and good comprehension, they need to developa variety of prereading skills. This Word Study Skills subtest measures those important early reading skillsthat form the basis for constructing meaning with text.

CLUSTERS PERCENTAGE OF ITEMSSubtest Total

Structural Analysis 40% 12%Demonstrate the ability to recognize within words the structuralelements required for decoding.

Phonetic Analysis-Consonant Sounds 30% 9%Demonstrate the ability to relate consonant sounds to their mostcommon spellings.

Phonetic Analysis-Vowel Sounds 30% 9%Demonstrate the ability to relate vowel sounds to their mostcommon spellings.

Reading Vocabulary

The Reading Vocabulary subtest focuses on grade-appropriate reading vocabulary development at eachlevel. Students are assessed on their knowledge of synonyms, their ability to determine which meaning of amultiple-meaning word is appropriate in a given context, and their ability to use context clues in order toassign meaning to an unknown word.


Synonyms 60% 18%Demonstrate the ability to recognize a synonym for the printedword.

Multiple-Meaning Words 20% 6%Demonstrate the ability to determine in a given context themeaning of words with multiple meanings.

Context Clues 20% 6%Demonstrate the ability to use context clues to assign meaningto an unknown word.

4

Primary 2 – Grade 2

Reading Comprehension

The goal of reading instruction is the development of the reading and thinking skills that enable students tocomprehend connected discourse. The Reading Comprehension subtest is composed of reading selectionsaccompanied by questions about each selection. Some narrative and informational passages were writtenby award-winning authors of children’s and young people’s literature. The selections themselves,reflecting literature-based curricula in most classrooms today, include a variety of topics and diversecultural themes that will appeal to students of varying backgrounds, experiential levels, and interests.


Literary 35% 14%Demonstrate the ability to construct meaning with materialtypically read for enjoyment.

Informational 33% 13%Demonstrate the ability to construct meaning with materialtypically found in grade-appropriate textbooks and other sourcesof information.

Functional 33% 13%Demonstrate the ability to construct meaning with materialtypically encountered in everyday-life situations.

ProcessInitial Understanding 20% 8%

Demonstrate the ability to comprehend explicitly statedrelationships in a variety of reading selections.

Interpretation 45% 18%Demonstrate the ability to form an interpretation of a variety ofreading selections based on explicit and implicit information in theselections.

Critical Analysis and Strategies 35% 14%Demonstrate the ability to synthesize and evaluate explicit andimplicit information, as well as recognize and apply text factorsand reading strategies in a variety of reading selections.

5


Mathematics Problem Solving

The National Council of Teachers of Mathematics has provided the educational community with afoundation of mathematical content and tightly interwoven processes from which to build optimal andappropriate curricular opportunities for all students. The Mathematics Problem Solving subtest is anassessment of student proficiency that builds on this comprehensive foundation and reflects the reality thatmathematics is an integral part of everyday life. In the item classification for Mathematics ProblemSolving that follows, each item is classified first by the mathematics content that it measures and thenaccording to the mathematics process it assesses.


Number Sense and Operations 55% 32%Demonstrate understanding of the meaning and use of numbers,the various representations of numbers, number systems, and therelationships between numbers. Demonstrate understanding of themeaning of operations, the relationship between operations, andthe practical settings in which a specific operation or set ofoperations is appropriate.

Patterns, Relationships, and Algebra 9% 5%Describe, complete, continue, and demonstrate understanding ofpatterns involving numbers and figures. Patterns with numbersinclude those found in lists, function tables, ratios and proportions,and matrices. Demonstrate understanding of elementary algebraicprinciples as found in the relationships between mathematicalsituations and algebraic symbolism.

Data, Statistics, and Probability 14% 8%Describe, complete, continue, interpret, and demonstrate anunderstanding of the concepts involved in the graphicalrepresentation of data. Demonstrate understanding of basicprobability concepts.

Geometry and Measurement 23% 14%Demonstrate understanding of the characteristics and properties ofplane and solid figures, coordinate geometry, and spatialreasoning. Demonstrate understanding of the meaning and use ofvarious measurement systems, the tools of measurement, and theintegral role of estimation in measurement.

ProcessCommunication and Representation 14% 8%

Demonstrate an understanding of the signs, symbols, and terms ofmathematics, and correctly interpret alternative representations ofdata.

