SCIENCE Assessment. Updates for Biology End-of-Course (EOC) Exam

Transcription

1 SCIENCE Assessment Updates for 2014 Biology End-of-Course (EOC) Exam Updates for 2014, Biology EOC Page 1

2 Table of Contents Introduction... 3 Washington State K-12 Science Learning Standards... 3 Adoption of Next Generation Science Standards... 3 New Samples for Student Sample Pages... 5 Teacher Answer Pages Appendix A: Biology End-of-Course Information Test and Item Specifications Item Types Performance Level Descriptors Graduation Requirements Biology EOC Testing Windows Appendix B: Resources for Educators Lessons Learned from Scoring Student Work Released Item Document (RID) and Item Analysis Sample Item Templates Updates for 2012 and Teacher Tool Appendix C: Get involved and stay informed: Resources/Contact Information Updates for 2014, Biology EOC Page 2

3 Introduction Updates for 2014 contains pertinent information for Washington educators. This document includes a summary of new information in science assessment, sample test items, and links to resources for teachers. Updates for 2014 has been customized into grade levels: Grade 5, Grade 8, and the Biology End-of-Course Exam. The documents are available on Washington State K-12 Science Learning Standards In 2009, the K-12 Science Learning Standards were formally adopted. Along with the standards, the legislature provided direction for the redesign of the assessment system. The Measurements of Student Progress (MSP) replaced the Washington Assessment of Student Learning (WASL) and assessed the new science standards in grades 5 and 8 in the spring of A biology End-of-Course (EOC) exam replaced the High School Proficiency Exam (HSPE) in View the Washington State K-12 Science Learning Standards at: Adoption of Next Generation Science Standards The Next Generation Science Standards (NGSS) were officially adopted as the Washington State science learning standards on October 4, The adoption of the NGSS begins a transition process that will take several years for awareness, professional development, and implementation in the classroom, leading to a state-wide assessment of those standards. The date/year for the first assessment of the NGSS is unknown at this time. Information about the adoption and transition to the NGSS can be found at: The Biology EOC will continue to assess the K-12 Science Learning Standards adopted in 2009 until at least spring 2016 or later. See Appendix A for more information about the EOC. Updates for 2014, Biology EOC Page 3

4 New Samples for 2014 The scenarios and items on pages 5 through 20 are samples that are aligned with the K-12 Science Learning Standards. Most of the items on these pages were used on the 2012 and 2013 Biology End-of- Course exams. Some of these items have not gone through the comprehensive review process that test items must pass before placement on an actual state test. These items will be indicated on the Teacher Answer pages on the Scenario Map & Answer Key. Teachers may still use these items as classroom exercises, or informal checks for understanding, as teachers have the ability and choice to clarify any questions about these items as students are working on them. The Teacher Answer Pages (pages 21-41) provide the keys, rubrics, and sample student responses. Printing tip: Print the student pages back-to-back, beginning with the cover sheet on page 5, to preserve pagination. Updates for 2014, Biology EOC Page 4

5 Student Sample Pages Student Name: Updates for 2014, Biology EOC Page 5

6 Updates 2014 Biology EOC Student Directions: Answer questions 1 through 4 on pages 6 and 7. They are not connected to a scenario. 1 Coyotes eat proteins in food. The proteins break down due to enzymes produced in the stomach of the coyote. The production of these enzymes then causes more enzymes to be released in the stomach. Which process does this describe? o A. Meiosis o B. Diffusion o C. Feedback o D. Respiration 2 What is one purpose of ATP molecules in plant and animal cells? o A. To increase the rate of diffusion across cell membranes o B. To decrease the rate of chemical reactions o C. To store energy used for cell processes o D. To pass genetic traits to offspring Updates for 2014, Biology EOC Page 6

7 Updates 2014 Biology EOC Student 3 A strand of DNA contains the sequence GGC-CAT. What is the complementary strand of mrna for this sequence? Write your answer in the box. 4 Which scientific evidence would show that two species of birds are closely related? o A. The two bird species have similar DNA sequences o B. The two bird species eat many of the same insects o C. The two bird species are found in the same area o D. The two bird species have similar feather colors Updates for 2014, Biology EOC Page 7

8 Updates 2014 Biology EOC Student The Moths and the Trees Directions: Use the following information to answer questions 5 through 12. The Forest Ecosystem diagram shows part of a forest ecosystem. Tussock moths are native to the forest ecosystem. In the fall, tussock moths lay eggs on Douglas fir trees. In the spring, tussock moth larvae eat the needles of the Douglas fir trees. Updates for 2014, Biology EOC Page 8

9 Updates 2014 Biology EOC Student 5 The traits of populations in the forest ecosystem have changed over time. What caused the traits to change? o A. Natural selection o B. Lack of mutations o C. Unlimited resources o D. Asexual reproduction 6 Which change to the forest ecosystem could limit the growth of the tussock moth population? o A. Decrease in competition o B. Reduction in disease o C. Fewer predators o D. Loss of habitat Updates for 2014, Biology EOC Page 9

10 Updates 2014 Biology EOC Student 7 Students asked the following question. Question: What is the effect of the size of a moth population on the growth of trees in an ecosystem? Which reason describes why this question is scientifically testable? o A. All moths require trees for food. o B. Many different ecosystems include trees. o C. Annual data can be collected because trees grow slowly. o D. Both tree height and moth population size can be measured. Updates for 2014, Biology EOC Page 10

