BIOLOGY I

Transcript

BIOLOGY I Page 1 BIOLOGY I MS00005702 SECOND EDITION SATP2 2011–2012 School Year , Page 2 2 SATP2 2011–2012 Biology I Teacher’s Guide—Copyright © 2011 MDE The Office of Student Assessment at the Mississippi Department of Education (MDE) maintains a website that contains important information about the Mississippi Subject Area Testing Program. The following link contains the Biology I Test information: http://www.mde.k12.ms.us/osa The following resources listed on the web page provide current information for teachers to help students prepare for the Biology I Test. Biology I Test Resources 2010 Mississippi Science Framework (Beginning with 2010–2011) Teacher’s Guide—Biology I Performance Level Descriptors Curriculum Frameworks Practice Tests Competencies and Objectives Survey Test Blueprint Policy (Graduation Requirements) This document has been produced under a contract with the Mississippi Department of Education. Neither the Department nor any other entities, public or private, shall hold copyright on this document. Because this document was produced with the public funds of Mississippi, it may be reproduced within the scope of its original purpose of educational development. Reproduction and use for monetary gain are strictly prohibited. PEARSON is a trademark registered in the United States of America and/or other jurisdictions. Page 3 Mississippi Subject Area Testing Program Teacher’s Guide 2011–2012 BIOLOGY I SATP2 2011–2012 Biology I Teacher’s Guide—Copyright © 2011 MDE 3 Table of Contents Introduction to the SATP2 . . . . . . . . . . . . . . . .4 Overview of the Biology I Test . . . . . . . . . . . . . .4 Correlation of the Assessment to the Curriculum . . . . 5 Test Specifications . . . . . . . . . . . . . . . . . . . .6 Test Blueprint . . . . . . . . . . . . . . . . . . . . . . .7 Performance Level Descriptors . . . . . . . . . . . . . .8 Samples of Biology I Test Items . . . . . . . . . . . . 12 Interpretation of Score Reports for Biology I . . . . . 21 Glossary of Test Terms . . . . . . . . . . . . . . . . . 26 Mississippi Subject Area Testing Program Teacher’s Guide 2011–2012 BIOLOGY I Page 4 2011–2012 BIOLOGY I Mississippi Subject Area Testing Program Teacher’s Guide 4 SATP2 2011–2012 Biology I Teacher’s Guide—Copyright © 2011 MDE Introduction to the SATP2 In 1999 the Mississippi Senate approved the Mississippi Student Achievement Improvement Act, which states that standards for high school graduation shall include student “mastery of minimum academic skills as measured by assessments developed and administered by the State Board of Education.” To meet the intent of this legislation, four subject area tests were developed: Algebra I, Biology I, U.S. History, and English II with a writing component. Students earning a high school diploma must pass all four subject area tests to meet graduation requirements. Overview of the Biology I Test The Biology I Subject Area Test based on the 2010 Mississippi Science Framework measures a student’s knowledge of basic biological concepts, the use of science skills, and the application of biology to real-world problem solving and decision making. Students will interpret data, apply concepts, and draw conclusions in answering the questions. The test consists of 70 multiple-choice items, which may include charts, diagrams, or graphs. Questions from the following competencies are distributed throughout the test: Inquiry, Biochemical Basis of Life, Living Organisms and Their Environment, Biological Organization, Heredity, and Diversity and Biological Change. Additional information is provided in this guide to educate teachers about the test development process for the Biology I Subject Area Test. Our hope is that the material contained in this guide will be useful to Biology I teachers throughout the state of Mississippi in preparing their students for success on the Biology I Subject Area Test. Students who were enrolled in Biology I prior to the 2011–2012 school year were taught from the 2001 Mississippi Science Framework. Two categories of students will continue to be assessed based upon the 2001 Mississippi Science Framework: 1) students who were unable to participate in the April 2010 primary administration due to extenuating circumstances, and 2) students who tested prior to the 2011–2012 school year but did not obtain a passing score. These students will receive reports that show content strands from the 2001 Mississippi Science Framework. Additional information on the 2001 Mississippi Science Framework can be found on the following location: http://www.mde.k12.ms.us/osa. Page 5 Mississippi Subject Area Testing Program Teacher’s