6


Mathematics Problem Solving (continued)


Estimation 7% 4%Determine the reasonableness of results and apply estimation inproblem solving.

Mathematical Connections 50% 30%Demonstrate an understanding of the interrelatedness ofmathematical concepts, procedures, and processes both amongdifferent mathematical topics and with other content areas.

Reasoning and Problem Solving 30% 18%Demonstrate the ability to apply inductive, deductive, or spatialreasoning and to make valid conjectures and draw validconclusions. Demonstrate the ability to apply strategies to solveconventional and nonroutine problems.

Mathematics Procedures

Before individuals can be truly successful in mathematics, they must be able to fluently integrateknowledge of mathematical facts with proficiency at mathematical procedures and a fundamentalunderstanding of the concepts of mathematics in real-world situations. The Mathematics Proceduressubtest assesses a student’s ability to combine and use these three key components of foundationalmathematics. In the item classification for Mathematics Procedures that follows, each item is classified firstby the mathematics content that is measures and then according to the mathematics process it assesses.


Number Facts 43% 18%Solve addition problems with addends less than 10 and subtractionwith differences and subtrahends less than 10.

Computation with Whole Numbers 57% 23%ProcessComputation in Context 27% 11%

Demonstrate the ability to solve everyday problems requiringaddition and subtraction.

Computation with Symbolic Notation 73% 30%Demonstrate the ability to solve addition and subtraction problemsrepresented by the symbols and notation of arithmetic.

7

PRIMARY 3

FOR

GRADE 3

8


Primary 3 – Item Classification by Cluster

Word Study Skills

Before students can read connected discourse with fluency and good comprehension, they need to developa variety of prereading skills. The Word Study Skills subtest measures those important early reading skillsthat form the basis for constructing meaning with text.




Phonetic Analysis-Vowel Sounds 30% 8%Demonstrate the ability to relate vowel sounds to their mostcommon spellings.

Reading Vocabulary


PERCENTAGE OF ITEMSCLUSTERSBasic Understanding Thinking Skills

Subtest Total Subtest TotalSynonyms 50% 13% 0% 0%

Demonstrate the ability to recognize a synonymfor a printed word.

Multiple-Meaning Words 0% 0% 20% 5%Demonstrate the ability to determine in a givencontext the meaning of words with multiplemeanings.

Context Clues 0% 0% 30% 8%Demonstrate the ability to use context clues toassign meaning to an unknown word.

9





Subtest Total Subtest TotalLiterary 9% 4% 24% 11%

Demonstrate the ability to construct meaningwith material typically read for enjoyment

Informational 7% 4% 26% 12%Demonstrate the ability to construct meaningwith material typically found in grade-appropriate textbooks and other sources ofinformation.

Functional 6% 3% 28% 13%Demonstrate the ability to construct meaningwith material typically encountered ineveryday-life situations.

ProcessInitial Understanding 22% 11% 0% 0%

Demonstrate the ability to comprehendexplicitly stated relationships in a variety ofreading selections.

Interpretation 0% 0% 37% 18%Demonstrate the ability to form aninterpretation of a variety of reading selectionsbased on explicit and implicit information inthe selections.

Critical Analysis 0% 0% 22% 11%Demonstrate the ability to synthesize andevaluate explicit and implicit information in avariety of reading selections.

Strategies 0% 0% 19% 9%Demonstrate the ability to recognize and applytext factors and reading strategies, in a varietyof reading selections.

10



The National Council of Teachers of Mathematics has provided the educational community with afoundation of mathematical content and tightly interwoven processes from which to build optimal andappropriate curricular opportunities for all students. The Mathematics Problem Solving subtest is anassessment of student proficiency that builds on this comprehensive foundation and reflects the reality thatmathematics is an integral part of everyday life. In the item classification for Mathematics Problem Solvingthat follows, each item is classified first by the mathematics content that it measures and then according tothe mathematics process it assesses.

PERCENTAGE OF ITEMSCLUSTERSBasic Understanding Thinking SkillsSubtest Total Subtest Total

Number Sense and Operations 11% 7% 43% 26%Demonstrate understanding of the meaning anduse of numbers, the various representations ofnumbers, number systems, and the relationshipsbetween numbers. Demonstrate understandingof the meaning of operations, the relationshipbetween operations, and the practical settings inwhich a specific operation or set of operations isappropriate.

