4

THE UNIVERSITY OF THE STATE OF NEW YORK

GRADE 4
ELEMENTARY-LEVEL

SCIENCE TEST
JUNE 2014 WRITTEN TEST
FOR TEACHERS ONLY
RATING GUIDE FOR PART II

This rating guide contains detailed directions for rating student responses to Part II of the written test in
Elementary-Level Science. All raters should become familiar with the detailed directions before beginning to
rate student responses.
Appendix A provides a performance levels chart that translates final scores into four performance levels. A
conversion chart is also needed to translate a students raw scores on the written and performance tests to a
final score. This chart will be posted on the Departments web site at http://www.p12.nysed.gov/assessment/
through the Scoring Information link. Conversion charts provided for previous administrations of this test
must not be used to determine students final scores for the 2014 administration of the test.
Appendix B provides four charts that link the individual questions on the test to the Elementary-Level Science
Core Curriculum Grades K-4. This core curriculum is based on the New York State Learning Standards in
Mathematics, Science, and Technology.
Any clarifications or changes to this rating guide will be posted on the New York State Education Department
website at http://www.p12.nysed.gov/assessment/ during the rating period. Check the Scoring Information
link at this website before starting the rating process and several times during the rating period.
Questions regarding this test should be directed to the Office of State Assessment at (518) 474-5900.
Note: Retain this rating guide for future use. Do not return it to SED with the performance test materials.

Copyright 2014
THE UNIVERSITY OF THE STATE OF NEW YORK
THE STATE EDUCATION DEPARTMENT
ALBANY, NEW YORK 12234

Detailed Directions for Rating Part II of the Written Test

Note: Beginning in the 2012-2013 school year, teachers are no longer permitted to score
their own students responses.
This guide contains detailed directions and criteria for rating student responses to the questions
in Part II of the written test. Raters should become familiar with the detailed directions and rating
criteria before beginning to rate the student responses. Refer to the 2014 Manual for
Administrators and Teachers for suggestions about organizing the rating process.
In rating the student responses, follow the procedure outlined below.
1. Familiarize yourself with the system your school is using for processing the answer
papers and recording the student scores.
2. Have a test booklet on hand. Read each Part II question carefully. Note exactly what
is required.
3. Carefully read the criteria provided in this guide for rating each question.
4. For most questions, examples of acceptable responses are provided. Acceptable
responses include, but are not limited to, the examples given. Other responses that
convey the same general meaning as those given in this guide should also receive
credit. Raters must use their professional judgement to decide if the students answer
meets the criteria. You may find it helpful to discuss questionable student responses
with other raters.
5. Acceptable responses separated by a slash (/) are considered to be the same response
and should be counted for credit once.
6. Discuss with other raters the requirements of each question and the rating criteria.
When you are certain that you clearly understand the requirements and criteria, you
are ready to begin rating the student responses.
7. It is recommended that you rate all the student responses to one question or group
of questions before proceeding to the next question or group of questions. This
method helps ensure that the rating criteria are applied consistently.
8. Students should not lose credit for incorrect spelling, grammar, capitalization, or
punctuation.
9. In responses to questions where a specific number of answers are required (e.g.,
identify three materials, give two examples), if the student provides more than the
required number of responses, score only the required number, in the order in which
they appear.

ELS Rating GuideJune 14

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10. Record the number of credits you allow for each question in the table provided on the
back cover of the test booklet. The maximum number of credits for each question
appears in the table.
11. When you have finished rating all the Part II questions, add the credits allowed for
each question to obtain the total raw score for Part II.
12. Follow your schools procedure for transferring Part II scores to the students
scannable answer sheet. These are local decisions that depend on the answer sheet
your school uses. Some schools will transfer a score for each Part II question while
others may transfer a total raw score for Part II. Check to be certain that the student
name on the test booklet matches the name on the answer sheet.