Guide 2011–2012 BIOLOGY I SATP2 2011–2012 Biology I Teacher’s Guide—Copyright © 2011 MDE 5 Correlation of the Assessment to the Curriculum The Biology I Subject Area Test is aligned with the 2010 Mississippi Science Framework. The following chart shows a direct relationship between the curriculum and the subject area test. This chart is useful as a tool to plan classroom instruction. The competencies for the 2010 Mississippi Science Framework are listed beside their corresponding reporting categories and a description of the competencies assessed in each reporting category. REPORTING CATEGORIES Content Strand Competency Description of Competency Inquiry 1. Inquiry Apply inquiry-based and problem-solving processing and skills to scientific investigations. Physical Science 2. Biochemical Basis of Life Describe the biochemical basis of life and explain how energy flows within and between the living systems. Life Science 3. Living Organisms and Their Environment Investigate and evaluate the interaction between living organisms and their environment. Life Science 4. Biological Organization Analyze and explain the structures and function of the levels of biological organization. Life Science 5. Heredity Demonstrate an understanding of the molecular basis of heredity. Life Science 6. Diversity and Biological Change Demonstrate an understanding of principles that explain the diversity of life and biological evolution. Page 6 2011–2012 BIOLOGY I Mississippi Subject Area Testing Program Teacher’s Guide 6 SATP2 2011–2012 Biology I Teacher’s Guide—Copyright © 2011 MDE Test Specifications Test specifications are the guidelines used by the Mississippi Department of Education, test developers, and members of the Biology I Teacher Committee in developing the Biology I Test. The test specifications were drafted and finalized based upon the following information: General Considerations—considerations used in developing each subject area test • Item Format—description of criteria for the development of the multiple-choice test items • Test Format—general information on how the test is presented • General Considerations Items will be written to measure the competencies of • the 2010 Mississippi Science Framework. Items will be appropriate in terms of difficulty, interest, • reading level (8th grade), and experience. Items included in the assessment will be reviewed • specifically for the purpose of eliminating stereotyping and bias related to age, sex, ethnicity, creed, economic status, geographic location, disability, etc. Test items will be machine-scorable multiple-choice • (MC) questions. When possible and appropriate, items will be presented • in a real-world context or will show relationships to real-world situations. The term real-world is defined as “typical of an average person’s actual life experiences.” Students will be expected to demonstrate a refined ability to analyze, synthesize, and correlate information to determine the correct response to such test questions. Information will be presented through written text or • through visual materials such as graphs, tables, maps, models, or other illustrations. Items may require students to apply previously • acquired scientific knowledge. Other items will provide information the student can use to answer the item. Some items may require mathematical computations. • Decimal numbers less than 1 will be written with • leading zeros. Item Format Options such as “none of the above,” “both A and B,” • and “all of the above” will NOT be used as answer choices. The item stem and answer choices should be on the • same page with answer choices arranged beneath the item stem. Items with art in the answer choices may have the answer choices stacked beneath the item stem. Item stems will be in the form of a question. • Numerical answer choices will be arranged in • ascending or descending order. Answer choices will be expressed as letters and arranged in alphabetical order. In no case will a letter answer choice coincide with its answer option. Test Format The test will be printed in black ink on white paper. • Scenarios, graphic displays, corresponding items, and • answer choices will appear on the same or facing pages. Negatives and superlatives used in item stems will • be typed in capital letters and boldfaced (e.g. NOT, LEAST, BEST, and EXCEPT). The test will consist of 60 scorable and 10 experimental • multiple-choice items. Page 7 Mississippi Subject Area Testing Program Teacher’s Guide 2011–2012 BIOLOGY I SATP2 2011–2012 Biology I Teacher’s Guide—Copyright © 2011 MDE 7 Test Blueprint A test blueprint identifies the reporting categories, or competencies, of a