Patterns, Relationships, and Algebra 0% 0% 11% 6%Describe, complete, continue, and demonstrateunderstanding of patterns involving numbers andfigures. Patterns with numbers include thosefound in lists, function tables, ratios andproportions, and matrices. Demonstrateunderstanding of elementary algebraic principlesas found in the relationships betweenmathematical situations and algebraicsymbolism.

Data, Statistics, and Probability 0% 0% 13% 8%Describe, complete, continue, interpret, anddemonstrate an understanding of the conceptsinvolved in the graphical representation of data.Demonstrate understanding of basic probabilityconcepts.

Geometry and Measurement 4% 3% 17% 11%Demonstrate understanding of the characteristicsand properties of plane and solid figures,coordinate geometry, and spatial reasoning.Demonstrate understanding of the meaning anduse of various measurement systems, the tools ofmeasurement, and the integral role of estimationin measurement.

11




ProcessCommunication and Representation 15% 9% 0% 0%

Demonstrate an understanding of the signs,symbols, and terms of mathematics, andcorrectly interpret alternative representationsof data.

Estimation 0% 0% 13% 8%Determine the reasonableness of results andapply estimation in problem solving.

Mathematical Connections 0% 0% 46% 28%Demonstrate an understanding of theinterrelatedness of mathematical concepts,procedures, and processes both amongdifferent mathematical topics and with othercontent areas.

Reasoning and Problem Solving 0% 0% 26% 16%Demonstrate the ability to apply inductive,deductive, or spatial reasoning and to makevalid conjectures and draw valid conclusions.Demonstrate the ability to apply strategies tosolve conventional and nonroutine problems.

12



Before individuals can be truly successful in mathematics, they must be able to fluently integrateknowledge of mathematical facts with proficiency at mathematical procedures and a fundamentalunderstanding of the concepts of mathematics in real-world situations. The Mathematics Procedures subtestassesses a student’s ability to combine and use these three key components of foundational mathematics. Inthe item classification for Mathematics Procedures that follows, each item is classified first by themathematics content that it measures and then by the mathematics process it assesses.


Subtest Total Subtest TotalComputation with Whole Numbers 40% 16% 33% 13%

Computation with Decimals 13% 5% 13% 5%ProcessComputation in Context 0% 0% 47% 18%

Demonstrate the ability to solve everydayproblems requiring addition and subtraction.

Computation with Symbolic Notation 53% 21% 0% 0%Demonstrate the ability to solve addition andsubtraction problems represented by thesymbols and notation of arithmetic.

13

INTERMEDIATE 1

FOR

GRADE 4

14

Intermediate 1 - Grade 4

Intermediate 1 – Item Classification by Cluster

Word Study Skills

Before students can read connected discourse with fluency and good comprehension, they need to developa variety of prereading skills. The Word Study Skills subtest measures those important early reading skillsthat form the basis for constructing meaning with text.




Phonetic Analysis- Vowel Sounds 30% 8%Demonstrate the ability to relate vowel sounds to their most commonspellings.

Reading Vocabulary



Synonyms 40% 11% 0% 0%Demonstrate the ability to recognize asynonym for a word used in context.

Multiple-Meaning Words 0% 0% 30% 8%Demonstrate the ability to determine themeaning of a given word with multiplemeanings.

Context Clues 0% 0% 30% 8%Demonstrate the ability to use context cluesto assign meaning to an unknown word.

15

Intermediate 1 – Grade 4



PERCENTAGE OF ITEMSCLUSTERS Basic Understanding Thinking Skills


Demonstrate the ability to construct meaning withmaterial typically read for enjoyment.

Informational 7% 4% 26% 12%Demonstrate the ability to construct meaning withmaterial typically found in grade-appropriatetextbooks and other sources of information.

Functional 11% 5% 22% 11%Demonstrate the ability to construct meaning withmaterial typically encountered in everyday-lifesituations.


Demonstrate the ability to comprehend explicitlystated relationships in a variety of readingselections.

Interpretation 0% 0% 37% 18%Demonstrate the ability to form an interpretationof a variety of reading selections based on explicitand implicit information in the selections.