11 Updates 2014 Biology EOC Student 8 If the tussock moth population increases rapidly, trees that people want to use can be damaged. One solution is to use an insecticide that kills moths to keep the moths from damaging trees. Describe two possible unintended consequences of using insecticides. In your description, be sure to: Describe two effects of insecticide use on the forest ecosystem other than the intended reduction of moths to protect the trees. Describe how each effect causes a change in another part of the forest ecosystem. One unintended consequence: Another unintended consequence: Updates for 2014, Biology EOC Page 11

12 Updates 2014 Biology EOC Student 9 In some species of moths, large wings are dominant over small wings, and yellow wings are dominant over white wings. What percent of the offspring of two moths with small white wings will also have small white wings? o A. 0% o B. 25% o C. 75% o D. 100% 10 How do tussock moths obtain energy in cellular respiration? o A. By taking in water o B. By releasing oxygen o C. By breaking down glucose o D. By inhaling carbon dioxide 11 Which is a role of the tussock moth larvae in the forest ecosystem carbon cycle? o A. The larvae eat food and release oxygen o B. The larvae eat food and release carbon dioxide o C. The larvae breathe in oxygen and produce glucose o D. The larvae breathe in carbon dioxide and produce water Updates for 2014, Biology EOC Page 12

13 Updates 2014 Biology EOC Student 12 Students used a greenhouse as a model of a forest ecosystem to predict the effects of air temperature changes on tussock moths in a forest. Describe two ways the greenhouse model may lead to unreliable predictions about the effects of air temperature changes on a moth population in a forest ecosystem. In your description, be sure to: Describe two differences that make a forest ecosystem more complex than the greenhouse. Describe how each of the differences could cause the students predictions about a moth population in a forest ecosystem to be unreliable. One way: Another way: Updates for 2014, Biology EOC Page 13

14 Updates 2014 Biology EOC Student Along a Stream Directions: Use the following information to answer questions 13 through 20. Paige and Logan did a field study to learn about the distribution of plants near a stream. They found the high flow line (the highest level stream water reaches) to be 4 meters from the stream. Paige and Logan counted the number of plants at, below and above the high flow line of the stream. Field Study Question: How does distance from the stream affect the number of plants growing there? Updates for 2014, Biology EOC Page 14

15 Updates 2014 Biology EOC Student Procedure: 1. Go to the field study location when the stream is low. Record the location, date and time. 2. Select a 1-meter square sample area two meters from the stream. 3. Count the number of plants within the sample area. Record as Trial 1 for two meters. 4. Repeat steps 2 and 3 in three different locations as Trials 2 through Repeat steps 2 through 4 at distances four and six meters from the stream. 6. Calculate and record the average number of plants at each distance from the stream. Environmental Conditions: Location: Near the stream behind the school Date and Time: July 10, 2:00 to 4:00 P.M. Data Collected: Distance from Stream vs. Number of Plants Distance from Stream (meters) Number of Plants (per 1-meter square) Trial 1 Trial 2 Trial 3 Trial 4 Average * *High flow line Updates for 2014, Biology EOC Page 15

16 Updates 2014 Biology EOC Student 13 What did Paige and Logan do to make the results of the field study valid? o A. Chose a stream behind the school o B. Collected field study data for four trials o C. Conducted the field study during the afternoon o D. Collected data at three distances from the stream 14 The high flow line can move if the amount of water in a stream changes. Based on Paige and Logan s results, what would happen to the plants if the high flow line moved farther from the stream? o A. The number of plants four meters from the stream would decrease. o B. The mass of the plants two meters from the stream would increase. o C. The height of the plants six meters from the stream would decrease. o D. The reproduction rate of plants four meters from the stream would increase. 15 Paige and Logan counted a total of 480 plants in 12 square meters. What was the population density of these plants? o A. o B. o C. 40 plants per square meter 480 plants per square meter 492 plants per square meter o D. 5,760 plants per square meter Updates for 2014, Biology EOC Page 16

17 Updates 2014 Biology EOC Student 16 How would a fish population affect the stream ecosystem? o A. Fish would lower the water temperature. o B. Fish would produce oxygen from the water. o C. Fish would block sunlight, increasing plant growth. o D. Fish would produce waste, providing nutrients to plants. 17 A year after their field study, Paige and Logan collected new data and found an average of only 5 plants at locations two meters from the stream. Which could explain why the number of plants two meters from the stream decreased? o A. The new data were collected later in the day. o B. The topsoil had been washed away by a flood. o C. A larger sample area was used to count plants. o D. The animals that ate the plants had moved away. Updates for 2014, Biology EOC Page 17

18 Updates 2014 Biology EOC Student 18 Why do frogs and fish in the stream have similar genes? o A. Frogs and fish are made of molecules. o B. Frogs and fish share a common ancestor. o C. Frogs and fish get nutrients from the stream. o D. Frogs and fish compete in the stream ecosystem. 19 People often build homes near streams. Which action represents sustainable use of resources in the construction of new homes? o A. Installing furnaces that burn fossil fuels o B. Installing refrigerators made in another country o C. Using materials from old buildings for new homes o D. Using wood from old-growth forests for new homes Updates for 2014, Biology EOC Page 18

