SAMPLE ITEMS
CTP 5SAMPLE ITEMSIf you have any questions, please contact us at (800) 989-3721or send an email to info@erblearn.org.Copyright 2018 ERB (Educational Records Bureau)V.05.14.2018
CTPCOMPREHENSIVETESTING PROGRAMCTP 5 SAMPLE ITEMS TABLE OF CONTENTSTable of ContentsWhat’s New?.Page 3Depth of Knowledge Definitions.Page 4English Language Arts.Page 4Mathematics and Quantitative Reasoning.Page 5English Language Arts Sample Items.Page 6Verbal Reasoning.Page 6Reading Comprehension.Page 7Writing Concepts & Skills.Page 13Writing Mechanics.Page 17Vocabulary.Page 19Mathematics Sample Items.Page 21Mathematics.Page 21Quantitative Reasoning.Page 26www.erblearn.org2
CTPCOMPREHENSIVETESTING PROGRAMCTP 5 SAMPLE ITEMS WHAT’S NEW?What’s New?While previous editions of CTP have always included some questions that challengea student’s critical thinking skills, the updated questions in CTP 5 subtests focus muchmore systematically on these skills. This is the most notable difference between CTP 5and its predecessors—an increased emphasis on assessing critical thinking skills.We analyzed and classified each CTP 5 question by our own rigorous standards as wellas the Webb Depth of Knowledge (DOK) taxonomy in order to include appropriatelydiverse critical thinking questions throughout the assessment. Where applicable, we alsointroduced more high-level DOK questions while carefully maintaining CTP’s historic levelof difficulty to ensure comparability between CTP 5 and CTP 4 or CTP 4R. The samplequestions contained within this document will help illustrate CTP 5’s enhanced focus on criticalthinking skills as well as model the cognitive demands these types of questions elicit.Please note that there are variations in the representation of DOK levels across subtests due tothe nature of the subject matter. For instance, Verbal Reasoning and Quantitative Reasoningdo not include DOK Level 1 questions as there are no factual recall items in these subtests.Additionally, Writing Mechanics and Vocabulary do not include DOK Level 3 questionsbecause these subtests measure grammar, syntax, and word meaning—areas that do notlend themselves to the higher level of analysis that is characteristic of DOK Level 3.www.erblearn.org3
CTPCOMPREHENSIVETESTING PROGRAMCTP 5 SAMPLE ITEMS DOK DEFINITIONSEnglish Language ArtsDepth of Knowledge Level 1 (DOK 1):DOK 1 requires students to receive or recite facts or to use simple skills or abilities.Questions require only a shallow understanding of text presented and often consist ofverbatim recall from text or simple understanding of a single word or phrase.Depth of Knowledge Level 2 (DOK 2):DOK 2 includes the engagement of some mental processing beyond recalling or reproducing a response; itrequires both comprehension and subsequent processing of text or portions of text. Inter-sentence analysisof inference is required. Some important concepts are covered but not in a complex way. Questions atthis level may include words such as “summarize,” “interpret,” “infer,” “classify,” “organize,” “collect,”“display,” “compare,” and “determine whether fact or opinion.” Literal main ideas are stressed. A DOK 2assessment question may require students to apply some of the skills and concepts that are covered in DOK 1.Depth of Knowledge Level 3 (DOK 3):Deep knowledge becomes more of a focus at DOK 3. Students are encouraged to go beyondthe text; however, they are still required to show understanding of the ideas in the text. Studentsmay be encouraged to explain, generalize, or connect ideas. Questions at DOK 3 involvereasoning and planning. Students must be able to support their thinking. Questions may involveabstract theme identification, inference across an entire passage, or students’ application ofprior knowledge. Questions may also involve more superficial connections between texts.These definitions are based on information that can be found in the article by Norman Webb, earn.org4