test and the number of items assigned to each competency. Test items are developed according to the blueprint, and students’ scores are derived from these items. The Biology I Test blueprint is based on the competencies in the 2010 Mississippi Science Framework. This blueprint serves as a guide for test developers to write test questions and construct test forms. It will be used throughout the life of the testing program to design the test forms for each administration. Blueprint Summary Table Content Strand Competency Number of Scored Multiple-Choice Items Inquiry 1. Inquiry 7 Physical Science 2. Biochemical Basis of Life 7 Life Science 3. Living Organisms and Their Environment 11 Life Science 4. Biological Organization 14 Life Science 5. Heredity 14 Life Science 6. Diversity and Biological Change 7 60 items Total Number of Core (Scorable) Multiple-Choice Items 60 * Total Number of Field-Test (Experimental) Multiple-Choice Items 10 * * Total Number of Test Items 70 * A student’s score will be based only on the 60 scored items. ** The remaining 10 items are field-test items embedded throughout the test. The number of field-test items may vary across all reporting categories. Field-test items are not included in students’ scores. Page 8 2011–2012 BIOLOGY I Mississippi Subject Area Testing Program Teacher’s Guide 8 SATP2 2011–2012 Biology I Teacher’s Guide—Copyright © 2011 MDE Performance Level Descriptors Performance Levels and Score Reports The Student Report* for the Mississippi Subject Area Tests provides information regarding how well a student has demonstrated mastery of the skills and content outlined in the 2010 Mississippi Science Framework. In addition to numerical scores, the report will specify the student’s performance level, which is based on the student’s scale score. Those levels are as follows: advanced, proficient, basic, and minimal. The range for each level is determined by the standard setting for each subject area. *A sample copy of the new Biology I Student Report showing this information is on page 25 of this guide. Purpose of Performance Level Descriptors The performance level descriptors (PLDs) serve a dual purpose: 1. to guide the development of the assessments, help establish cut scores during standard setting, and act as descriptors, as well as 2. to guide teachers’ instructional efforts to ensure that students reach the proficient level of performance on the content standards. The No Child Left Behind (NCLB) Act requires that PLDs for at least three levels, including basic, proficient, and advanced, be set forth. The PLD for proficient must reflect the intended cognitive processes at the appropriate grade level as set forth in the standards. The total description for the PLDs must reflect the full range of the content standards in terms of the cognitive challenge, cognitive complexity, and cognitive depth indicated by the depth of knowledge (DOK) level. DOK is a measure of the cognitive demand of the task students are being asked to perform. Content-Specific Performance Level Descriptors At a specific performance level, the student must demonstrate the performance described at that level. The student may be able to do more, but until the student is able to demonstrate mastery of what is described in the next-higher level of performance, the student is assigned the lower level. The following pages show the content-specific performance level descriptors for Biology I. Page 9 Mississippi Subject Area Testing Program Teacher’s Guide 2011–2012 BIOLOGY I SATP2 2011–2012 Biology I Teacher’s Guide—Copyright © 2011 MDE 9 Biology I Content-Specific Performance Level Descriptors The table below shows the content-specific performance level descriptors for Biology I based on the competencies in the 2010 Mississippi Science Framework. Performance Level Descriptors for Inquiry Content Strand Competency 1: Inquiry Advanced 1c. Evaluate a question or hypothesis to develop an experimental design for a scientific investigation. 1d. Justify a prediction based upon the analysis of a graph or data. Proficient 1a. Conduct a scientific investigation with accuracy and precision demonstrating safe procedures and proper use and care of laboratory equipment. 1b. Formulate questions that can be answered through research and experimental design. 1c. Apply the components of scientific processes and methods in classroom and laboratory investigations. 1d. Analyze graphs. 1e. Analyze procedures, data, and conclusions to determine the scientific validity of research. 1f. Recognize and analyze alternative explanations for experimental results and to make predictions based on observations and prior knowledge. 