Critical Analysis 0% 0% 22% 11%Demonstrate the ability to synthesize and evaluateexplicit and implicit information in a variety ofreading selections.

Strategies 0% 0% 19% 9%Demonstrate the ability to recognize and applytext factors and reading strategies in a variety ofreading selections.

16





Subtest Total Subtest TotalNumber Sense and Operations 8% 5% 42% 25%

Demonstrate understanding of the meaning anduse of numbers, the various representations ofnumbers, number systems, and the relationshipsbetween numbers. Demonstrate understandingof the meaning of operations, the relationshipbetween operations, and the practical settings inwhich a specific operation or set of operationsis appropriate.

Patterns, Relationships, and Algebra 0% 0% 13% 8%Describe, complete, continue, and demonstrateunderstanding of patterns involving numbersand figures. Patterns with numbers includethose found in lists, function tables, ratios andproportions, and matrices. Demonstrateunderstanding of elementary algebraicprinciples as found in the relationships betweenmathematical situations and algebraicsymbolism.

Data, Statistics, and Probability 0% 0% 17% 10%Describe, complete, continue, interpret, anddemonstrate an understanding of the conceptsinvolved in the graphical representation of data.Demonstrate understanding of basic probabilityconcepts.

Geometry and Measurement 8% 5% 13% 8%Demonstrate understanding of thecharacteristics and properties of plane and solidfigures, coordinate geometry, and spatialreasoning. Demonstrate understanding of themeaning and use of various measurementsystems, the tools of measurement, and theintegral role of estimation in measurement.

17




Subtest Total Subtest TotalProcessCommunication and Representation 13% 8% 0% 0%

Demonstrate an understanding of the signs,symbols, and terms of mathematics, andcorrectly interpret alternative representations ofdata.


Mathematical Connections 0% 0% 44% 26%Demonstrate an understanding of theinterrelatedness of mathematical concepts,procedures, and processes both among differentmathematical topics and with other contentareas.



Before individuals can be truly successful in mathematics, they must be able to fluently integrateknowledge of mathematical facts with proficiency at mathematical procedures and a fundamentalunderstanding of the concepts of mathematics in real-world situations. The Mathematics Proceduressubtest assesses a student’s ability to combine and use these three key components of foundationalmathematics. In the item classification for Mathematics Procedures that follows, each item is classifiedfirst by the mathematics content that it measures and then according to the mathematics process it assesses.



Computation with Decimals 13% 5% 13% 5%

Computation with Fractions 9% 4% 9% 4%

18


Mathematics Procedures (continued)


Subtest Total Subtest TotalProcessComputation in Context 0% 0% 50% 20%


Computation with Symbolic Notation 50% 20% 0% 0%Demonstrate the ability to solve addition andsubtraction problems represented by thesymbols and notation of arithmetic

19


Comprehensive Language Form D

The Comprehensive Language Form D subtest reflects a number of current instructional emphases. First, itassesses language arts in the context of real-life settings that are relevant to students. Second, it is based onand reflects the developmental nature of the writing process. Third, it evaluates linguistic achievement in aholistic fashion.


Prewriting 13% 13%Demonstrate an understanding of the varioustypes of tasks involved in preparing to write acomposition.

Composing 0% 38%Demonstrate an understanding of the ways inwhich organized content is achieved in astructurally sound and stylistically effectivemanner.

Editing 38% 0%Demonstrate an understanding of the ways inwhich the conventions of language contribute toclarity of expression.

Informative 17% 17%Construct meaning with material typicallylistened to for information.

Narrative 17% 17%Construct meaning with material typicallylistened to for enjoyment.

Persuasive 17% 17%Construct meaning with material typically meantto persuade.

20


Science

The Science subtest de-emphasizes specific content vocabulary and emphasizes the major concepts ofscience described in the National Science Education Standards and the Benchmarks for Science Literacy.These concepts include ideas that have strong predictive power, are applicable in many situations, guideobservations, encourage questioning, and represent organizing principles. The Science subtest supports thehands-on, minds-on approach by including many graphic illustrations of the types of activities students areinvolved in or observations they make in an inquiry-based science classroom. Each item is classified firstby the science content that it measures and then according to the science process it assesses.