CTPCOMPREHENSIVETESTING PROGRAMCTP 5 SAMPLE ITEMS DOK DEFINITIONSCONTINUEDMathematics and Quantitative ReasoningDepth of Knowledge Level 2 (DOK 2):DOK 2 (Basic Application of Skill/Concept) includes the engagement of some mental processingbeyond a habitual response: use of information, conceptual knowledge, selection of appropriateprocedures for a task, use of two or more steps with decision points along the way. DOK 2 leveltasks may ask a student to “classify,” “organize,” “estimate,” “make observations,” “collect anddisplay data,” and “compare data.” Some representative examples of DOK 2 performance are:›› Requiring students to make some decisions as to how to approach the problem or activity.›› Explaining the purpose and use of experimental procedures.›› Carrying out experimental procedures.›› Making observations and collecting data.›› Classifying, organizing, and collecting data.›› Organizing and displaying data in tables, graphs, and charts.Depth of Knowledge Level 3 (DOK 3):DOK 3 (Strategic Thinking) requires reasoning, planning, using evidence, and possibly developinga plan or sequence of steps to approach problems. These tasks may require some decision-makingand justification, and/or abstract, complex, or non-routine chains of reasoning. In most instances,requiring students to explain their thinking is a DOK 3 kind of task. Activities that require studentsto make conjectures are also at this level. Evaluating, critiquing, or considering other solutionsis also a DOK 3 type of task. Some representative examples of DOK 3 performance are:›› Drawing conclusions from observations.›› Citing evidence and developing a logical argument for concepts.›› Explaining phenomena in terms of concepts.›› Using concepts to solve problems.›› Interpreting information from a complex graph that requires some decisions on what features ofthe graph need to be considered and how information from the graph can be aggregated.These definitions are based on information that can be found in the article by Norman Webb, earn.org5
CTPCOMPREHENSIVETESTING PROGRAMCTP 5 SAMPLE ITEMS ENGLISH LANGUAGE ARTSVerbal ReasoningQuestion 1 · CTP Level 6 · DOK 2Complete the statement by selecting the most logical conclusion.If all citrus fruits are a good source of Vitamin C, and if tangerines are a type of citrus fruit, thenA.B.C.D.all citrus fruits are tangerinesall citrus fruits have a lot of potassiumall tangerines are a good source of Vitamin Call tangerines have more Vitamin C than other citrus fruitsSkill: Logical Reasoning, Type IKey: CSolve deductive ordering problems andOption C is the logical conclusion ofdraw conclusions that are directly deduciblethe two premises given in the stem;from the information provided.therefore C is the correct answer.Question 2 · CTP Level 8 · DOK 3Sylvia notices that when her alarm clock goes off in the morning, her dog Spotpicks up his food dish with his mouth. She then feeds Spot his breakfast. Sylviaconcludes that Spot thinks that the alarm means that it is time to eat.Which of the following is the best way to test this conclusion?A.B.C.D.Give Spot a different kind of food in the morning, and see if Spot picks up his dish.Wait until Spot picks up his dish in the morning, and then set off the alarm clock.Set the alarm clock off at different times of day, and see if Spot picks up his dish.Play a different kind of alarm clock each day for a week, and then feed Spot.Skill: Logical Reasoning, Type IIKey: CSolve inductive reasoning problems by reasoningThe correct answer is option C. Only option Cfrom details or evidence to a generalization orwill test whether the alarm going off triggershypothesis that makes sense of the evidence.Spot to pick up his food dish, indicatingthat he thinks it is time for him to eat.www.erblearn.org6