Online Submission of Teacher Evaluations of the Test to the Department

Suggestions and feedback from teachers provide an important contribution to the test
development process. The Department provides an online evaluation form for State assessments. It
contains spaces for teachers to respond to several specific questions and to make suggestions.
Instructions for completing the evaluation form are as follows:
1. Go to http://www.p12.nysed.gov/assessment/teacher/evaluation.html.
2. Select the test title.
3. Complete the required demographic fields.
4. Complete each evaluation question and provide comments in the space provided.
5. Click the SUBMIT button at the bottom of the page to submit the completed form.

ELS Rating GuideJune 14

[3]

31 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
destroys their homes
destroys the food supply
The trees are torn out of the ground.
Houses will blow away.
Floods will cause damage.
flooding
damage/destroy peoples habitat
Unacceptable responses include:
kills people
People will die. (Acceptable responses must address the habitat.)

32 [1] Allow 1 credit for 54F.

33 [1] Allow 1 credit if all three student-constructed bars are drawn correctly.
Example of a 1-credit response:

Noon Air Temperature (F)

Wednesday Noon Air Temperatures in March

54
52
50
48
46
44
42
40

March
3

March
10

March
17

Date
Note: The bar for March 3 was provided.

ELS Rating GuideJune 14

[4]

March
24

34 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
Move the magnet closer to the block.
Move them closer together.
Move the block closer.
Remagnetize the magnet.
Touch it to the block.
The student can move closer to the block.
Unacceptable responses include: move without specifying closer.

35 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
It is daytime at X because location X is facing the Sun.
The X is in the sunlight.
The Sun is shining on location X.
That side of Earth is facing the Sun.
It is facing the Sun. (It implies X.)
X is on the white side.
Unacceptable responses include:
Earth is closer to the Sun. (Earths distance from the Sun does not determine day or night.)
distance from the Sun (Location X is on the half of Earth that is closer to the Sun, but Earths
location is not farther.)
Earth is facing the Sun. (It is only the side with location X that is facing the Sun.)

36 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
condensation
water condensing
condense
Water vapor changes to a liquid.
clouds form
Unacceptable responses include:
clouds (Clouds are not a process.)

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37 [1] Allow 1 credit for evaporation or vaporization.

38 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
The wind blows them to another place.
They float on water to a different place.
They stick to an animals fur.
People plant them.
Animals eliminate them in waste.
stick to peoples clothes
animals
wind
water
Unacceptable responses include:
fall to the ground (This is given in the question.)

39 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
The student who measured 6 paper clips could have used the long side of the paper clips,
while the other student used the short side.
used a different side of the paper clip
One unfolded the paper clip, one did not.
overlapped the paper clips
too much space between clips
The students used different-sized paper clips.
Unacceptable responses include:
measured the other side of the book (Introduction states that it is the same side.)
did not have enough paper clips (This does not address measurement.)
The student counted wrong/made mistakes. (This is not specific enough.)
recorded it wrong (This does not address measurement.)

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[6]

40 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
metric ruler
centimeter ruler
meterstick
ruler
tape measure
yardstick
Note: Yardstick is acceptable because some yardsticks also have centimeter scales.

41 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
Sun
sunlight
light
solar energy
sunshine

42 [1] Allow 1 credit for two acceptable responses. Acceptable responses include:
fence
watering can
shovel

43 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
Leaves fall.
Leaves change color.
The apples fall off.
The fruit falls off.
Sap slows.
Growth of the tree slows.
No more apples grow.

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[7]

44 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
reproduction
to make fruit
to grow apples
to make seeds
The flowers attract insects for pollination.
to get pollinated
to make more trees
The flowers will produce apples in the fall.

45 [1] Allow 1 credit. Acceptable responses include, but are not limited to:
The animals will have more shelter.
Animals will have a new home/habitat.
The animals would have more places to hide from predators.
Some animals will have more food.
Some animals will have more protection.
The animals will have more oxygen/air.