Life 20% 8%Demonstrate an understanding ofcharacteristics of organisms, life cycles oforganisms and their environment, health,resources, and technological challenges.

Physical 13% 15%Demonstrate an understanding of properties ofobjects and materials, position and motion ofobjects, light, heat, electricity, magnetism anduses of physical concepts in technologicaldesigns.

Earth 8% 20%Demonstrate an understanding of propertiesand sources of Earth materials, objects in thesky, changes in Earth and sky, resources, andimpacts of technology.

Nature of Science 10% 8%Demonstrate an understanding of theprocesses used in scientific investigations,including the use of basic measurement tools,making observations, analyzing data,evaluating scientific experiments andrecognizing the limits and advantages ofscience in society.

21


Science (continued)


ProcessModels 15% 20%

Use and analyze evidence, scienceexperiments, and models of the processes inthe natural and technological worlds,including historical evidence and historicallysignificant models.

Constancy 18% 15%Use observations, data, and basicunderstanding to recognize and analyzepatters in the natural and technologicalworlds.

Form and Function 18% 15%Use observations, data, and basicunderstanding to compare form and functionof objects and organisms in the natural andtechnological worlds.

22


Social Science

Content standards in social sciences reflect the goal outlined by the National Council for the Social Studies,that states the purpose of social studies is “to help young people develop the ability to make informed andreasoned decisions for the public good as citizens of a culturally diverse, democratic society in aninterdependent world.” At all levels, questions on the Social Science subtest represent the most currentthinking in the content areas of history, geography, political science, and economics. In the itemclassification for Social Science that follows, each item is classified first by the social science content itmeasures and then according to the social science process it assesses.


History 10% 15%Demonstrate an understanding of time,continuity, and change and relate a knowledgeof the impact of individuals, groups, andinstitutions that influence the world in whichwe live.

Geography 15% 10%Demonstrate an understanding of the world inspatial terms, places and regions, physical andhuman systems, environment and society, andthe uses of geography.

Political Science 13% 13%Demonstrate an understanding of governmentand society and the values and principles ofdemocratic citizenship.

Economics 13% 13%Demonstrate an understanding ofmacroeconomic and microeconomic conceptsfrom a national and international perspective.

ProcessApplication of knowledge and Comprehension 33% 3%

Demonstrate the ability to understand andapply what is learned in the social studiesclassroom.

Organization, Summarization, and Interpretationof Information

13% 25%

Demonstrate the ability to work withinformation presented in a variety of ways.

Determination of Cause and Effect 5% 23%Demonstrate the ability to analyze, determinecause and effect, and solve problems based onsocial science concepts.

23

INTERMEDIATE 2

FOR

GRADE 5

24



Reading Vocabulary




Demonstrate the ability to recognize asynonym for a word used in context.







Demonstrate the ability to construct meaningwith material typically read for enjoyment.


25


Reading Comprehension (continued)


Subtest Total Subtest TotalFunctional 6% 4% 28% 18%

Demonstrate the ability to construct meaningwith material typically encountered ineveryday-life situations.





Strategies 0% 0% 19% 12%Demonstrate the ability to recognize and applytext factors and reading strategies in a varietyof reading selections.

26






Demonstrate understanding of the meaningand use of numbers, the variousrepresentations of numbers, number systems,and the relationship between numbers.Demonstrate understanding of the meaning ofoperations, the relationship betweenoperations, and the practical settings in whicha specific operation or set of operations isappropriate.

Patterns, Relationships, and Algebra 0% 0% 13% 8%Describe, complete, continue, and demonstrateunderstanding of patterns involving numbersand figures. Patterns with numbers includethose found in lists, function tables, ratios andproportions, and matrices. Demonstrateunderstanding of algebraic principles throughinteraction with expressions, equations,algebraic notation, and other representationsof mathematical relationships.

Data, Statistics, and Probability 2% 1% 15% 9%Describe, complete, continue, interpret, anddemonstrate an understanding of the conceptsinvolved in the graphical representation ofdata. Demonstrate understanding of basicprobability concepts.

Geometry and Measurement 2% 1% 19% 11%Demonstrate understanding of thecharacteristics and properties of plane andsolid figures, coordinate geometry, and spatialreasoning. Demonstrate understanding of themeaning and use of various measurementsystems, the tools of measurement, and theintegral role of estimation in measurement.

