Exemplar Grade 3

Science Test Questions

discoveractaspire.org
© 2015 by ACT, Inc. All rights reserved. ACT Aspire® is a registered trademark of ACT, Inc. 4328
Introduction

Introduction
This booklet explains ACT Aspire® Grade 3 Science test questions by presenting, with their
answer keys, sample questions aligned to each reporting category on the test. A key includes
the question’s depth-of-knowledge (DOK) level,1 an explanation of the task posed by each
question, a thorough explanation of correct responses, ideas for improvement, and more. The
exemplar test questions included here are representative of the range of content and types of
questions found on the ACT Aspire Grade 3 Science test. Educators can use this resource in
several ways:

• Become familiar with ACT Aspire question types.

• See what typical questions in each ACT Aspire reporting category look like.
• Help reinforce or adjust teaching and learning objectives.
• Learn how ACT Aspire improvement idea statements can help students identify key skills
they have not yet mastered.

The ACT Aspire Science tests focus on the assessment of science practices using real-world
scientific scenarios. At the earlier grades, topics generally focus on everyday student discovery
rather than formal science. The scenarios in the upper grade assessments include student
investigations, formal scientific research, formal scientific data from references, and students
or scientists providing competing explanations for real scientific phenomena.

The content of the tests includes material from biology (life sciences at the earlier grades),
chemistry and physics (physical science at the earlier grades), and Earth/space sciences
(such as geology, astronomy, and meteorology). Advanced knowledge in these areas is not
required, but background knowledge acquired in general, introductory science courses may
be needed to answer some of the questions in the upper grade assessments. The tests do not,
however, sample specific content knowledge with enough regularity to make inferences about
a student’s attainment of any broad area, or specific part, of the science content domain. The
ACT Aspire tests stress science practices over recall of scientific content, complex mathematics
skills, and reading ability. To that end, the ACT Aspire Science tests assess science practices
in three domains: Interpretation of Data; Scientific Investigation; and Evaluation of Models,
Inferences, and Experimental Results.

Norman L. Webb, “Depth-of-Knowledge Levels for Four Content Areas,” last modified March 28, 2002, http://facstaff.
1

wcer.wisc.edu/normw/All%20content%20areas%20%20DOK%20levels%2032802.doc.

1
Introduction

The ACT Aspire tests currently include selected-response (multiple-choice) questions,

technology-enhanced items (online only), and constructed-response tasks. In the technology-
enhanced items, students must carry out actions such as moving objects, typing in their
answers, and manipulating bar and line graphs to provide their responses. The constructed-
response tasks require students to produce, rather than select, a response. Constructed-
response tasks assess complex reasoning or thinking skills by providing opportunities
for students to explain, justify, critique, create, propose, produce, design, or otherwise
demonstrate their knowledge and understanding in ways that are not typically assessed
through selected-response items. Constructed-response tasks are scored according to scoring
criteria unique to each item. The scoring criteria identify the specific information a student
needs to include for a valid and complete response. Depending on the item, a holistic rubric
may also be used to score the item. The holistic rubric is used to assess the overall proficiency
of the response, allowing for differentiation among multiple skill levels. Some constructed-
response tasks, called composite tasks, blend technology-enhanced or selected-response
elements with open response.

Improvement Ideas
ACT Aspire includes simple improvement ideas at the reporting category (skill) level on
student and parent reports. These improvement ideas are provided for the lowest performing
skill for each subject tested. The skills are always ordered from highest performing to lowest
performing based on the percentage of points correct. If the percentages for two or more skills
are tied, the skill with the lower number of total points is displayed first.

Keep in mind that the order of skills listed on reports may not always be exemplary of where to
focus learning. For example, the skills in which a student performed within the ACT Readiness
Range may not always be listed first, and the skills in which a student did not perform within
the ACT Readiness Range may not always be listed last. Also, keep in mind the total number of
points possible in each skill when interpreting the percentage correct.

There are two levels of improvement idea statements (low and high) for ACT Aspire summative
reporting. Low statements are given on the report if the student’s lowest skill score is below the
ACT Readiness Range for that particular skill. High statements are given on the report if the
student’s lowest skill score is at or above the ACT Readiness Range for that particular skill.

