Primary Filters

No Filters Selected

ItemAnalysis8thGradeScienceBaseline #ofQuestions: 65 #ofStudents: 528 MasteryLevel: 70% ThresholdLevel: 50%

TestDifficulty: Easy:14%(9/65)Average:57%(37/65)Challenging:29%(19/65) Q# 1-1 (d) 1-2 (c) 1-3 (a) 1-4 (a) 1-5 (c) 1-6 (b) 1-7 (d) 1-8 (d) 1-9 (b) 1-10 (c) 1-11 (c) 1-12 (b) 1-13 (a) 1-14 (d) 1-15 (a) 1-16 (d) 1-17 (a) 1-18 (b) 1-19 (c) 1-20 (d) 1-21 (d) 1-22 (c) 1-23 (a) 1-24 (c) 1-25 (b) 1-26 (a) 1-27 (d) 1-28 (c) 1-29 (d) 1-30 (b) Type A/SR A/SR A/SR C/SR A/SR C/SR C/SR C/SR E/SR A/SR C/SR A/SR A/SR A/SR A/SR E/SR E/SR A/SR C/SR C/SR A/SR A/SR E/SR E/SR E/SR A/SR C/SR A/SR A/SR A/SR Poss 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 46% ( 243) 49% ( 260) 46% ( 244) 16% ( 84) 41% ( 216) 22% ( 117) 36% ( 192) 25% ( 134) 85% ( 449) 67% ( 354) 38% ( 198) 57% ( 299) 61% ( 323) 59% ( 314) 50% ( 264) 85% ( 449) 85% ( 448) 50% ( 264) 34% ( 182) 32% ( 168) 58% ( 306) 63% ( 334) 84% ( 441) 80% ( 422) 78% ( 411) 56% ( 295) 29% ( 151) 64% ( 340) 63% ( 331) 74% ( 393) 54% ( 285) 51% ( 268) 54% ( 284) 84% ( 444) 59% ( 312) 78% ( 411) 64% ( 336) 75% ( 394) 15% ( 79) 33% ( 174) 62% ( 330) 43% ( 229) 39% ( 205) 41% ( 214) 50% ( 264) 15% ( 79) 15% ( 80) 50% ( 264) 66% ( 346) 68% ( 360) 42% ( 222) 37% ( 194) 16% ( 87) 20% ( 106) 22% ( 117) 44% ( 233) 71% ( 377) 36% ( 188) 37% ( 197) 26% ( 135) Benchmark Q# 1-34 (d) 1-35 (c) 1-36 (c) 1-37 (b) 1-38 (b) 1-39 (a) 1-40 (d) 1-41 (c) 1-42 (c) 1-43 (d) 1-44 (c) 1-45 (d) 1-46 (c) 1-47 (a) 1-48 (b) 1-49 (a) 1-50 (d) 1-51 (b) 1-52 (b) 1-53 (a) 1-54 (d) 1-55 (d) 1-56 (d) 1-57 (a) 1-58 (c) 1-59 (c) 1-60 (c) 1-61 (d) 1-62 (b) 1-63 (c) Type C/SR A/SR A/SR C/SR E/SR A/SR C/SR C/SR A/SR C/SR A/SR A/SR A/SR A/SR A/SR C/SR A/SR A/SR C/SR A/SR A/SR C/SR C/SR A/SR C/SR A/SR A/SR A/SR E/SR A/SR Poss 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 35% ( 187) 56% ( 298) 65% ( 343) 30% ( 160) 77% ( 408) 50% ( 264) 25% ( 133) 33% ( 172) 57% ( 301) 39% ( 208) 65% ( 341) 70% ( 372) 67% ( 355) 63% ( 334) 60% ( 318) 27% ( 144) 43% ( 228) 64% ( 338) 17% ( 88) 52% ( 277) 59% ( 311) 37% ( 194) 26% ( 136) 68% ( 359) 20% ( 105) 42% ( 224) 55% ( 293) 66% ( 346) 76% ( 399) 47% ( 250) 65% ( 341) 44% ( 230) 35% ( 185) 70% ( 368) 23% ( 120) 50% ( 264) 75% ( 395) 67% ( 356) 43% ( 227) 61% ( 320) 35% ( 187) 30% ( 156) 33% ( 173) 37% ( 194) 40% ( 210) 73% ( 384) 57% ( 300) 36% ( 190) 83% ( 440) 48% ( 251) 41% ( 217) 63% ( 334) 74% ( 392) 32% ( 169) 80% ( 423) 58% ( 304) 45% ( 235) 34% ( 182) 24% ( 129) 53% ( 278) Benchmark