27










Before individuals can be truly successful in mathematics, they must be able to fluently integrateknowledge of mathematical facts with proficiency at mathematical procedures and a fundamentalunderstanding of the concepts of mathematics in real-world situations. The Mathematics Procedures subtestassesses a student’s ability to combine and use these three key components of foundational mathematics.In the item classification for Mathematics Procedures that follows, each item is classified first by themathematics content that it measures and then according to the mathematics process it assesses.





28







29

INTERMEDIATE 3

FOR

GRADE 6

30



Reading Vocabulary













31











32






Demonstrate understanding of the meaningand use of numbers, the variousrepresentations of numbers, number systems,and the relationships between numbers.Demonstrate understanding of the meaning ofoperations, the relationship betweenoperations, and the practical settings in whicha specific operation or set of operations isappropriate.

Patterns, Relationships, and Algebra 0% 0% 15% 9%Describe, complete, continue, anddemonstrate understanding of patternsinvolving numbers and figures. Patterns withnumbers include those found in lists, functiontables, ratios and proportions, and matrices.Demonstrate understanding of algebraicprinciples through interaction withexpressions, equations, algebraic notation, andother representations of mathematicalrelationships.

Data, Statistics, and Probability 0% 0% 17% 10%Describe, complete, continue, interpret, anddemonstrate an understanding of the conceptsinvolved in the graphical representation andstatistical interpretation of data. Demonstratean understanding of probability conceptsthrough interaction with simple events,compound events, and experimentalprobability.

33




Subtest Total Subtest TotalGeometry and Measurement 6% 4% 17% 10%Demonstrate understanding of the characteristicsand properties of plane and solid figures,coordinate geometry, and spatial reasoning.Demonstrate understanding of the meaning anduse of various measurement systems, the tools ofmeasurement, and the integral role of estimation inmeasurement.ProcessCommunication and Representation 10% 6% 0% 0%Demonstrate an understanding of the signs,symbols, and terms of mathematics, and correctlyinterpret alternative representations of data.

Estimation 4% 3% 17% 10%Determine the reasonableness of results and applyestimation in problem solving.

Mathematical Connections 0% 0% 44% 26%Demonstrate an understanding of theinterrelatedness of mathematical concepts,procedures, and processes both among differentmathematical topics and with other content areas.

Reasoning and Problem Solving 0% 0% 25% 15%Demonstrate the ability to apply inductive,deductive, or spatial reasoning and to make validconjectures and draw valid conclusions.Demonstrate the ability to apply strategies to solveconventional and nonroutine problems.

34






Computation with Fractions 19% 8% 19% 8%Process

Computation in Context 0% 0% 50% 20%Demonstrate the ability to solve everydayproblems requiring addition and subtraction.


35







Editing 45% 0%Demonstrate an understanding of the ways inwhich the conventions of language contributeto clarity of expression.



Persuasive 20% 20%Construct meaning with material typicallymeant to persuade.

36


Science

The Science subtest de-emphasizes specific content vocabulary and emphasizes the major concepts ofscience described in the National Science Education Standards and the Benchmarks for Science Literacy.These concepts include ideas that have strong predictive power, are applicable in many situations, guideobservations, encourage questioning, and represent organizing principles. The Science subtest supports thehands-on, minds-on approach by including many graphic illustrations of the types of activities students areinvolved in or observations they make in an inquiry-based science classroom. Each item is classified firstby the science content that it measures and then according to the science process it assesses.



Physical 15% 13%Demonstrate an understanding of properties ofobjects and materials, position and motion ofobjects, light, heat, electricity, magnetism, anduses of physical concepts in technologicaldesigns.


Nature of Science 5% 13%Demonstrate an understanding of theprocesses used in scientific investigations,including the use of basic measurement tools,making observations, analyzing data,evaluation scientific experiments andrecognizing the limits and advantages ofscience in society.



37


Science (continued)


Constancy 10% 23%Use observations, data, and basic understandingto recognize and analyze patterns in the naturaland technological worlds.

Form and Function 25% 8%Use observations, data, and basic understandingto compare form and function of objects andorganisms in the natural and technologicalworlds.

