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Edmonds School District

Sample WCAS Science Score Report

Washington Comprehensive Assessment of Science (WCAS) - Family Report
Below is a sample of a Science (WCAS) Score Report, updated for tests taken in Spring 2019.
This page is designed to be used with the language translation tool on our district website.
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Science Report sample page 1
Science Report sample page 2

CHARTS BELOW DESCRIBE WHAT YOU SEE ON THE SCORE REPORT ABOVE:
The number in the left column in the chart below corresponds to the number shown on the sample report above.  The description in the right hand column provides either the specific text from the score report or (if the text is in italics) a description of that section of the report.

#
 Exact Text or Description (if in italics)
1 (Your child's name) Science Test Score.
2 Your child's name and score shown on a Level 1-4 thermometer-like chart.
3 Each level below is a category of student achievement with the application of grade-level skills and knowledge in science.  Students who earn a Level 3 or Level 4 are likely on track for success with higher grade level learning expectations.

On a high school score report, the second sentence instead reads: Students who earn a Level 3 or Level 4 are likely on track for success with entry-level career and college coursework after high school.
4 Overall Performance Level Descriptions

Level 4 students exceed the grade level expectations in science.
Level 3 students meet the grade level expectations in science.
Level 2 students nearly meet the grade level expectations in science.
Level 1 students do not yet meet the grade level expectations in science.
5 This paragraph states whether your child's score exceeded, met, nearly met, or did not meet grade level standards, according to where your child's score fell on the chart on the right (performance levels described in section 4 above).
6

How does this compare to other (your child's grade level) students?

  • Your child's school average was (school's average score at this grade level)
  • Your child's district average was (district's average score at this grade level)
  • The state average was (Washington state average score at this grade level)
 7  FAQs (Frequently Asked Questions)
What is the Science Test?
This test is aligned to the state learning standards for science.  These are the learning expectations for students in each grade built around three dimensions: science and engineering practices, crosscutting concepts, and disciplinary core ideas.  This test is one way to measure student achievement of reaching the learning expectations.

The standards ask students to explain scientific phenomena and design solutions to problems in the real world.  The standards can be found at: http://www.k12.wa.us/Science/Standards.aspx

What are the reporting areas of the test?
Reporting areas are broad statements of skills and knowledge students should know and be able to apply in science.

How your child performed in each reporting area is found in the columns to the right.   Your child's performance in each reporting area contributes to the science test score.

Where can I find more information?
Parent Guides can be found at: https://www.nextgenscience.org/parentguides

Please contact your child's school for more information.
8

How did (your child's name) perform on the different reporting areas of the test?
Scores are reported in each of the three reporting areas as either being ABOVE STANDARD, AT STANDARD, or BELOW STANDARD.
The three reporting areas appear on the report reading left to right as:

  • Practices & Crosscutting Concepts in Physical Science
  • Practices & Crosscutting Concepts in Life Sciences
  • Practices & Crosscutting Concepts in Earth & Space Sciences

If your child scored ABOVE STANDARD in any of the areas, the first sentence in the paragraph below it will read: Your child showed a thorough ability to apply practices and crosscutting concepts in (name of reporting area).

If your child scored AT STANDARD in any of the areas, the first sentence in the paragraph below it will read: Your child showed an ability to apply practices and crosscutting concepts in (name of reporting area).

If your child scored BELOW STANDARD in any of the areas, the first sentence in the paragraph below it will read: Your child did not yet show an ability to apply practices and crosscutting concepts in (name of reporting area).

The rest of the paragraph compares the percentage of points your child earned (example: 67%) compared to the percent range (example: 47%-73%) earned by students at the same grade level who scored AT STANDARD.  It reads as follows:

Your child earned (your child's percentage) of the points in this reporting area.  Students who earn (percent range) of the points in this reporting area are AT STANDARD.
9

Grade 5
Reports

(Page 2 of the Score Report - Grade 5)
The percent of points needed to be AT STANDARD in each reporting area is determined from the percent of points earned in each area by students with a Level 3 test score.  Students are not required to be AT STANDARD or ABOVE STANDARD in all reporting areas to earn a Level 3 test score.

Skills that a student who is AT STANDARD likely knows and is able to do in each science reporting area are below.