19 Updates 2014 Biology EOC Student 20 Plan a field study to answer the question in the box. You may use any materials and equipment in your procedure. Be sure your procedure includes: logical steps to do the field study conditions to be compared data to be collected method for collecting data how often data should be collected and recorded environmental conditions to be recorded Field Study Question: How does water depth affect the temperature of water in a stream? Procedure: Updates for 2014, Biology EOC Page 19

20 Updates 2014 Biology EOC Student Glossary of Non-Science Terms for Updates 2014 Document Biology EOC Published Fall 2013 Students are permitted to use this Glossary sheet as a reference. beaker disease graduated cylinder stopwatch stream A glass container used for science experiments. A sickness. A container used for measuring. A watch used to time events like a car race. A small river. Updates for 2014, Biology EOC Page 20

21 Updates 2014 Biology EOC Teacher Teacher Answer Pages The following pages provide: An Answer Key Table for standalone items and a Scenario Map & Answer Key Table for the scenario with: o Item Specification text o Item Specification code For example: LS2A(2) is the second item specification for content standard LS2A. o Correct answers for the multiple choice questions o Typical results for each item have been determined based on pilot results and operational results for items assessing the same item specification. Rubrics for completion and short-answer items (student words are in italics) Annotated (scored) student responses for each of the short-answer items (student words are in italics) Updates for 2014, Biology EOC Page 21

22 Biological Evolution Ecosystems Structures & Function Application Inquiry Systems Updates 2014 Biology EOC Teacher Stand Alone Items Answer Key Table Title: Stand Alone items Grade: Biology EOC These are new items written for this Updates document. They did not go through the full development cycle. Description: Items not attached to a scenario Item Description Item Specification Code Answers & Typical Results Domains of Science Item Specification Text A B C D Describe feedback as a process in which the **1 output of a given system provides information used to regulate the operation of the system. Describe that chemical energy stored in **2 special molecules is used by cells to drive cell processes. Predict the complementary strand of mrna **3 given the nucleotide sequence in a single strand of DNA. Describe that scientists infer the degree of evolutionary relationship among organisms **4 using physiological traits, genetic information, and/or the ability of two organisms to produce fertile offspring. Stand Alone Point Total = 4 SYSA (1) 1 25% 0 0% 0 0% LS1F (5) LS1E (6) 3 75% LS3E (1) 90% correct 35% correct 75% correct CP Rubric MC /CP = 4pts Actual Biology EOC = 45 points 15% 25% 15% 45% MC/CP= 35pts, SA=10pts **These items were not part of an operational or pilot biology EOC. Typical results have been determined based on pilot results and operational results for items assessing the same item specification. Updates for 2014, Biology EOC Page 22

23 Updates 2014 Biology EOC Teacher Performance Description Scoring Rubric for Item 3: mrna Strand A 1-point response demonstrates the student understands the Content Standard LS1E: The genetic information responsible for inherited characteristics is encoded in the DNA molecules in chromosomes. DNA is composed of four subunits (A,T,C,G). The sequence of subunits in a gene specifies the amino acids needed to make a protein. Proteins express inherited traits (e.g., eye color, hair texture) and carry out most cell function. Item Specification 6: Predict the complementary strand of mrna given the nucleotide sequence in a single strand of DNA. The response predicts the complementary strand of mrna for the DNA sequence GGC-CAT by stating one of the following: Typical results 0.15 pts 15% CCG-GUA CCGGUA C-C-G-G-U-A ccg-gua ccggua A 0-point response demonstrates the student has little or no understanding of the Content Standard. ATG-TAC Any other combination 65% Blank= 20% Updates for 2014, Biology EOC Page 23

24 Biological Evolution Ecosystems Structures & Function Application Inquiry Systems Updates 2014 Biology EOC Teacher The Moths and the Trees Scenario Map & Answer Key, Page 1 of 2 Title: The Moths and the Trees Grade: Biology EOC Used on the 2012 and 2013 Spring Biology EOC unless noted ** Description: Students observe a forest ecosystem. Item Description Item Specification Code Answers & Typical Results Domains of Science Item Specification Text *Crossed Content Standard Text A B C D Explain biological evolution as the consequence of the interaction of population growth, inherited variability of offspring, a finite supply of resources, and/or natural selection by the environment of offspring better able to survive and reproduce. *Systems thinking can be especially useful in analyzing complex situations. To be useful, a system needs to be specified as clearly as possible. Describe factors that limit growth of plant and/or animal populations in an ecosystem. *Systems thinking can be especially useful in analyzing complex situations. To be useful, a system needs to be specified as clearly as possible. Explain whether a given question can be investigated scientifically. Describe trade-offs and/or unintended consequences for one or more given solution(s) to a given technological design problem. Describe the possible combinations of offspring in a simple Mendelian genetic cross for two traits. Describe the inputs and/or outputs of matter and/or energy in cellular respiration and/or in combustion. SYSB * SYSB * INQA (1) APPE (1) LS1I (7) LS1B (3) LS2C (1) LS3A (3) 79.1% correct 4.9% 8.8% 7.0% 2.9% 2.5% 5.9% 14.5% 6.4% 8.3% SA Rubric 2.2% 21.4% 13.1% 4.4% 7.8% 69.7% correct *Crossed items are only counted once in a student s total raw score. They are reported in two different strands. The strand with the item specification is the strand used when constructing the Bio EOC, the strand with the content standard and the asterisk (*) is the secondary reporting strand. 88.4% correct 70.5% correct 62.8% correct 17.6% Updates for 2014, Biology EOC Page 24