1g. Defend a scientific argument in oral, written, and graphic form. Basic 1a. Identify and recognize the following in a scientific investigation: safe procedures (safety rules, chemical use and symbols), proper use and care of laboratory equipment (goggles, aprons, compound light microscope, slides, balance, beaker, thermometers, graduated cylinders and rulers). 1c. Recognize the components of scientific processes and methods in classroom and laboratory investigations (e.g. hypothesis, experimental design, observations, data analyses, interpretations, theory development). 1d. Construct a graph. 1g. Communicate conclusions based on experiments in oral, written, and graphic form using appropriate terminology. Minimal Students performing at the minimal level inconsistently demonstrate the knowledge or skills that define basic level performance. Performance Level Descriptors for Physical Science Content Strand Competency 2: Biochemical Basis of Life Advanced 2e. Predict the effect of pH, temperature, and concentration on enzymatic reaction rates. 2f. Explain how energy from ATP is made available for specific processes in an organism, such as in the sodium- potassium pump. Proficient 2a. Explain and compare the types of bonds between atoms based on the subatomic particles and their arrangement; connect the importance of ions to biological process. 2b. Utilize the properties of water to defend water as an essential component of living systems. 2c. Classify solutions as acidic, basic or neutral and relate the significance of an organism’s pH to its survival. 2d. Compare and contrast the four major organic macromolecules in terms of structure, and function in living organisms. 2e. Explain the role enzymes play in regulating biochemical reactions. 2f. Describe the structure and function of ATP and its role in making energy available to the cell. 2g. Analyze and connect the roles of reactants and products in the biochemical process of photosynthesis and cellular respiration. Page 10 2011–2012 BIOLOGY I Mississippi Subject Area Testing Program Teacher’s Guide 10 SATP2 2011–2012 Biology I Teacher’s Guide—Copyright © 2011 MDE Basic 2a. Identify types of bond formation (e.g. covalent, ionic, hydrogen, etc.) 2b. Identify the unique properties of water. 2d. Identify examples of carbohydrates, proteins, lipids, and nucleic acids. Minimal Students performing at the minimal level inconsistently demonstrate the knowledge or skills that define basic level performance. Performance Level Descriptors for Life Science Content Strand Competency 3: Living Organisms and Their Environment Competency 4: Biological Organization Competency 5: Heredity Competency 6: Diversity and Biological Change Advanced 3a. Evaluate the relationship between the adaptations of organisms to the biome in which they live. 3c. Predict possible adaptations and impacts that will occur when an organism is introduced in a new environment. 4d. Analyze how plant structures and cellular functions are related to the survival of plants. 5b. Predict the results of a given parental dihybrid cross. 5c. Analyze a pedigree to determine unknown traits and genotypes in past or future generations 6a. Given an organism, predict its evolutionary relationship to other given species. Proficient 3a. Compare and contrast the characteristics of the world’s major biomes. 3b. Provide examples that demonstrate the interdependence of organisms and their environment (biotic and abiotic). 3c. Evaluate the significance of natural events and human activities on the biosphere. 4a. Differentiate among types of cells and describe the functions and structures of major cell organelles including cell parts for mobility. 4b. Differentiate between the types of cellular reproduction and the results of each type. 4c. Differentiate among the organizational levels of organisms. 4d. Explain and describe how vascular and nonvascular plant structures and cellular functions are related to the survival of plants. 5a. Analyze and explain the molecular basis of heredity and the inheritance of traits to successive generations using the Central Dogma of Molecular Biology. 5b. Utilize Mendel’s laws and Punnett squares to evaluate results and predict percentage outcomes of monohybrid crosses involving complete dominance, incomplete dominance, codominance, sex-linked, and multiple alleles. 5c. Examine inheritance patterns using current technology. 5d. Describe the characteristics and implications of both chromosomal and gene mutations. 6a. Draw conclusions about how organisms are classified into hierarchy of groups and sub groups based on similarities that reflect their evolutionary relationships (including body plans and methods of reproduction). 