ELS Rating GuideJune 14

[8]

Appendix A
New York State Grade 4 Elementary-Level Science Test
June 2014
Performance Levels Chart

The chart on the next page defines the four performance levels for this test. The State-designated
level of performance for this test is a final score of 65 or higher (level 3 and 4). Students scoring
below 65 (levels 1 and 2) must be provided with academic intervention services according to
section 100.2(ee)(i) of the Regulations of the Commissioner of Education. The chart provides the
score range and a brief description of student performance for each level.
The conversion chart will be posted on the Departments website http://www.p12.nysed.gov/assessment/
through the Scoring Information link.
Note: Conversion charts provided for previous administrations of this test must not be used to
determine students final scores for the 2014 administration.

ELS Rating GuideJune 14

[9]

Performance Levels for Final Score

Grade 4 Elementary-Level Science Test
Level

Final Test
Score
Range

Description of Student Performance

85100

Meeting the Standards with Distinction

A student demonstrates superior understanding of elementary-level science
content and concepts for the learning standards and key ideas being
assessed.
The student demonstrates superior elementary-level science skills related
to the learning standards and key ideas being assessed.
The student demonstrates superior understanding of the science content,
concepts, and skills required for an elementary-level academic
environment.

6584

Meeting the Standards

The student demonstrates understanding of elementary-level science
content and concepts for the learning standards and key ideas being
assessed.
The student demonstrates elementary-level science skills related to the
learning standards and key ideas being assessed.
The student demonstrates understanding of the science content, concepts,
and skills required for an elementary-level academic environment.

4564

Not Fully Meeting the Standards

The student demonstrates only minimal understanding of elementary-level
science content and concepts for each of the learning standards and key
ideas being assessed.
The student demonstrates minimal elementary-level science skills related
to the learning standards and key ideas being assessed.
The student demonstrates minimal understanding of the science content,
concepts, and skills required for an elementary-level academic
environment.

044

Not Meeting the Standards

The student is unable to demonstrate understanding of elementary-level
science content and concepts for the learning standards and key ideas
being assessed.
The student is unable to demonstrate elementary-level science skills
related to the learning standards and key ideas being assessed.
The student is unable to demonstrate understanding of the science content,
concepts, and skills required for an elementary-level academic environment.

ELS Rating GuideJune 14

[10]

Appendix B
Item Maps
New York State Grade 4 Elementary-Level Science Test
June 2014 Written Test
Performance Test Form A
Item maps contained in this appendix:
x Reference to Elementary-Level Science Core Curriculum Grades K4 June 2014 Written
Test and Performance Test, Form A
x Reference to Process Skills Based on Standard 4 June 2014 Written Test and Performance
Test, Form A
x Reference to Core Curriculum for Individual Test Questions June 2014 Written Test
x Reference to Core Curriculum for Individual Test Questions Performance Test, Form A
Note: Core curriculum is based on NYS Learning Standards for Mathematics, Science, and Technology.

ELS Rating GuideJune 14

[11]

NYS Learning
Standards for
Mathematics,
Science, and
Technology
Standard/Area

Reference to Elementary-Level Science Core

Curriculum Grades K-4
Key Idea or Performance Indicator
M1 Abstraction and symbolic representation are used
to communicate mathematically.

Standard 1
Mathematical
Analysis

Performance Test
Form A
Question Number
Station
1

Station
2

1, 2,
4, 5

M2 Deductive and inductive reasoning are used to

reach mathematical conclusions.
M3 Critical thinking skills are used in the solution of
mathematical problems.

1, 2, 4

Station
3

June 2014
Written Test
Question
Number

1, 3

3, 5

32, 33

40

S1.1 Ask why questions in attempts to seek greater

understanding concerning objects and events they
have observed and heard about.
Standard 1
Scientific Inquiry
Key Idea 1

S1.2 Question the explanations they hear from others

and read about, seeking clarification and comparing
them with their own observations and understandings.

S1.3 Develop relationships among observations to

construct descriptions of objects and events and to
form their own tentative explanations of what they
have observed.