Social Science

Content standards in the social science reflect the goal outlined by the National Council for the SocialStudies, that states the purpose of social studies is “to help young people develop the ability to makeinformed and reasoned decisions for the public good as citizens of a culturally diverse, democratic societyin an interdependent world.” At all levels, questions on the Social Science subtest represent the mostcurrent thinking in the content areas of history, geography, political science, and economics. In the itemclassification for Social Science that follows, each item is classified first by the social science content itmeasures and then according to the social science process it assesses.





38


Social Science (continued)



ProcessApplication of Knowledge and Comprehension 33% 10%

Demonstrate the ability to understand and applywhat is learned in the social studies classroom.

Organization, Summarization, and Interpretation ofInformation.

10% 23%



39

ADVANCED 1

FOR

GRADE 7

40

Advanced 1 – Grade 7

Advanced 1 – Item Classification by Cluster

Reading Vocabulary





Multiple-Meaning Words 0% 0% 30% 11%Demonstrate the ability to determine themeaning of a given word with multiplemeaning.



The goal of reading instruction is the development of the reading and thinking skills that enable students tocomprehend connected discourse. The Reading Comprehension subtest is composed of reading selectionsaccompanied by questions about each selection. Some narrative and informational passages were written byaward-winning authors of children’s and young people’s literature. The selections themselves, reflectingliterature-based curricula in most classrooms today, include a variety of topics and diverse cultural themesthat will appeal to students of varying backgrounds, experiential levels, and interests.





41











42






Demonstrate understanding of the meaningand use of numbers, the variousrepresentations of numbers, number systems,and the relationships between numbers.Demonstrate understanding of the meaning ofoperations, the relationship betweenoperations, and the practical settings in whicha specific operation or set of operations isappropriate.

Patterns, Relationships, and Algebra 0% 0% 19% 11%Describe, complete, continue and demonstrateunderstanding of patterns involving numbersand figures. Patterns with numbers includethose found in lists, function tables, ratios andproportions, and matrices. Demonstrateunderstanding of algebraic principles throughinteraction with expressions, equations,algebraic notation, and other representationsof mathematical relationships.

Data, Statistics, and Probability 0% 0% 19% 11%Describe, complete, continue, interpret, anddemonstrate an understanding of the conceptsinvolved in the graphical representation andstatistical interpretation of data. Demonstratean understanding of probability conceptsthrough interaction with simple events,compound events, and experimentalprobability.

Geometry and Measurement 6% 4% 19% 11%Demonstrate understanding of thecharacteristics and properties of plane andsolid figures, coordinate geometry, and spatialreasoning. Demonstrate understanding of themeaning and use of various measurementsystems, the tools of measurement, and theintegral role of estimation in measurement.

43










Before individuals can be truly successful in mathematics they must be able to fluently integrate knowledgeof mathematical facts with proficiency at mathematical procedures and a fundamental understanding of theconcepts of mathematics in real-world situations. The Mathematics Procedures subtest assesses a student’sability to combine and use these three key components of foundational mathematics. In the itemclassification for Mathematics Procedures that follows, each item is classified first by the mathematicscontent that it measures and then according to the mathematics process it assesses.





Computation with Integers 13% 5% 0% 0%

44







45

ADVANCED 2

FOR

GRADE 8

46


Advanced 2 – Item Classification by Cluster

Reading Vocabulary








The goal of reading instruction is the development of the reading and thinking skills that enable students tocomprehend connected discourse. The Reading Comprehension subtest is composed of reading selectionsaccompanied by questions about each selection. Some narrative and informational passages were written byaward-winning authors of children’s and young people’s literature. The selections themselves, reflectingliterature-based curricula in most classrooms today, include a variety of topics and diverse cultural themesthat will appeal to students of varying backgrounds, experiential levels, and interests.





47











48



The National Council of Teachers of Mathematics has provided the educational community with afoundation of mathematical content and tightly interwoven processes from which to build optimal andappropriate curricular opportunities for all students. The Mathematics Problem Solving subtest is anassessment of student proficiency that builds on this comprehensive foundation and reflects the reality thatmathematics is an integral part of everyday life. In the item classification for Mathematics ProblemSolving that follows, each item is classified first by the mathematics content that is measures and thenaccording to the mathematics process it assesses.