25 Biological Evolution Ecosystems Structures & Function Application Inquiry Systems Updates 2014 Biology EOC Teacher The Moths and the Trees Scenario Map & Answer Key, Page 2 of 2 Title: The Moths and the Trees (continued) Grade: Biology EOC Used on the 2012 and 2013 Spring Biology EOC unless noted ** Description: Students observe a forest ecosystem. Item Description Item Specification Code Answers & Typical Results Domains of Science Item Specification Text *Crossed Content Standard Text A B C D Describe the cycle of carbon through ecosystems. *Systems thinking can be especially useful in **11 analyzing complex situations. To be useful, a system needs to be specified as clearly as possible. Predict the possible consequences of a change in a given complex system and/or describe why a **12 simplified model may not be able to reliably predict those consequences. Scenario Point Total = 10 SYSB * SYSC (2) 2 20% 1 10% 2 20% LS2A (1) 5 50% 65% correct SA Rubric MC/CP= 6pts, SA=4pts Actual Biology EOC = 45 points 15% 25% 15% 45% MC/CP= 35pts, SA=10pts **These items were not part of the 2012 or 2013 Biology Operational EOC. Typical results have been determined based on pilot results and operational results for items assessing the same item specification. *Crossed items are only counted once in a student s total raw score. They are reported in two different strands. The strand with the item specification is the strand used when constructing the Bio EOC, the strand with the content standard and the asterisk (*) is the secondary reporting strand. Updates for 2014, Biology EOC Page 25

26 Updates 2014 Biology EOC Teacher Performance Description Scoring Rubric for Item 8: Moths and Trees Consequences A 2-point response demonstrates the student understands the Content Standard APPE: Perfect solutions do not exist. All technological solutions involve trade-offs in which decisions to include more of one quality means less of another. All solutions involve consequences, some intended, others not. Item Specification 1: Describe trade-offs and /or unintended consequences for one or more given solution(s) to a given technological design problem. The response describes two possible unintended consequences of using insecticides by: Describing two effects of insecticide use on the forest ecosystem other than intended reduction of moths to protect the trees. AND Describing how each effect causes a change in another part of the forest ecosystem results Mean = 0.79 pts Examples: 19.8% Effect on a part of the forest ecosystem: Change in another part of the forest ecosystem: Water is polluted/insecticide gets into water Air is polluted Other insects die Other plants die Less food for birds Biomagnification/Builds up in food chain Increase in forest fires Decrease in the biodiversity of plants in the ecosystem Fewer/harms fish/aquatic insects/aquatic plants Fewer insects/birds Less food for birds Less food for other animals or insects Predators of the birds decrease in population Kills/harms predators Animals lose habitat/harm to people/animals Some animals would lose their plant food source A 1-point response demonstrates the student has partial understanding of the Content Standard. The response describes one effect of insecticide use on parts of the forest ecosystem other than moths or trees and describes how that effect causes a change in another part of the forest ecosystem. 38.1% 40.1% A 0-point response demonstrates the student has little or no understanding of the Content Standard. Blank =2.4% General Notes: 1. Responses describing major misconceptions about interrelationships among plants and animals in ecosystems may not be credited for 2 points (e.g. plants use water for food). 2. Responses describing an effect secondary to the decrease in moths or increase in Douglas firs and describing how that effect causes a change (e.g., fewer moths as food for birds, fewer birds for bird predators) may be credited. Updates for 2014, Biology EOC Page 26

27 Updates 2014 Biology EOC Teacher Annotated example of a 2-point response for item 8: 8 If the tussock moth population increases rapidly, trees that people want to use can be damaged. One solution is to use an insecticide that kills moths to keep the moths from damaging trees. Describe two possible unintended consequences of using insecticides. In your description, be sure to: Describe two effects of insecticide use on the forest ecosystem other than the intended reduction of moths to protect the trees. Describe how each effect causes a change in another part of the forest ecosystem. One unintended consequence: All of the moths will die or have the poison on them and get into the water supply. That will pollute the water and kill the animals that drink it. Another unintended consequence: All the moths will be gone and no more will be reproduced. This means that the birds will die because their food source will be gone. Annotations One effect on part of the forest ecosystem:...pollute the water... Change in another part of the forest ecosystem:...kill the animals that drink it (water). Another effect on part of the forest ecosystem:...their (the birds) food source will be gone. Change in another part of the forest ecosystem:...the birds will die... Score Points 1 1 Total Score Points 2 Updates for 2014, Biology EOC Page 27