S2.1 Develop written plans for exploring phenomena

or for evaluating explanations guided by questions or
proposed explanations they have helped formulate.
Standard 1
Scientific Inquiry
Key Idea 2

Standard 1
Scientific Inquiry
Key Idea 3

Standard 1
Engineering Design

ELS Rating GuideJune 14

S2.2 Share their research plans with others and revise

them based on their suggestions.
S2.3 Carry out their plans for exploring phenomena
through direct observation and through the use of
simple instruments that permit measurement of
quantities such as length, mass, volume, temperature,
and time.

S3.1 Organize observations and measurements of

objects and events through classification and the
preparation of simple charts and tables.

1, 3

S3.2 Interpret organized observations and

measurements, recognizing simple patterns,
sequences, and relationships.

2, 4

33

2, 3

19, 23, 32

S3.4 Adjust their explanations and understandings of

objects and events based on their findings and new
ideas.

4, 5

39

T1.1T1.5 Engineering design is an iterative process

involving modeling and optimization to develop
technological solutions to problems within given
constraints.

S3.3 Share their findings with others and actively

seek their interpretations and ideas.

[12]

NYS Learning
Standards for
Mathematics,
Science, and
Technology
Standard/Area
Standard 2
Information
Systems
Students will access,
generate, process,
and transfer
information using
appropriate
technologies.

Standard 4
Physical Setting

Reference to Elementary-Level Science Core

Curriculum Grades K-4
Key Idea or Performance Indicator

Station
2

Station
3

2 Knowledge of the impacts and limitations of

information systems is essential to its effectiveness
and ethical use.
3 Information technology can have positive and
negative impacts on society, depending upon how it is
used.
1 Earth and celestial phenomena can be described by
principles of relative motion and perspective.

2, 35

2 Many of the phenomena that we observe on Earth

involve interactions among components of air, water,
and land.

3, 5, 6, 7, 31,
36, 37

3 Matter is made up of particles whose properties

determine the observable characteristics of matter and
its reactivity.

1, 2

4, 8, 9, 11,
13, 31, 32,
39, 40

4 Energy exists in many forms, and when these forms

change energy is conserved.

1, 2

11, 12, 14, 16

5 Energy and matter interact through forces that

result in changes in motion.

3, 4

1, 2,
3, 4, 5

1, 2,
3, 4, 5

5, 10, 15,
16 , 34

1 Living things are both similar to and different from

each other and from nonliving things.

25, 42

2 Organisms inherit genetic information in a variety

of ways that result in continuity of structure and
function between parents and offspring.

17
20, 24, 27,
28, 31, 38, 44

4 The continuity of life is sustained through

reproduction and development.

19, 21, 23

5 Organisms maintain a dynamic equilibrium that

sustains life.

18, 22, 24,

26, 43

6 Plants and animals depend on each other and their

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

ELS Rating GuideJune 14

Station
1

June 2014
Written Test
Question
Number

1 Information technology is used to retrieve, process,

and communicate information as a tool to enhance
learning.

3 Individual organisms and species change over time.

Standard 4
Living Environment

Performance Test
Form A
Question Number

[13]

28, 29, 30, 41

31, 45

NYS Learning
Standards for
Mathematics,
Science, and
Technology
Standard/Area

Reference to Elementary-Level Science Core

Curriculum Grades K-4
Key Idea or Performance Indicator

Performance Test
Form A
Question Number
Station
1

Station
2

Station
3

June 2014
Written Test
Question
Number

1 Systems Thinking Through systems thinking,

people can recognize the commonalities that exist
among all systems and how parts of a system
interrelate and combine to perform specific functions.
2 Models Models are simplified representations of
objects, structures, or systems used in analysis,
explanation, interpretation, or design.

5, 6, 7, 12,
15, 16, 23,
26, 29, 30,
31, 34, 35,
36, 37, 41,
42, 43, 44, 45

Standard 6
Interconnectedness:
Common Themes
Students will
understand the
relationships and
common themes that
connect mathematics,
science, and
technology
and apply the themes
to these and other
areas of learning.

Standard 7
Interdisciplinary
Problem Solving
Students will
understand the
relationships and
common themes that
connect mathematics,
science, and
technology
and apply the themes
to these and other
areas of learning.