Demonstrate understanding of the meaning anduse of numbers, the various representations ofnumbers, number systems, and the relationshipsbetween numbers. Demonstrate understandingof the meaning of operations, the relationshipbetween operations, and the practical settings inwhich a specific operation or set of operationsis appropriate.

Patterns, Relationships, and Algebra 0% 0% 19% 11%Describe, complete, continue, and demonstrateunderstanding of patterns involving numbersand figures. Patterns with numbers includethose found in lists, function tables, ratios andproportions, and matrices. Demonstrateunderstanding of algebraic principles throughinteraction with expressions, equations,algebraic notation, and other representations ofmathematical relationships.

Data, Statistics, and Probability 0% 0% 19% 11%Describe, complete, continue, interpret, anddemonstrate an understanding of the conceptsinvolved in the graphical representation andstatistical interpretation of data. Demonstrate anunderstanding of probability concepts throughinteraction with simple events, compoundevents, and experimental probability.

Geometry and Measurement 4% 3% 21% 13%Demonstrate understanding of thecharacteristics and properties of plane and solidfigures, coordinate geometry, and spatialreasoning. Demonstrate understanding of themeaning and use of various measurementsystems, the tools of measurement, and theintegral role of estimation in measurement.

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Demonstrate an understanding of the signs,symbols, and terms of mathematics, andcorrectly interpret alternative representations ofdata.


Mathematical Connections 0% 0% 38% 23%Demonstrate an understanding of theinterrelatedness of mathematical concepts,procedures, and processes both among differentmathematical topics and with other contentareas.


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Before individuals can be truly successful in mathematics, they must be able to fluently integrateknowledge of mathematical facts with proficiency at mathematical procedures and a fundamentalunderstanding of the concepts of mathematics in real-world situations. The Mathematics Procedures subtestassesses a student’s ability to combine and use these three key components of foundational mathematics. Inthe item classification for Mathematics Procedures that follows, each item is classified first by themathematics content that it measures and then according to the mathematics process it assesses.


Subtest Total Subtest TotalComputation with Decimals 6% 3% 25% 10%


Computation with Integers 19% 8% 6% 3%

ProcessComputation in Context 0% 0% 50% 20%



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Editing 38% 0%Demonstrate an understanding of the ways inwhich the conventions of language contributeto clarity of expression.



Persuasive 19% 15%Construct meaning with material typicallymeant to persuade.

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Science

The Science subtest de-emphasizes specific content vocabulary and emphasizes the major concepts ofscience described in the National Science Education Standards and the Benchmarks for Science Literacy.These concepts include ideas that have strong predictive power, are applicable in many situations, guideobservations, encourage questioning, and represent organizing principles. The Science subtest supports thehands-on, minds-on approach by including many graphic illustrations of the types of activities students areinvolved in or observations they make in an inquiry-based science classroom. Each item is classified firstby the science content this it measures and then according to the science process it assesses.



Physical 15% 13%Demonstrate an understanding of properties ofobjects and materials, position and motion ofobjects, light, heat, electricity, magnetism, anduses of physical concepts in technologicaldesigns.


Nature of Science 8% 10%Demonstrate an understanding of theprocesses used in scientific investigations,including the use of basic measurement tools,making observations, analyzing data,evaluating scientific experiments andrecognizing the limits and advantages ofscience in society.

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Science (continued)




Constancy 10% 23%Use observations, data, and basicunderstanding to recognize and analyzepatterns in the natural and technologicalworlds.

Form and Function 18% 15%Use observations, data, and basicunderstanding to compare form and functionof objects and organisms in the natural andtechnological worlds.

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Social Science

Content standards in the social sciences reflect the goal outlined by the National Council for the SocialStudies, that states the purpose of social studies is “to help young people develop the ability to makeinformed and reasoned decisions for the public good as citizens of a culturally diverse, democratic societyin an interdependent world.” At all levels, questions on the Social Science subtest represent the mostcurrent thinking in the content areas of history, geography, political science, and economics. In the itemclassification for Social Science that follows, each item is classified first by the social science content itmeasures and then according to the social science process it assesses.






ProcessApplication of Knowledge and Comprehension 23% 5%

Demonstrate the ability to understand andapply what is learned in the social studiesclassroom.

Organization, Summarization, and Interpretationof Information

18% 20%



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