6b. Critique data used by scientists (e.g. Redi, Needham, Spallanzani, and Pasteur) to explain evolutionary processes and patterns. 6c. Analyze research in relation to the contributions of scientists whose work led to the development of the theory of evolution. 6d. Analyze and explain the role of natural selection in speciation and applications of speciation. 6e. Differentiate among chemical evolution, organic evolution, and the evolutionary steps along the way to aerobic heterotrophs and photosynthetic autotrophs. Page 11 Mississippi Subject Area Testing Program Teacher’s Guide 2011–2012 BIOLOGY I SATP2 2011–2012 Biology I Teacher’s Guide—Copyright © 2011 MDE 11 Basic 3a. Identify the major biomes and their characteristics. 4a. Identify function of basic cell organelles. 5a. Label the structure of DNA and explain the differences between DNA and RNA. 5d. Identify types of chromosomal and gene mutations. 6a. List the taxonomic levels from broadest to specific and place organisms into the correct kingdom based on characteristics. 6c. Summarize the contributions of scientists whose work led to the development of the theory of evolution. 6d. Identify examples that demonstrate the role that natural selection, speciation, diversity, adaptation, and extinction play a role in evolution. Minimal Students performing at the minimal level inconsistently demonstrate the knowledge or skills that define basic level performance. Page 12 2011–2012 BIOLOGY I Mississippi Subject Area Testing Program Teacher’s Guide 12 SATP2 2011–2012 Biology I Teacher’s Guide—Copyright © 2011 MDE * indicates correct answer Content Strand: Inquiry Competency: 1. Inquiry: Apply inquiry-based and problem-solving processes and skills to scientific investigations. Objective 1a: Conduct a scientific investigation with accuracy and precision demonstrating safe procedures and proper use and care of laboratory equipment. Performance Level: Proficient Depth of Knowledge Level: 2 Sample Item #1 A student performed an investigation to determine how much heat is released during yeast fermentation. Temperature readings were recorded in 5-minute increments for one hour. Which diagram represents the most accurate way to obtain the temperatures? A * B C D Page 13 Mississippi Subject Area Testing Program Teacher’s Guide 2011–2012 BIOLOGY I SATP2 2011–2012 Biology I Teacher’s Guide—Copyright © 2011 MDE 13 Content Strand: Inquiry Competency: 1. Inquiry: Apply inquiry-based and problem-solving processes and skills to scientific investigations. Objective 1d: Justify a conclusion or prediction based upon the analysis of a graph or data. Performance Level: Advanced Depth of Knowledge Level: 2 Sample Item #2 The graph shows the concentration of substances in human blood before and after exercising. What conclusion is justified by the information in the graph? The body uses carbon dioxide to produce energy during exercise. A An increase in blood oxygen causes an increase in the breathing rate. B As blood oxygen levels increase, lactic acid production increases. C As the body exercises, muscle metabolism produces lactic acid.* D Page 14 2011–2012 BIOLOGY I Mississippi Subject Area Testing Program Teacher’s Guide 14 SATP2 2011–2012 Biology I Teacher’s Guide—Copyright © 2011 MDE Content Strand: Physical Science Competency: 2. Biochemical Basis of Life: Describe the biochemical basis of life and explain how energy flows within and between the living systems. Objective 2d: Identify examples of carbohydrates, proteins, lipids, and nucleic acids. Performance Level: Basic Depth of Knowledge Level: 2 Sample Item #3 Which diagram represents a carbohydrate? A B C D * Page 15 Mississippi Subject Area Testing Program Teacher’s Guide 2011–2012 BIOLOGY I SATP2 2011–2012 Biology I Teacher’s Guide—Copyright © 2011 MDE 15 Content Strand: Physical Science Competency: 2. Biochemical Basis of Life: Describe the biochemical basis of life and explain how energy flows within and between the living systems. Objective 2e: Predict the effect of pH, temperature, and concentration on enzymatic reaction rates. Performance Level: Advanced Depth of Knowledge Level: 2 Sample Item #4 The enzyme bromelain has an effective temperature range of 40–65°C. Which of the following will occur if the reaction temperature is increased from 45°C to 55°C? Bromelain will work faster than before.