2
Answer Key

Answer Key
This section presents the grade, item type, DOK level, alignment to the ACT Aspire reporting
categories, and correct response for each question. Each question is accompanied by an
explanation of the question and the correct response as well as improvement idea statements
for ACT Aspire Science.

There are many types of clouds. Clouds

can be found at different altitudes. The altitude
is the distance, in meters (m), measured from
the ground to the bottom of the cloud. Storm
clouds can produce rain, lightning, or both rain
and lightning. All other clouds are fair weather
clouds. This table shows 4 types of clouds and
some of their properties.

Lowest Highest
altitude altitude Produces Produces
Type of cloud Description Appearance (m) (m) rain lightning

big and fluffy,

Cumulus flat at the 500 1,500 no no
bottom, white

wide and
Stratus flat layers, 500 1,000 yes no
white or gray

feathery and
Cirrus 7,000 12,000 no no
thin, white

towering,
flat at the
Cumulonimbus 500 6,000 yes yes
bottom, white
to dark gray

3
Answer Key

Question 1

Sequence Grade Question type DOK level Reporting category Correct response

1 3 Selected Response 2 Interpretation of Data C

This question requires the examinee to compare values for the highest altitude listed in the
table.

Correct Response
According to the table, a cirrus cloud can be found at a greater altitude (12,000 m) than any of
the other types of clouds, making answer option C the correct response.

Improvement Idea Statements

Reporting Low statement High statement
category Grade (scored below ACT Readiness Range) (scored at or above ACT Readiness Range)

Interpretation 3 Generate and interpret a greater number and Generate and interpret more advanced data
of Data variety of data presentations (tables, line plots, presentations (dense tables, line graphs).
pictographs, bar graphs). Begin working with Think about who will use a data presentation
more advanced data presentations (dense to decide how to present data in the most
tables, line graphs). accurate and useful way.

4
Answer Key

Question 2

Sequence Grade Question type DOK level Reporting category Correct response

2 3 Selected Response 2 Scientific Investigation D

This question requires the examinee to understand the methods used in a simple experiment.

Correct Response
According to the passage, the altitude of a cloud is measured from the ground to the bottom of
the cloud. Answer option D is the correct response.

Improvement Idea Statements

Reporting Low statement High statement
category Grade (scored below ACT Readiness Range) (scored at or above ACT Readiness Range)

Scientific 3 Generate questions that can be investigated Generate questions that can be investigated
Investigation and then design and perform simple and then design and perform scientific
investigations that will validly test the investigations to validly test the questions.
questions. Start to examine more complex Evaluate the methods and procedures used in
scientific investigations. other’s investigations.

5
Answer Key

Question 3

Sequence Grade Question type DOK level Reporting category Correct response

3 3 Constructed 2 Evaluation of Models, See scoring guide.

Response Inferences, and
Experimental Results

This question requires the examinee to make a conclusion based on information about cloud
types provided in the table and to defend that conclusion using data from the table.

Scoring Guide
2 points; analytic

Rubric
Score Description

2 The examinee identifies the type of cloud that produced lightning AND explains his or her answer using
information from the table.

1 The examinee identifies the type of cloud that produced the lightning but either does not explain the answer
OR explains the answer without using information from the table.

0 The response demonstrates little to no understanding of the concept.

Sample Student Responses

Score Response

2 Cumulonimbus, because it is the only cloud listed in the table that produces lightning.

1 Cumulonimbus, because it is a storm cloud.

0 Stratus; it produces rain, and there is lightning when it rains.

6
Answer Key

Improvement Idea Statements

Reporting Low statement High statement
category Grade (scored below ACT Readiness Range) (scored at or above ACT Readiness Range)

Evaluation 3 Examine the results of simple investigations. Examine the results of scientific
of Models, Draw conclusions (claims and predictions) investigations. Draw conclusions (claims
Inferences, and from those results. Consider ways to improve and predictions) from those results and
Experimental those investigations. modify your investigations based on your
Results conclusions.