SC.D.1.3.4 SC.A.1.3.4 SC.B.1.3.5 SC.B.1.3.6 SC.H.3.3.1 SC.A.2.3.3 SC.A.1.3.1 SC.G.1.3.4 SC.A.1.3.1 SC.C.2.3.1 SC.C.1.3.1 SC.A.2.3.1 SC.A.2.3.2 SC.A.2.3.2 SC.B.1.3.6 SC.E.2.3.1 SC.B.1.3.4 SC.H.1.3.2 SC.A.1.3.1 SC.A.1.3.5 SC.B.2.3.1 SC.A.1.3.3 SC.B.1.3.1 SC.C.2.3.7 SC.C.1.3.1 SC.H.1.3.4 SC.C.2.3.6 SC.D.1.3.5 SC.E.1.3.1 SC.B.1.3.1

SC.C.2.3.6 SC.C.2.3.6 SC.C.2.3.6 SC.H.1.3.4 SC.D.1.3.3 SC.B.2.3.2 SC.G.1.3.3 SC.E.1.3.4 SC.E.1.3.1 SC.H.2.3.1 SC.E.2.3 SC.F.1.3.1 SC.D.1.3.5 SC.E.1.3.4 SC.F.1.3.4 SC.D.2.3.2 SC.F.1.3.1 SC.F.1.3.2 SC.D.1.3.2 SC.F.2.3.1 SC.B.2.3.2 SC.F.2.3.2 SC.H.1.3.1 SC.G.2.3.3 SC.G.1.3.4 SC.F.1.3.3 SC.H.1.3.5 SC.F.2.3.3 SC.H.1.3.1 SC.G.2.3.4

1-31 (c) 1-32 (b) 1-33 (a)

A/SR A/SR E/SR

1 1 1

53% ( 282) 70% ( 367) 79% ( 418)

47% ( 246) 30% ( 161) 21% ( 110)

SC.H.1.3.5 SC.F.2.3.4 SC.D.1.3.1

1-64 (d) 1-65 (d)

C/SR A/SR

1 1

53% ( 279) 68% ( 361)

47% ( 249) 32% ( 167)

SC.F.2.3.3 SC.H.3.3.4

TotalPointsEarned:18219TotalPointsPossible:34320Scorefor8thGradeScienceBaseline:53%

ID

Totals Earned

Count

%age

SC.A.1.3.1 SC.A.1.3.3 SC.A.1.3.4 SC.A.1.3.5 SC.A.2.3.1 SC.A.2.3.2 SC.A.2.3.3 SC.B.1.3.1 SC.B.1.3.4 SC.B.1.3.5 SC.B.1.3.6 SC.B.2.3.1 SC.B.2.3.2 SC.C.1.3.1 SC.C.2.3.1 SC.C.2.3.6 SC.C.2.3.7 SC.D.1.3.1 SC.D.1.3.2 SC.D.1.3.3 SC.D.1.3.4 SC.D.1.3.5 SC.D.2.3.2 SC.E.1.3.1 SC.E.1.3.4 SC.E.2.3 SC.E.2.3.1 SC.F.1.3.1 SC.F.1.3.2 SC.F.1.3.3 SC.F.1.3.4 SC.F.2.3.1 SC.F.2.3.2 SC.F.2.3.3 SC.F.2.3.4