28 Updates 2014 Biology EOC Teacher Annotated example of a 1-point response for item 8: 8 If the tussock moth population increases rapidly, trees that people want to use can be damaged. One solution is to use an insecticide that kills moths to keep the moths from damaging trees. Describe two possible unintended consequences of using insecticides. In your description, be sure to: Describe two effects of insecticide use on the forest ecosystem other than the intended reduction of moths to protect the trees. Describe how each effect causes a change in another part of the forest ecosystem. One unintended consequence: One unintended consequence is that the birds or other animals will lose their food causing a chain reaction in the food chain. Another unintended consequence: Second if a bird eats a moth that is infected with the insecticides it will cause biological magnification through the food chain until the parts per million is deadly for the apex preditor Annotations One effect on part of the forest ecosystem:...the birds or other animals will lose their food... Change in another part of the forest ecosystem:...a chain reaction in the food chain. Vague Another effect on part of the forest ecosystem:...if a bird eats a moth that is infected with the insecticides it (eating a moth) will cause biological magnification through the food chain... Change in another part of the forest ecosystem: deadly for the apex preditor. Score Points 0 1 Total Score Points 1 Updates for 2014, Biology EOC Page 28

29 Updates 2014 Biology EOC Teacher Annotated example of a 0-point response for item 8: 8 If the tussock moth population increases rapidly, trees that people want to use can be damaged. One solution is to use an insecticide that kills moths to keep the moths from damaging trees. Describe two possible unintended consequences of using insecticides. In your description, be sure to: Describe two effects of insecticide use on the forest ecosystem other than the intended reduction of moths to protect the trees. Describe how each effect causes a change in another part of the forest ecosystem. One unintended consequence: The insecticides could kill the tree and other insects. Another unintended consequence: The insecticides could get into the water and pollute the water. Annotations One effect on part of the forest ecosystem: The insecticides could kill the tree and other insects. Change in another part of the forest ecosystem: None Another effect on part of the forest ecosystem: The insecticides could get into the water and pollute the water. Change in another part of the forest ecosystem: None Score Points 0 0 Total Score Points 0 Updates for 2014, Biology EOC Page 29

30 Updates 2014 Biology EOC Teacher Scoring Rubric for Item 12: The Moths and the Trees Greenhouse Model Prediction Performance Description A 2-point response demonstrates the student understands the Content Standard SYSC: In complex systems, entirely new and unpredictable properties may emerge. Consequently, modeling a complex system in sufficient detail to make reliable predictions may not be possible. Item Specification 2: Predict the possible consequences of a change in a given complex system and/or describe why a simplified model may not be able to reliably predict those consequences. The response describes two ways the greenhouse model may lead to unreliable predictions about the effects of air temperature changes on a moth population in a forest ecosystem by: Typical results Mean = 0.4 pts Describing two differences that make a forest ecosystem more complex than the greenhouse. AND Describing how each of th diff r c s could c us th stud ts pr dictio s bout moth popul tio i forest ecosystem to be unreliable. Examples: Ways the forest ecosystem is more complex: There are mature trees in the forest and not in the greenhouse Temperature/humidity/rainfall is much more varied in the forest Many more interactions between animals/ other organisms in the forest How each difference causes predictions to be unreliable: Moths have different food sources in each Impact of increased temperature on moths would be less drastic in forest because of the other weather fluctuations Moth populations in the forest will increase or decrease depending on the other populations and not just the increase in temperature A 1-point response demonstrates the student has partial understanding of the Content Standard. The response describes one way results from the greenhouse may lead to unreliable predictions about the effect of air temperature changes on a moth population in a forest ecosystem by describing one difference that makes a forest ecosystem more complex than the greenhouse and describing how that difference could cause predictions about a moth population in a forest ecosystem to be unreliable A 0-point response demonstrates the student has little or no understanding of the Content Standard. General Notes: 1. Responses that describe two differences and give the same description of how those differences could affect reliability of predictions may be credited two score points. 10% 20% 65% Blank= 5% Updates for 2014, Biology EOC Page 30

31 Updates 2014 Biology EOC Teacher Annotated example of a 2-point response for item Students used a greenhouse as a model of a forest ecosystem to predict the effects of air temperature changes on tussock moths in a forest. Describe two ways the greenhouse model may lead to unreliable predictions about the effects of air temperature changes on a moth population in a forest ecosystem. In your description, be sure to: Describe two differences that make a forest ecosystem more complex than the greenhouse. Describe how each of the differences could cause the students predictions about a moth population in a forest ecosystem to be unreliable. One way: The weather in a green house is stable, there is no rain or snow in a greenhouse. Weather conditions, such as snow, can kill larvae or tree branches and affect population growth. Another way: Other animals such as birds or frogs are not in a greenhouse. The absence of preditors can increase the population of moths and make observations unreliable. Annotations One way forest ecosystem is more complex: The weather in a green house is stable, there is no rain or snow in a greenhouse. How this causes unreliable predictions: Weather conditions, such as snow, can kill larvae or tree branches and affect population growth. Another way forest ecosystem is more complex: Other animals such as birds or frogs are not in a greenhouse. How this causes unreliable predictions: The absence of preditors can increase the population of moths and make observations unreliable. Score Points Total Score Points Updates for 2014, Biology EOC Page 31

