Set of Blocks

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You, Jordan, and Casey open a wooden block set and find these blocks:

Note: The numerical scores indicated in the scoring rubrics were for research purposes. Higher scores indicate higher quality argumentation. We encourage you to use a scoring scheme that matches your present goals for students.

A How would you group these blocks? You can group them any way you want.

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Argumentation Level 0a: Stating a Claim
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Answer key for A

LevelDescriptionStudent Responses
1

Student suggests organizing based on any quality of the blocks (e.g. color, shape, height, number of surfaces)
I would sort them by shape
I would do it from colors and shapes
0

Student provides some other response or fails to answer the question. This includes “don’t know” or “IDK”

B Why did you group the blocks that way?

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Argumentation Level 1a: Constructing reasoning that links claim and evidence
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Answer key for B

LevelDescriptionStudent Responses
1

Student provides a reason for why they chose that way of organizing the blocks in Part A.
to see how many there are and what type.
The color stands out more than the type of blocks
Because my eyes like when the same color is together
Reason is aesthetic.
0

Student describes a reason with that does not bear on how they organized the blocks or fails to answer the question. For example, the student provides a reason for why blocks should be organized in general.
Because it will be easier to know
To make it more organized
Jordan says I think some of the blocks are hollow. I can tell because they seem pretty light to me. Don’t you think that’s uncool?

C What is Jordan claiming about the blocks? Choose one:

1, 2, 3, or 4

1. “I think some of the blocks are hollow.” 2. “I can tell because they seem pretty light to me.” 3. “Don’t you think that’s uncool?” 4. None of the above
Argumentation Level 0b: Identifying a Claim
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Answer key for C

LevelDescriptionStudent Responses
1

Student circles option 1 – “I think some of the blocks are hollow.”
0

Student circles any option besides 1

D What is Jordan reason? Choose one:

1, 2, 3, or 4

1. “I think some of the blocks are hollow.” 2. “I can tell because they seem pretty light to me.” 3. “Don’t you think that’s uncool?” 4. None of the above
Argumentation Level 1b: Identifying reasoning
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Answer key for D

LevelDescriptionStudent Responses
1

Student circles any option besides 2
0

Student circles any option besides 2

Jordan and Casey are trying to see if any of the blocks are hollow.

Casey's idea Well first I’d see if all the blue blocks weigh the same. If one was lighter, then I’d know it was hollow. Then I’d do the same test with all the yellow blocks.
Jordan's idea Well first I’d see if all the cube blocks weigh the same. If one was lighter, then I’d know it was hollow. Then I’d do the same test with all the pyramid blocks.

E Jordan and Casey are trying to see if any of the blocks are hollow. Which is the better idea?

Jordan's or Casey's idea is better

Argumentation Level 2b: Constructing a one-sided comparative argument
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Answer key for E

LevelDescriptionStudent Responses
1

Student select’s Jordan’s idea
0

Student select’s Casey’s idea

F Why does the idea you checked make more sense?

Casey's or Jordan's idea is better because ….

Argumentation Level 2b: Constructing a one-sided comparative argument
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Answer key for F

LevelDescriptionStudent Responses
2

Student provides a complete and correct explanation why examining shape or color is beneficial (depending on which idea they select in E).

  • Jordan’s idea: all have the same shape, so if one weighs less it would be hollow
  • Casey’s idea: has different shapes, so the different weights might not be caused by some being hollow
None found
1

Student provides some explanation why examining shape or color is beneficial (depending on which idea they select in E). The explanation may be incomplete or not scientifically correct, but shows reasoning that extends beyond the question givens.
Student selected Jordan's idea:
Color has nothing to do with weight.
Student selected Jordan's idea:
Well the shapes are the same. So the mass is the same
0

Student provides no real reason, e.g.:

  • Merely restates that shape or color is being controlled for
  • Grammatical features such as length or word choice
  • “It’s just better”
  • “Don’t know” or “IDK”
Student selected Jordan's idea:
Its because they are the same shape.
Student selected Jordan's idea:
more info
Student selected Casey's idea:
Because she sort the blocks by color.

You notice that both ideas might have some problems.

G What is the problem with Casey's idea?