CTPCOMPREHENSIVETESTING PROGRAMCTP 5 SAMPLE ITEMS ENGLISH LANGUAGE ARTSCONTINUEDReading ComprehensionPassage 1 · CTP Level 5 · Out of CuriosityScientists from the National Aeronautics and Space Administration (NASA) say“curiosity and exploration are vital to the human spirit.” Because of this idea,space scientists study and learn more about the solar system every day.Two types of planets orbit the Sun in our solar system: terrestrial planets, which are thefour rocky planets closest to the Sun, and gaseous planets, made of gas, which are thefour outer planets. Scientists believe terrestrial and gaseous planets were both formedthe same way, with a center of metal, rocks, and ice. Since the centers of the gaseousplanets were large and dense, their gravity captured gases floating in nearby space.One of the ways scientists learn about the solar system is by collecting and comparing informationabout different planets. For example, the largest terrestrial planet, Earth, and the largest gaseousplanet, Jupiter, have many similarities and differences. Jupiter’s diameter is 11.2 times the diameter ofEarth. Because Jupiter is so much larger, its gravity is more than double Earth’s gravity. That meansa 150-pound person on Earth would weigh 360 pounds on Jupiter. Earth has a hard surface andliquid water oceans. Jupiter does not have a solid surface. Its liquid center spins and is surrounded bygases. Earth’s thin atmosphere contains oxygen which is necessary for many forms of life, includinghumans. Jupiter’s thick atmosphere contains chemicals that would be poisonous for humans to breathe.Jupiter and Earth both have large storms such as hurricanes. The strongest recorded hurricanes onEarth have been 1,000 miles wide with 215-mile per hour winds. Such storms are short-lasting onEarth because it is a rocky planet. The rocky surface gradually slows down the wind. Since Jupiter isa gaseous planet, storms there can last hundreds of years. In fact, humans have spent night after nightin observatories staring through telescopes watching the same storm on Jupiter for almost two hundredyears. They call the storm The Great Red Spot. It is more than two times the diameter of the Earth. Itswind speeds are around 400 miles per hour, four times faster than an average hurricane on Earth.Comparing two planets is only one way to gather information. Space scientistshave really only begun investigating the solar system. The Sun, planets, moons,and other features provide many interesting subjects for humans to study.Adapted from “Why We Explore.” NASA https://www.nasa.gov/exploration/whyweexplore/why we explore main.html#.Wayx-8iGPIUwww.erblearn.org7
CTPCOMPREHENSIVETESTING PROGRAMCTP 5 SAMPLE ITEMS ENGLISH LANGUAGE ARTSReading ComprehensionCONTINUEDCONTINUEDQuestion 3 · CTP Level 5 · DOK 3What is the implied main idea of paragraph 3?A.B.C.D.Earth has a solid surface and liquid water.Jupiter has much more gravity than Earth.Jupiter is more interesting to study than Earth.Earth and Jupiter have different physical properties.Skill: Explicit Information, Type IKey: DUse explicit information to identify the main ideaD is the correct option. All of the detailsor primary purpose of a text or part of a text.compare physical characteristics. Options A andB are both true statements, but they only refer toone detail of the paragraph. These options aretoo narrow to be the main idea. Option C is aconclusion drawn about the author’s opinion butthe paragraph provides facts and not opinions.www.erblearn.org8
CTPCOMPREHENSIVETESTING PROGRAMCTP 5 SAMPLE ITEMS ENGLISH LANGUAGE ARTSReading ComprehensionCONTINUEDCONTINUEDQuestion 4 · CTP Level 5 · DOK 2What is the main organizational pattern in paragraphs 3 and 4?A.B.C.D.A list of examples of all the planets.Comparisons and contrasts of two planets.The effects two planets have on each other.The order in which the planets were created.Skill: Explicit Information, Type IIIKey: BIdentify connections between and among explicitB is the correct option. Option A referspieces of information from a passage.to all the planets, but these paragraphsonly provide details about two planets.Option C correctly refers to two planets, butthe paragraphs simply compare them; theydo not show the effects that the two planetshave on one another. Option D refers to theorigins of the planets which are mentioned inparagraph 2 and not in these paragraphs.www.erblearn.org9