32 Updates 2014 Biology EOC Teacher Annotated example of a 1-point response for item Students used a greenhouse as a model of a forest ecosystem to predict the effects of air temperature changes on tussock moths in a forest. Describe two ways the greenhouse model may lead to unreliable predictions about the effects of air temperature changes on a moth population in a forest ecosystem. In your description, be sure to: Describe two differences that make a forest ecosystem more complex than the greenhouse. Describe how each of the differences could cause the students predictions about a moth population in a forest ecosystem to be unreliable. One way: Inside a green house the moths will not have any preditors like they do in a forest ecosystem Without preditors, less moths will die, changing the results. Another way: In a green house it will only be changing the temp. In the forest it rains which also effects the moth population, so in the green house it will not have all of the limiting factors that effect the moth population in forest ecosystems. Annotations One way forest ecosystem is more complex: Inside a green house the moths will not have any preditors... How this causes unreliable predictions:...less moths will die... Another way forest ecosystem is more complex: In a green house it will only be changing the temp... Score Points 1 0 How this causes unreliable predictions:...effects the moth population... Vague Total Score Points 1 Updates for 2014, Biology EOC Page 32

33 Updates 2014 Biology EOC Teacher Annotated example of a 0-point response for item Students used a greenhouse as a model of a forest ecosystem to predict the effects of air temperature changes on tussock moths in a forest. Describe two ways the greenhouse model may lead to unreliable predictions about the effects of air temperature changes on a moth population in a forest ecosystem. In your description, be sure to: Describe two differences that make a forest ecosystem more complex than the greenhouse. Describe how each of the differences could cause the students predictions about a moth population in a forest ecosystem to be unreliable. One way: The data is unreliable because they don t have the greenhouse with the same air temperature/flow and you can t grow the trees in the green house so its harder to produce the eggs. Another way: The needles of the larve will get dry and then the bugs wont eat them which if they don t eat they will die and if they die the population of the bugs will go down and wont be as many Annotations One way forest ecosystem is more complex:. and you can t grow the trees in the green house Incorrect How this causes unreliable predictions: None Another way forest ecosystem is more complex: None How this causes unreliable predictions: None Score Points 0 0 Total Score Points 0 Updates for 2014, Biology EOC Page 33

34 Biological Evolution Ecosystems Structures & Function Application Inquiry Systems Updates 2014 Biology EOC Teacher Title: Along a Stream Along a Stream Scenario Map & Answer Key, Page 1 of 2 Grade: Biology EOC Used on the 2012 and 2013 Spring Biology EOC unless noted ** Description: Students do a field study to investigate the effect of distance from a stream on the number of plants growing there. Item Description Item Specification Code Answers & Typical Results Domains of Science Item Specification Text *Crossed Content Standard Text A B C D **13 Evaluate an investigation in terms of validity Identify a testable prediction or hypothesis that can be generated from a given model, theory, or new condition in an existing model. Calculate population density given an area or volume and the number of a given organism within the area or volume. Describe interrelationships of organisms that affect the stability of a given ecosystem. *Systems thinking can be especially useful in analyzing complex situations. To be useful, a system needs to be specified as clearly as possible. Explain inconsistencies in findings from a given investigation. Describe that genes in very different organisms can be similar because the organisms all share a common ancestor. SYSB * INQF (1) INQE (1) INQG (1) LS2B (3) LS2E (2) LS3C (3) 69.1% correct 92.9% correct 45% correct 7.3% 8.5% 14.6% 2.4% 1.9% 2.3% 3.4% 9.5% 1.9% 5.0% 2.7% 73.8% correct 68.2% correct *Crossed items are only counted once in a student s total raw score. They are reported in two different strands. The strand with the item specification is the strand used when constructing the Bio EOC, the strand with the content standard and the asterisk (*) is the secondary reporting strand. 84.7% correct 13.2% 7.4% 12.7% 15.9% Updates for 2014, Biology EOC Page 34

35 Biological Evolution Ecosystems Structures & Function Application Inquiry Systems Updates 2014 Biology EOC Teacher Along a Stream Scenario Map & Answer Key, Page 2 of 2 Title: Along a Stream (continued) Grade: Biology EOC Used on the 2012 and 2013 Spring Biology EOC unless noted ** Description: Students observe a forest ecosystem. Item Description Item Specification Code Answers & Typical Results Domains of Science Item Specification Text *Crossed Content Standard Text A B C D 19 Describe how sustainable development could help with a current resource issue. LS2F (2) 13.8% 1.3% 50.2% correct 34.1% 20 Describe a plan to answer a given question for a field study. INQB (2) SA Rubric Scenario Point Total = 9 0 0% 5 56% 0 0% 4 44% MC/CP= 7pts, SA=2pts Actual Biology EOC = 45 points 15% 25% 15% 45% MC/CP= 35pts, SA=10pts **These items were not part of the 2012 or 2013 Biology Operational EOC. Typical results have been determined based on pilot results and operational results for items assessing the same item specification. *Crossed items are only counted once in a student s total raw score. They are reported in two different strands. The strand with the item specification is the strand used when constructing the Bio EOC, the strand with the content standard and the asterisk (*) is the secondary reporting strand. Updates for 2014, Biology EOC Page 35

36 Updates 2014 Biology EOC Teacher Scoring Rubric for Item 13: Along a Stream New Field Study (page 1 of 3) Performance Description A 2-point response demonstrates the student understands the Content Standard INQB: Scientific progress requires the use of various methods appropriate for answering different kinds of research question, a thoughtful plan for gathering data needed to answer the question, and care in collecting, analyzing, and displaying data. Item Specification 2: Describe a plan to answer a given question for a field study. A 1-point response demonstrates the student has partial understanding of the Content Standard. A 0-point response demonstrates the student has little to no understanding of the Content Standard. Attributes 2013 results Mean = 1.01 pts % % % Blank = 4.8% Updates for 2014, Biology EOC Page 36