ELS Rating GuideJune 14

3 Magnitude and Scale The grouping of magnitudes

of size, time, frequency, and pressures or other units
of measurement into a series of relative order
provides a useful way to deal with the immense range
and the changes in scale that affect the behavior and
design of systems.
4 Equilibrium and Stability Equilibrium is a state
of stability due either to a lack of change (static
equilibrium) or a balance between opposing forces
(dynamic equilibrium).
5 Patterns of Change Identifying patterns of change
is necessary for making predictions about future
behavior and conditions.

2, 3

6 Optimization In order to arrive at the best solution

that meets criteria within constraints, it is often
necessary to make trade-offs.

1 Connections The knowledge and skills of

mathematics, science, and technology are used
together to make informed decisions and solve
problems, especially those related to issues of
science/technology/society, consumer decisionmaking, design, and inquiry into phenomena.
2 Strategies Solving interdisciplinary problems
involves a variety of skills and strategies, including
effective work habits; gathering and processing
information; generating and analyzing ideas; realizing
ideas; making connections among the common
themes of mathematics, science, and technology; and
presenting results.

[14]

32

Grade 4 Elementary-Level Science TestJune 2014

Reference to Process Skills Based On Standard 4
Process SkillsGeneral Skills

(From Grade 4 Elementary-Level Science Core

Curriculum Grades K-4)
i

ii

iii
iv
v
vi
vii
viii

Performance Test Form A

Question Number
Station Station Station
1
2
3

June 2014
Written Test
Question
Number

follow safety procedures in the classroom, laboratory,

and field
safely and accurately use the following tools: hand lens,
ruler (metric), balance, gram weights, spring scale,
thermometer (C, F), measuring cups, graduated
cylinder, timepiece(s)
develop an appreciation of and respect for all learning
environments (classroom, laboratory, field, etc.)
manipulate materials through teacher direction and free
discovery
use information systems appropriately
select appropriate standard and nonstandard
measurement tools for measurement activities
estimate, find, and communicate measurements, using
standard and nonstandard units
use and record appropriate units for measured or
calculated values

1, 2, 4

40

1, 2, 4

40

1, 2, 4, 5
2, 5

ix order and sequence objects and/or events

x classify objects according to an established scheme
xi generate a scheme for classification
xii utilize senses optimally for making observations
xiii

observe, analyze, and report observations of objects and

events

1, 3

xiv observe, identify, and communicate patterns

xv
xvi
xvii
xviii
xix
xx
xxi
xxii
xxiii

2, 3

observe, identify, and communicate cause and effect

relationships
generate appropriate questions (teacher and student
based) in response to observations, events, and other
experiences
observe, collect, organize, and appropriately record data,
then accurately interpret results
collect and organize data, choosing the appropriate
representation: journal entries, graphic representations,
drawings/pictorial representations
make predictions based on prior experiences and/or
information
compare and contrast organisms/objects/events/ in the
living and physical environments
identify and control variables/factors
plan, design, and implement a short-term and long-term
investigation based on a student- or teacher-posed
problem
communicate procedures and conclusions through oral
and written presentations

ELS Rating GuideJune 14

[15]