CTPCOMPREHENSIVETESTING PROGRAMCTP 5 SAMPLE ITEMS ENGLISH LANGUAGE ARTSReading ComprehensionCONTINUEDCONTINUEDQuestion 5 · CTP Level 5 · DOK 3This chart is one way to organize information about the planets. A list of examples of all the planets.Category ACategory BCategory CCategory DRocky SurfaceStrong GravityLiquid CenterPeople Can Live ThereIn which categories does Jupiter belong?A.B.C.D.A and BA and CB and CB and DSkill: Analysis, Type IVKey: CCategorize and combine pieces of informationC is the correct option. Option A correctlyin a literary or informational text.notes Jupiter’s strong gravity, but Jupiterdoes not belong in Category A becauseit is a gaseous planet. Option B correctlynotes Jupiter’s liquid center, but Jupiterdoes not belong in Category A becauseit is a gaseous planet. Option D correctlynotes Jupiter’s strong gravity, but Jupiterdoes not belong in Category D because theatmosphere of Jupiter is poisonous to people.www.erblearn.org10
CTPCOMPREHENSIVETESTING PROGRAMCTP 5 SAMPLE ITEMS ENGLISH LANGUAGE ARTSReading ComprehensionCONTINUEDCONTINUEDPassage 2 · CTP Level 8 · Connect the DotsImagine covering a small square with countless tiny dots of paint. Now imagine repeatingthat effort over hundreds or even thousands of square inches of blank canvas, followingclear lines to form identifiable shapes. This describes the method used by the Pointillists,a school of French painters who worked during the late nineteenth century.Although now it is not the most well-known movement, it was regarded as theheight of artistic fashion for several decades in Paris. Furthermore, the legacyfrom Pointillism influenced later painters and continues even today.Georges Seurat is considered the father of Pointillism. Seurat trained as an artist and studiedthe innovative theories of the impressionists and other new artistic movements about theeffect of color and the role of human vision. He worked on huge canvasses. However,before he began to paint one of those, he prepared with dozens of smaller sketches andpractice pieces. Some of his most famous paintings took upwards of two years to complete!Most feature detailed scenes of townspeople relaxing in public spaces such as parks.Why would the Pointillists use such a labor-intensive technique? The answer has to do withcolor. To create a particular hue, most artists of the nineteenth century mixed together severalshades to form a single source of color on their palettes. This could create a flat effect thatlacked the variety that we see in real life. The Pointillists had a new idea. When they paintedwith dots, they used several different shades in a single area. This variety created a shifting butunified sense of color and light. Some people say that the Pointillists’ canvases seem to shimmer.Others describe a sense of “movement” when they view the works from various angles.The Pointillists worked at a time of some conflict in the art world. For centuries, a group ofexperts had controlled which works were displayed publicly in Paris. In the nineteenth century,as artists grew interested in trying new methods and representing fresh subject matter, theexperts rejected these developments. However, the artists defied the judgment and createdindependent displays. By the time Seurat began work, these alternative exhibitions hadbecome more common. Seurat organized one himself and also participated in others.Seurat died young, leaving behind just 7 huge paintings. This small artistic output may be part of thereason only a few other painters labeled themselves as Pointillists. However, Seurat’s ideas aboutcolor lived on. His friend, Paul Signac, was not as well known for his art, but he was an excellentcommunicator. He helped spread the theories that the Pointillists embraced among many more artistsand critics of the time. This influence can be seen in both oil and watercolor artists from France andBelgium for many decades. There are even painters from the twentieth century and later who creditthose Pointillists for finding the best— if not the easiest—ways to create color and light on canvas.www.erblearn.org11