37 Updates 2014 Biology EOC Teacher Scoring Rubric for Item 13: Along a Stream New Field Study (page 2 of 3) Attributes of a Procedure for a Field Study Attribute Name Description Attribute Method for Collecting Data (Controlled Variable) Conditions to be Compared (Independent Variable) Data to be Collected (Dependent Variable) Record Measurements Observations are Repeated Record Environmental Conditions Logical Steps The procedure states or implies a consistent sampling strategy or technique (e.g., same stream, single day, same time of day). Only one independent variable (water depth) is identified or implied in the procedure or data table (if given). The independent variable must have at least three conditions to be credited. The data collected to answer the question (water temperature) is identified or implied in the procedure or data table (if given). The procedure states or implies measurements are recorded. E.g., record the temperature for each water depth. Attribute Notes: 1. If artificial data for the responding variable is given, this attribute cannot be credited. 2. The phrases take measurement or to count cannot be used to mean recorded. More than one observation for all conditions is planned, or implied in a data table (e.g., find 3 locations for each water depth). Procedure identifies or implies recorded observations of at least one local environmental condition that might have an effect on the focus variables (e.g., record air temperature, record time of day). Attribute Notes: 1. If artificial conditions are given, this attribute cannot be credited. The steps of the procedure are detailed enough to repeat the procedure effectively (examples of illogical steps: no ending time indicated, no limitation to the sampling area is given, recording vague data or results). Total Possible Attributes results % % % % % % % Updates for 2014, Biology EOC Page 37

38 Updates 2014 Biology EOC Teacher General Notes: Scoring Rubric for Item 13: Along a Stream New Field Study (page 3 of 3) a) Inappropriate Procedures: If the response does not plan an appropriate procedure for the given question, the response may not earn any of the possible attributes. Examples: b) Repeats the procedure from the scenario c) Measures only one condition (therefore cannot establish the controlled or independent variables) d) Purposefully changes more than one variable simultaneously e) Writes a procedure that is too vague to possibly be appropriate f) Writes a prediction instead of a procedure g) Naming Attributes: If th r spo s m s bull t d ttribut list d ft r B sur your proc dur i clud s: without i cludi g th t ttribut i th proc dur, th ttribut poi t c ot b cr dit d. When a bulleted attribute is named and implied in the response, both must be correct to be credited. h) Clarifying Vagueness in Procedures: i) Measuring a vague parameter (e.g. check the water instead of measure temperature) may be credited as an independent or responding variable. However, a vague parameter is difficult to repeatedly measure, so the logical steps attributes cannot be credited. j) Th t rm r p t t th d of st p r f rs to th t st p o ly. k) Th t rm r p t s s p r t st p (or i w p r gr ph) r f rs to th whol proc dur. l) Th t rm r p t, wh qu lifi d, cannot be credited for multiple trials (e.g. repeat if necessary, repeat as desired). m) A vague action that calls for the independent variable to be changed (e.g. find different water depths) without indicating how many times, gives no end to the investigation so the logical steps attribute cannot be credited. n) At high school, a vague action that calls for the independent/manipulated variable to be changed without indicating how many times cannot be credited for more than two conditions of the independent/manipulated variable. Updates for 2014, Biology EOC Page 38

39 Updates 2014 Biology EOC Teacher Annotated example of a 2-point response to item Plan a field study to answer the question in the box. You may use any materials and equipment in your procedure. Be sure your procedure includes: logical steps to do the field study conditions to be compared data to be collected method for collecting data how often data should be collected and recorded environmental conditions to be recorded Field Study Question: How does water depth affect the temperature of water in a stream? Procedure: 1. Record the temperature and weather conditions. 2. Measure the depth of the stream. 3. Place a thermometer on the surface of the stream. 4. Record the temperature. 5. Wait 5 minutes. 6. Repeat 3-5 for trials 2 and 3, placing the thermometer at the same spot. 7. Repeat steps 3-6 for half the depth of the stream and full depth of the stream. 8. Calculate the average temperature for each depth. Attributes of a Procedure Credit Annotation Method for Collecting Data (Controlled Variable) 1 5. Wait 5 minutes. OR 6. placing thermometer at the same spot. Conditions to be 3 conditions: 3. on the surface of the stream Compared 1 (Independent Variable) 7. for half the depth of the stream and full depth of the stream. Data to be Collected (Dependent Variable) 1 4. Record the temperature. Record Measurements 1 4. Record the temperature. Observations are 6. Repeat steps 3-5 for trials 2 and 3 Repeated 1 7. Repeat steps 3-6 Record Environmental Conditions 1 1. Record the temperature and weather conditions. Logical Steps 1 Total Attributes 7 2 Score Points The steps of the procedure are detailed enough to repeat the procedure effectively. Updates for 2014, Biology EOC Page 39