823 334 260 168 299 637 117 834 448 244 348 306 575 609 354 979 422 418 88 408 243 695 144 632 506 341 449 600 338 224 318 277 194 625 367

1584 528 528 528 528 1056 528 1056 528 528 1056 528 1056 1056 528 2112 528 528 528 528 528 1056 528 1056 1056 528 528 1056 528 528 528 528 528 1056 528

52% 63% 49% 32% 57% 60% 22% 79% 85% 46% 33% 58% 54% 58% 67% 46% 80% 79% 17% 77% 46% 66% 27% 60% 48% 65% 85% 57% 64% 42% 60% 52% 37% 59% 70%

SC.G.1.3.3 SC.G.1.3.4 SC.G.2.3.3 SC.G.2.3.4 SC.H.1.3.1 SC.H.1.3.2 SC.H.1.3.4 SC.H.1.3.5 SC.H.2.3.1 SC.H.3.3.1 SC.H.3.3.4
Totals ID Description

133 239 359 250 535 264 455 575 208 216 361

528 1056 528 528 1056 528 1056 1056 528 528 528

25% 23% 68% 47% 51% 50% 43% 54% 39% 41% 68%

% age

SC.A.1.3.1 The student identifies various ways in which substances differ (e.g., mass, volume, shape, density, texture, and reaction to temperature and light). SC.A.1.3.3 The student knows that temperature measures the average energy of motion of the particles that make up the substance. SC.A.1.3.4 are quite far apart and move around freely.
The student knows that atoms in solids are close together and do not move around easily; in liquids, atoms tend to move farther apart; in gas, atoms The student knows the difference between a physical change in a substance (e.g., altering the shape, form, volume, or density) and a chemical change

52% 63% 49% 32% 57% 60% 22% 79% 85% 46% 33%

SC.A.1.3.5 (i.e., producing new substances with different characteristics).

SC.A.2.3.1 The student describes and compares the properties of particles and waves.
The student knows the general properties of the atom (a massive nucleus of neutral neutrons and positive protons surrounded by a cloud of negative SC.A.2.3.2 electrons) and accepts that single atoms are not visible.

SC.A.2.3.3 The student knows that radiation, light, and heat are forms of energy used to cook food, treat diseases, and provide energy. SC.B.1.3.1 The student identifies forms of energy and explains that they can be measured and compared. SC.B.1.3.4 work). SC.B.1.3.6
The student knows that energy conversions are never 100% efficient (e.g., some energy is transformed to heat and is unavailable for further useful

SC.B.1.3.5 The student knows the processes by which thermal energy tends to flow from a system of higher temperature to a system of lower temperature.
The student knows the properties of waves (e.g., frequency, wavelength, and amplitude); that each wave consists of a number of crests and troughs; and the effects of different media on waves. The student knows that most events in the universe (e.g., weather changes, moving cars, and the transfer of a nervous impulse in the human body)

SC.B.2.3.1 involve some form of energy transfer and that these changes almost always increase the total disorder of the system and its surroundings, reducing the 58%
amount of useful energy.

SC.B.2.3.2 nonrenewable fossil fuels).

The student knows that most of the energy used today is derived from burning stored energy collected by organisms millions of years ago (e.g.,

54% 58% 67% 46% 80% 79% 17% 77% 46%

SC.C.1.3.1 The student knows that the motion of an object can be described by its position, direction of motion, and speed. SC.C.2.3.1 The student knows that many forces (e.g., gravitational, electrical, and magnetic) act at a distance (e.g., without contact). SC.C.2.3.6 traveling in the same direction as the net force, slowing down an object traveling in the direction opposite of the net force). SC.C.2.3.7 The student knows that gravity is a universal force that every mass exerts on every other mass.
The student knows that mechanical and chemical activities shape and reshape the Earth's land surface by eroding rock and soil in some areas and SC.D.1.3.1 depositing them in other areas, sometimes in seasonal layers. The student explains and shows the ways in which a net force (that is, the sum of all acting forces) can act on an object (e.g., speeding up an object