CTPCOMPREHENSIVETESTING PROGRAMCTP 5 SAMPLE ITEMS ENGLISH LANGUAGE ARTSReading ComprehensionCONTINUEDCONTINUEDQuestion 6 · CTP Level 8 · DOK 3With which statement would the author most likely agree?A. The Pointillists did not deserve any of the fame they achieved.B. The Pointillists quickly became a major art movement and then faded just as quickly.C. The Pointillists became outcasts from the artistic community of the latenineteenth century for challenging the theories of the leading experts.D. The Pointillists are now less well-known than some of their contemporaries,but they left a wide, subtle influence on the art world.Skill: Analysis, Type VKey: DUse explicit and/or implicit informationThe correct answer is D, as conveyed in theto make predictions, draw conclusions, orfinal paragraph (as well as in the introductoryformulate hypotheses about a text.paragraph). The author emphasizes that themovement is not exceptionally well-knownnow, but has earned well-deserved recognitionfor its color theories. None of the otherchoices are supported by the passage.Question 7 · CTP Level 8 · DOK 2Based on the passage, Paul Signac was the artistA.B.C.D.who best popularized Seurat’s ideaswhose work was most similar to Seurat’swhose death allowed Seurat to achieve famewho made Seurat’s few paintings famousSkill: Explicit Information, Type IIKey: AIdentify explicit details from a passage and provideThe correct response is A. Signac is explicitlyanswers to “who,” “what,” “where,” “when,”described as “He helped spread the theories“why,” and “how” questions about the text.that the Pointillists embraced among manymore artists and critics of the time.”www.erblearn.org12
CTPCOMPREHENSIVETESTING PROGRAMCTP 5 SAMPLE ITEMS ENGLISH LANGUAGE ARTSCONTINUEDWriting Concepts & SkillsQuestion 8 · CTP Level 4 · DOK 2The sentence at the beginning of the question is the main idea of aparagraph. Select the sentence that best supports this main idea.Elizabeth Blackwell was the first woman to become a medical doctor in the United States.A.B.C.D.Blackwell moved to America in 1832 because her father wanted to help abolish slavery.Blackwell lost her sight in one eye, so she could not become a medical surgeon.Blackwell graduated from Geneva Medical College in New York in 1849.Blackwell was born in Bristol, England in 1821.Skill: Supporting Details, Type IKey: CIdentify effective and relevant detailsThe correct response is C. Only option Cto support a given idea or thesis.provides information about how ElizabethBlackwell became a medical doctor. The otheroptions all relate to other aspects of her life.www.erblearn.org13
CTPCOMPREHENSIVETESTING PROGRAMCTP 5 SAMPLE ITEMS ENGLISH LANGUAGE ARTSWriting Concepts & SkillsCONTINUEDCONTINUEDQuestion 9 · CTP Level 4 · DOK 3Choose the opening sentence that best fits with the details in the paragraph.According to the legend, a Chinese farmer tied a string to his hat to keep it fromblowing away. This action led to the development of the kite. The first kites were built
May 14, 2018 · One of the ways scientists learn about the solar system is by collecting and comparing information about different planets. For example, the largest terrestrial planet, Earth, and the largest gaseous planet, Jupiter, have many similarities and differences
Test Blueprint 10 Preparing to Write Items 11 Description of Multiple-Choice Items 12-15 Multiple-Choice Item Writing Guidelines 16-18 Guidelines to Writing Test Items 19 Sample Multiple-Choice Items Related to Bloom’s Taxonomy 21-23 More Sample Multiple-Choice Items 24-25 Levels of Performance and Sample Prototype Items 26 Good versus Poor Multiple-Choice Items 27-28 Activity: Identifying .
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Grade 8 ELA–Reading Released Items Passage(s): AzM2 Released Items . 4 . AzM2 Released Items . 5 . AzM2 Released Items . 6 . AzM2 Released Items . 7 . Item(s) (1 Point) Option Rationales . Choice A: Key - By graphically depicting the Hyperloop, including specific details and labe
PRAGMATICS CHECKLIST INTERPRETATION Total the checked items in the Complex Language column. Compare to expectations below. Age 3: 20 of 45 items; Age 4: 43 of 45 items; Age 5: 44 of 45 items; Age 6: 45 items Consider the items marked i