32
28, 38

2, 3, 5

28, 38

2, 4

Grade 4 Elementary-Level Science Written Test June 2014

Reference to Elementary-Level Science Core Curriculum for Individual Test Questions
Area
Process Skills
MST
Key Idea or
Other Standards, Key
within
Based on
Question
Learning
Major
Ideas, or Major
Number
Standard 4
Standard 4
Standard
Understanding
Understandings
(PS or LE)
(p. 11 in core)
1
S 2.1
LE
xxi
1
4
PS
1.1a
2
4
PS
2.1a
3
4
PS
3.2a
4
4
PS
2.1d
5.1c; St 6 KI 2
5
4
PS
2.1d
St 6 KI 2
6
4
PS
2.1d
ST 6 KI 2
7
4
PS
3.1b
3.1c
8
4
PS
3.2b
3.1g
9
4
PS
5.1d
10
4
PS
4.1c
3.1e
11
4
PS
4.2b
St 6 KI 2
12
4
PS
3.1c
3.1b
13
4
PS
4.1d
14
4
PS
5.1f
St 6 KI 2
15
4
PS
5.1f
4.1a; St 6 KI 2
16
4
LE
2.2a
2.1a
17
4
LE
5.2c
18
4
LE
4.2a
19
4
LE
3.1b
20
4
LE
4.1e
21
4
LE
5.2e
3.1a
22
4
LE
4.1b
St 1 S 3.2a; St 6 KI 2
23
4
LE
5.2e
3.1c
24
4
LE
1.2a
25
4
LE
5.1b
St 6 KI 2
26
4
LE
3.1a
27
4
LE
6.1e
6.1f
xv, xix
28
6
KI 2
LE 6.1a
29
6
KI 2
LE 6.1b
30
4
PS
2.1e
LE 3 intro, 7.1a; St 6 KI 2
31
1
S 3.2
St 1 M 2.1b; St 6 KI 5; PS
xiv
32
1
S 3.1a
St 1 M2.1a; PS
33
4
PS
5.2b
St 6 KI 2
34
4
PS
1.1a
ST 6 KI 2
35
4
PS
2.1c
St 6 KI 2
36
4
PS
2.1c
St 6 KI 2
37
4
LE
3.1c
xv, xix
38
4
PS
3.1d
St 1
39
1
M 3.1a
PS 3.1d, 3.1e
ii, vi
40
4
LE
6.2b
St 6 KI 2
41
4
LE
1.1d
St 6 KI 2
42
4
LE
5.2a
St 6 KI 2
43
4
LE
3.1b
St 6 KI 2
44
4
LE
7.1c
7.1b; St 6 KI 2
45
ELS Rating GuideJune 14

[16]

Grade 4 Elementary-Level Science Performance Test, Form A

Reference to Elementary-Level Science Core Curriculum for Individual Test Questions

Station

Reference to Elementary Science Core Curriculum

Item
No.

Task

Credits

Item

1a
1b

width
height

1
1

volume

water
level up

mass of
two jars

mass of
water,
only

electricity
data

1
(9 credits
total)

(9 credits
total)

3
4

explanation

collect
data

2
3
(8 credits
total)

statement
about
electricity
magnet
data

predict
where to
release the
ball
explain
response
to No.2
suggest a
change to
the setup
explain
response
to No.4

ELS Rating GuideJune 14

General
Skills
(p. 11)
ii
vi
vii
ii
vi
vii
viii
xiii
xv
ii
vi
vii

MST Standard 1
(Mathematical Analysis,
Scientific Inquiry, and
Engineering Design)
Key Idea/Performance
Indicator

MST Standard 6
Interconnected/
Common
Themes

MST Standard 4
The Physical Setting
Key Idea/Performance
Indicator

M 1.1c
M 3.1a

3.1c
3.1d

M 1.1c
M 3.1a

3.1c
3.1d
3.2a
3.1a
3.1c

M 1.1c
M 3.1a

3.1c
3.1d

vii
viii

M 1.1b
M 1.1c

3.1c
3.1d

xiii

M 3.1a
S 3.1

xx

S 1.3
S 3.2a

xiii

xx

3.1e
3.1f
4.1 a-e
3.1e
3.1f
4.1 a-e
5.1e
5.2a

M 3.1a
S 3.1
S 1.2
S 3.2a
S 3.3a
M 1.1c
M 3.1a
S 2.3a
S 2.3b

5.1e
5.2a
5.1a
5.1b
5.1c
5.1f

xiii

xiv
xix

S 3.2

Key Idea 5

5.1

xiv
xix

M 2.1a
M 2.1b
S 3.2a

Key Idea 5

5.1

xxi

T 1.3c
S 3.4

xix

M 2.1b
S 3.4a
[17]

5.1

Key Idea 6

5.1