SC.D.1.3.2 The student knows that over the whole Earth, organisms are growing, dying, and decaying as new organisms are produced by the old ones. SC.D.1.3.3 The student knows how conditions that exist in one system influence the conditions that exist in other systems. SC.D.1.3.4 matter to the soil, increasing soil fertility, encouraging plant growth, and strengthening resistance to erosion).
The student knows the ways in which plants and animals reshape the landscape (e.g., bacteria, fungi, worms, rodents, and other organisms add organic The student understands concepts of time and size relating to the interaction of Earth's processes (e.g., lightning striking in a split second as opposed

SC.D.1.3.5 to the shifting of the Earth's plates altering the landscape, distance between atoms measured in Angstrom units as opposed to distance between stars
measured in light-years).

66% 27% 60% 48% 65% 85% 57% 64% 42% 60% 52% 37% 59% 70% 25% 23% 68% 47% 51% 50% 43% 54% 39% 41% 68%

SC.D.2.3.2 The student knows the positive and negative consequences of human action on the Earth's systems. SC.E.1.3.1 The student understands the vast size of our Solar System and the relationship of the planets and their satellites. SC.E.1.3.4 The student knows that stars appear to be made of similar chemical elements, although they differ in age, size, temperature, and distance. SC.E.2.3 The student recognizes the vastness of the universe and the Earth's place in it. SC.E.2.3.1 The student knows that thousands of other galaxies appear to have the same elements, forces, and forms of energy found in our Solar System. SC.F.1.3.1 The student understands that living things are composed of major systems that function in reproduction, growth, maintenance, and regulation. SC.F.1.3.2 SC.F.1.3.3 SC.F.1.3.4 SC.F.2.3.1 SC.F.2.3.2 SC.F.2.3.3 SC.F.2.3.4
The student knows that the structural basis of most organisms is the cell and most organisms are single cells, while some, including humans, are multicellular. The student knows that in multicellular organisms cells grow and divide to make more cells in order to form and repair various organs and tissues. The student knows that the levels of structural organization for function in living things include cells, tissues, organs, systems, and organisms. The student knows the patterns and advantages of sexual and asexual reproduction in plants and animals. The student knows that the variation in each species is due to the exchange and interaction of genetic information as it is passed from parent to offspring. The student knows that generally organisms in a population live long enough to reproduce because they have survival characteristics. The student knows that the fossil record provides evidence that changes in the kinds of plants and animals in the environment have been occurring over time. The student understands that the classification of living things is based on a given set of criteria and is a tool for understanding biodiversity and The student knows that the interactions of organisms with each other and with the non-living parts of their environments result in the flow of energy The student knows that a brief change in the limited resources of an ecosystem may alter the size of a population or the average size of individual The student understands that humans are a part of an ecosystem and their activities may deliberately or inadvertently alter the equilibrium in The student knows that scientific knowledge is subject to modification as new information challenges prevailing theories and as a new theory leads to

SC.G.1.3.3 interrelationships.

SC.G.1.3.4 and the cycling of matter throughout the system.

SC.G.2.3.3 organisms and that long-term change may result in the elimination of animal and plant populations inhabiting the Earth. SC.G.2.3.4 ecosystems.

SC.H.1.3.1 looking at old observations in a new way.

SC.H.1.3.2 The student knows that the study of the events that led scientists to discoveries can provide information about the inquiry process and its effects.
The student knows that accurate record keeping, openness, and replication are essential to maintaining an investigator's credibility with other SC.H.1.3.4 scientists and society.

SC.H.1.3.5 The student knows that a change in one or more variables may alter the outcome of an investigation. SC.H.2.3.1 The student recognizes that patterns exist within and across systems. SC.H.3.3.1 health or property risks.
The student knows that science ethics demand that scientists must not knowingly subject coworkers, students, the neighborhood, or the community to The student knows that technological design should require taking into account constraints such as natural laws, the properties of the materials used,

SC.H.3.3.4 and economic, political, social, ethical, and aesthetic values.