Practices and Crosscutting Concepts in Physical Science
Students who are AT STANDARD:

  • Use models to show that matter is made of particles and conserved during changes
  • Use patterns to investigate changes in motion caused by forces
  • Investigate moving objects that transfer energy
  • Use models to show that waves cause objects to move and be seen
  • Design devices that maximize energy conversion, use magnets, or transfer information

Practices and Crosscutting Concepts in Life Sciences
Students who are AT STANDARD:

  • Use evidence to argue that systems and processes help organisms survive and reproduce
  • Use models to show the effects of matter flowing on an ecosystem
  • Use patterns to explain that traits are inherited and can be influenced by the environment
  • Use fossil data to explain how survival depends on traits and environment
  • Evaluate solutions to problems caused by environmental changes

Practices and Crosscutting Concepts in Earth & Space Sciences
Students who are AT STANDARD:

  • Use data from patterns in shadows, daylight, stars, and fossils to explain Earth's history and movement in space
  • Investigate and model interactions among Earth's systems that cause weather, climate, landforms, and geologic events
  • Use evidence to describe interactions between human activities and Earth processes
  • Design solutions to problems resulting from the use of Earth's resources
9

Grade 8
Reports

(Page 2 of the Score Report - Grade 8)
The percent of points needed to be AT STANDARD in each reporting area is determined from the percent of points earned in each area by students with a Level 3 test score.  Students are not required to be AT STANDARD or ABOVE STANDARD in all reporting areas to earn a Level 3 test score.

Skills that a student who is AT STANDARD likely knows and is able to do in each science reporting area are below.

Practices and Crosscutting Concepts in Physical Sciences
Students who are AT STANDARD:

  • Model how atoms are conserved during changes
  • Ask questions and investigate motion caused by contact and non-contact forces
  • Use data to model energy in systems
  • Describe kinetic and thermal energy transfers
  • Model how waves travel in patterns, transfer energy, and interact
  • Design devices to optimize collisions, forces, and energy transfers

Practices and Crosscutting Concepts in Life Science
Students who are AT STANDARD:

  • Use evidence to argue that organisms are systems of cells
  • Use patterns to model the flow of energy and matter in an ecosystem and how organisms use energy and matter to survive
  • Use models to understand how the structure and function of genes causes variations
  • Use patterns in fossil data to compare organisms and infer evolutionary relationships
  • Evaluate solutions that stabilize ecosystems

Practices and Crosscutting Concepts in Earth & Space Science
Students who are AT STANDARD:

  • Use evidence to model Earth and other objects as part of a universe with movements controlled by gravity
  • Use rock strata evidence to explain Earth's history
  • Model the cycling of matter and energy and explain changes in Earth's surface features and weather
  • Use evidence to describe how human activities are affected by Earth's resources
  • Design solutions to problems caused by using resources
9

High School
Reports		 (Page 2 of the Score Report - High School)
The percent of points needed to be AT STANDARD in each reporting area is determined from the percent of points earned in each area by students with a Level 3 test score.  Students are not required to be AT STANDARD or ABOVE STANDARD in all reporting areas to earn a Level 3 test score.

Skills that a student who is AT STANDARD likely knows and is able to do in each science reporting area are below.

Practices and Crosscutting Concepts in Physical Science
Level 3 students use periodic table patterns to describe properties and model changes in energy and matter; use forces to explain changes in motion and investigate electromagnetic interactions; model energy transfers in systems; use wave properties to describe electromagnetic radiation; and design devices to optimize forces, reaction products, or energy conversion.

Practices and Crosscutting Concepts in Life Sciences
Level 3 students use evidence to investigate matter and energy in cell processes and living systems; analyze factors affecting the stability of populations; ask questions to understand how DNA codes for traits; use evidence to explain genetic variations; use multiple lines of evidence to support evolutionary relationships; and design and evaluate solutions that minimize the effects of humans on biodiversity.

Practices and Crosscutting Concepts in Earth & Space Sciences
Level 3 students use evidence to explain the history of the universe, how stars  produce matter and energy, and predict orbital motion; use evidence to model the processes that cycle matter and energy and affect Earth's surface, atmosphere, and inhabitants; use evidence to explain interactions between humans  and Earth; and design solutions to problems resulting from the increasing use of Earth's resources.