40 Updates 2014 Biology EOC Teacher Annotated example of a 1-point response to Item Plan a field study to answer the question in the box. You may use any materials and equipment in your procedure. Be sure your procedure includes: logical steps to do the field study conditions to be compared data to be collected method for collecting data how often data should be collected and recorded environmental conditions to be recorded Field Study Question: How does water depth affect the temperature of water in a stream? Procedure: 1) measure different depths of the stream (3ft, 5ft, 10ft). 2) collect data by checking the temperature of the different depts in the stream 3 different days. 3) record data found in a chart w/all 3 thats taken. 4) compare data and make a conclusion to tell how water dept affects the temperature of the water in the stream. Attribute Name Credit Annotation Method for Collecting Data (Controlled Variable) Conditions to be Compared (Independent Variable) Data to be Collected (Dependent Variable) Record Measurements Observations are Repeated Record Environmental Conditions Logical Steps 1 0 None 1 3 conditions: 1) different depths of the stream (3ft, 5ft, 10ft). 1 2) checking the temperature of the different depts 1 3) record data found in a chart (Clarified by step 2) 1 2) collect data by checking the temperature 3 different days. 0 None Total Attributes 5 1 Score Point The steps of the procedure are detailed enough to repeat the procedure effectively Updates for 2014, Biology EOC Page 40

41 Updates 2014 Biology EOC Teacher Annotated example of a 0-point response to Item Plan a field study to answer the question in the box. You may use any materials and equipment in your procedure. Be sure your procedure includes: logical steps to do the field study conditions to be compared data to be collected method for collecting data how often data should be collected and recorded environmental conditions to be recorded Field Study Question: How does water depth affect the temperature of water in a stream? Procedure: The water closest to the top is usually warmer than near the bottom of the stream. In that case, you d find the temperature of the water at the top then at the bottom of the stream. The time of year when being measured would also matter. It would be colder in the winter then in the summer, meaning you should check every season. You d have to use an accurate thermometer. If it s raining, the water will be colder than it would be if it was sunny, which would play a role in the scenario. Attribute Name Credit Annotation Method for Collecting Data (Controlled Variable) Conditions to be Compared (Independent Variable) Data to be Collected (Dependent Variable) Record Measurements Observations are Repeated Record Environmental Conditions General Note 1e: Prediction Logical Steps 0 Total Attributes 0 0 Score Points Updates for 2014, Biology EOC Page 41

42 Updates 2014 Biology EOC Teacher Appendix A: Biology End-of-Course Information Test and Item Specifications The Test and Item Specifications provide guidelines for developing large-scale assessments based on the Washington State K-12 Science Learning Standards. The science assessment includes systems, inquiry, and application scenarios which reflect the cross-cutting concepts and abilities in the standards. Most items in science assessments are connected to a scenario. Some stand-alone items also appear. Standalone items are clearly marked for students on the assessment. The test specifications provide a grade-level or course test map that delineates the type and number of items. The document also provides a list of science vocabulary words that are necessary for the purposes of the assessment. The Test and Item Specifications are updated annually. Included with each updated version of the Test and Item Specifications will be a summary of the changes made since the previous version. The Test and Item Specifications documents can be accessed through the following link: Item Types Item Types on the Biology End-of-Course (EOC) Exam Point Items per Item Type Value operational test Multiple choice Completion Short answer 2 5 Distinguishing Feature(s) Each multiple choice item has four answer choices, the correct answer and three distractors. Each completion item requires the student to write a number, word or short phrase. Each short answer item requires a response in the form of phrases or sentences. Short answer items may ask students to do things like write a conclusion or procedure, solve a technological design problem, or describe aspects of biological systems. Five additional pilot items will be embedded in the EOC. These items are not included in student scores. Updates for 2014, Biology EOC Page 42

43 Updates 2014 Biology EOC Teacher Performance Level Descriptors Performance Level Descriptors (PLDs) give teachers, parents/guardians, and students information about the typical skills and knowledge a student demonstrates on state assessments at each performance level. Committees of Washington state teachers, parents, and community members developed the Performance Level Descriptors during the standard setting process. PLDs are broken down by the score levels students can earn: Basic (Level 2) Proficient (Level 3) Advanced (Level 4) NOTE: There are no PLDs for Below Basic (Level 1). PLD documents can be downloaded at Graduation Requirements Beginning with the spring of 2012, all students taking a biology course participated in an end-of-course exam as directed by the 2010 Engrossed Substitute Senate Bill 6444, section 513 (3). Students in the 10 th grade who were not in a biology course were also required to take the biology EOC because of the No Child Left Behind requirement to assess science in high school. House Bill 1410 defines science assessment and graduation requirements as: Students in the classes of 2013 and 2014 are not required to pass a state science exam for the purposes of graduation. Beginning with the class of 2015, students are required to pass the biology EOC. The biology EOC was first available to those students in the spring of Refer to for further information. House Bill 1450 describes 2013 Legislative intent regarding high school science assessment for the Classes of 2015 and beyond. Students are required to pass the Biology EOC until the Next Generation Science Standards (NGSS) are adopted, implemented and assessed. When the NGSS are adopted, implemented and assessed students will be required to pass a Comprehensive NGSS Test. Certificate of Academic Achievement (CAA) options remain available for all graduation cohorts during the transition period, with the addition of Biology COE. The Biology COE will be ready for June 2014 submission for Class of 2015 and beyond (only after two attempts on Biology EOC). Updates for 2014, Biology EOC Page 43