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Argumentation Level 2a: Providing a counter-critique
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Answer key for G

LevelDescriptionStudent Responses
2

Student provides a complete and correct explanation why Casey’s Idea might not determine if some of the blocks are hollow.

  • Different shapes would have different weights so seeing if the weights are the same would not show if any were hollow.
None found.
1

Student response indicates some plausible weakness in the method and provides some reason why that matters. The explanation may be incomplete or not scientifically correct, but shows reasoning that extends beyond the question givens.

  • Color has nothing to do with weight
It is possible for a hollow block to weigh the same as a solid.
Casey's Idea, it is same color, but color doesn’t matter.
TODO Because this isn't a form and it's being read on-screen, I've referred to "Casey's Idea" or "Jordan's Idea" in the descriptions, instead of checkbox numbers. But this student's response specifically said, "Idea #1", which I have changed to "Casey's Idea". Is that okay?
Just because their the same color doesn’t mean they weigh the same.
0

Student does not explain why the method would not work or fails to answer the question:

  • Merely restates that color is being controlled for
  • Points out blocks are not the same shape / volume but fails to describe why that matters.
  • Grammatical features such as length or word choice
  • “It’s just better”
  • “Don’t know” or “IDK”
It does not account for the possible volume
Points out volume differences but does not say why that matters.
The shapes are different

G What is the problem with Jordan's idea?

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Argumentation Level 2a: Providing a counter-critique
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Answer key for G

LevelDescriptionStudent Responses
2

Student provides a complete and correct explanation why Jordan’s idea might not determine if some of the blocks are hollow.

  • All the blocks could have the same weight but they could still all be hollow
  • Some of the blocks could be made of heavier materials so they could be hollow but still have the same weight
None found.
1

Student response indicates plausible weakness in the method and provides some reason why that matters. The explanation may be incomplete or not scientifically correct, but shows reasoning that extends beyond the question givens.

  • Even if the pieces have the same shape, they still could have different weights
  • Just because they are the same color doesn’t mean they will weigh the same.
It does not account for the amount of paint placed
Provides a reason for weight difference, but does not explain how that affects hollow test.
One could be hollow and the others might not be hollow
Some inferences beyond the question, but reasoning is incomplete.
0

Student does not explain why the method would not work or fails to answer the question:

  • Merely restates that shape is being controlled for
  • Points out blocks are not the same color fails to describe why that matters.
  • Grammatical features such as length or word choice
  • “There’s no problem with it”
  • “Don’t know” or “IDK”
The colors are different
It asks if same shapes and sizes pymids or cubes weigh the same.
Restating the idea.

I What is an even better method to find out if some of the blocks are hollow? You are not allowed to break open any of the blocks.

…

J Why is your method better than either Jordan or Casey’s method?

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Argumentation Level 2e: Constructing a counter claim with justification
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Answer key for J

LevelDescriptionStudent Responses
2

The student’s response includes another method, such as:

  • Getting other pieces of wood shaped the same as each shape and comparing the weights to that
  • Knocking/tapping on the blocks to hear if they are hollow
  • Floating the blocks in water.
  • Note: the question does not permit breaking open the blocks as a method.

The response also provides a complete and correct explanation why the method is better.
Part I: If the blocks are a little bit see through, looking you can look through it in front of the light and see how hollow they are.
Part J: A scale may not be accurate and sometimes you can identify something in an object just by looking.
1

The response includes another method.

The response also provides an explanation of why the method is better. But the explanation is incomplete or not scientifically correct, but shows reasoning that extends beyond the question givens.
Part I: Shake them and let them fall on the ground lightly
Part J: Don’t need supplies
Reason pertains to the method.
Part I: Hit them and listen for the sound.
Part J: All hollow objects echo a little bit.
Doesn’t explain why method is better than other ideas.
0

The response includes another method BUT does not provide an explanation that pertains to the method. (Does not even seem

TODO ^^ incomplete

OR

The response does not include another method.

OR

The student fails to answer the question. This includes “don’t know” or “IDK”
Part I: By sorting out by color and shape.
Part J: It will see if they put more in different colors
Repeats existing ideas.
Part I: Knock on it.
Part J: It makes more sense to me.