* A Bromelain will break into several pieces. B Bromelain will bind to another substrate. C Bromelain will form a different product. D Content Strand: Life Science Competency: 3. Living Organisms and Their Environment: Investigate and evaluate the interaction between living organisms and their environment. Objective 3a: Identify the major biomes and their characteristics. Performance Level: Basic Depth of Knowledge Level: 1 Sample Item #5 Deer, elk, squirrels, and black bears are characteristic animal species found in which biome? Tropical rainforest A Temperate forest * B Grassland C Desert D Page 16 2011–2012 BIOLOGY I Mississippi Subject Area Testing Program Teacher’s Guide 16 SATP2 2011–2012 Biology I Teacher’s Guide—Copyright © 2011 MDE Content Strand: Life Science Competency: 3. Living Organisms and Their Environment: Investigate and evaluate the interaction between living organisms and their environment. Objective 3b: Provide examples that demonstrate the interdependence of organisms and their environment (biotic and abiotic). Performance Level: Proficient Depth of Knowledge Level: 2 Sample Item #6 A food web from a pond ecosystem is represented in the diagram below. Which organism receives the smallest percentage of energy from the cattails? Trout A Muskrat B Raccoon* C White Suckerfish D Page 17 Mississippi Subject Area Testing Program Teacher’s Guide 2011–2012 BIOLOGY I SATP2 2011–2012 Biology I Teacher’s Guide—Copyright © 2011 MDE 17 Content Strand: Life Science Competency: 4. Biological Organization: Analyze and explain the structures and function of the levels of biological organization. Objective 4a: Differentiate among types of cells and describe the functions and structures of major cell organelles including cell parts for mobility. Performance Level: Proficient Depth of Knowledge Level: 2 Sample Item #7 A biologist studied a cell with an electron microscope. The cell contained an endoplasmic reticulum, chloroplasts, and a cell wall. The biologist observed a cell from which of the following groups? Plant * A Animal B Fungus C Bacteria D Content Strand: Life Science Competency: 4. Biological Organization: Analyze and explain the structures and function of the levels of biological organization. Objective 4b: Differentiate between the types of cellular reproduction and the results of each type. Performance Level: Proficient Depth of Knowledge Level: 1 Sample Item #8 What structure results from an inward pinching of the cell membrane during cytokinesis of an animal cell? Cell plate A Chromosome B Cleavage furrow * C Nuclear envelope D Page 18 2011–2012 BIOLOGY I Mississippi Subject Area Testing Program Teacher’s Guide 18 SATP2 2011–2012 Biology I Teacher’s Guide—Copyright © 2011 MDE Content Strand: Life Science Competency: 5. Heredity: Demonstrate an understanding of the molecular basis of heredity. Objective 5a: Analyze and explain the molecular basis of heredity and the inheritance of traits to successive generations using the Central Dogma of Molecular Biology. Performance Level: Proficient Depth of Knowledge Level: 3 Sample Item #9 An mRNA codon chart is shown below. Which of the following is a DNA base sequence that codes for the protein sequence of amino acids Arg-Asn-Cys-Met? GCC GTA CCC TTT E CGU CGT CCA CTT F TCT TTA ACG TAC * G CGU GTA AGC CCT H Page 19 Mississippi Subject Area Testing Program Teacher’s Guide 2011–2012 BIOLOGY I SATP2 2011–2012 Biology I Teacher’s Guide—Copyright © 2011 MDE 19 Content Strand: Life Science Competency: 5. Heredity: Demonstrate an understanding of the molecular basis of heredity. Objective 5c: Analyze a pedigree to determine unknown traits and genotypes in past or future generations. Performance Level: Advanced Depth of Knowledge Level: 2 Sample Item #10 The inheritance of a disorder within a family is shown in the pedigree below. If R represents the dominant allele and r represents the recessive allele, what is the genotype of Individual 1? X A RY R X B rY X C rXr X D RXr *r Page 20 2011–2012 BIOLOGY I Mississippi Subject Area Testing Program Teacher’s Guide 20 SATP2 2011–2012 Biology I Teacher’s Guide—Copyright © 2011 MDE Content Strand: Life Science Competency: 6. Diversity and Biological Change: Demonstrate an understanding of principles that explain the diversity of life and biological evolution. Objective 6a: List the taxonomic levels from broadest to specific and place organisms into the correct kingdom based on characteristics. Performance Level: Basic Depth of Knowledge Level: 1 Sample Item #11 Single-celled, eukaryotic organisms are classified in what kingdom? Animalia A Protista * B Monera C Plantae D Content Strand: Life Science Competency: 6. Diversity and Biological Change: Demonstrate an understanding of principles that explain the diversity of life and biological evolution. Objective 6d: Analyze and explain the role of natural selection in speciation and applications of speciation. Performance Level: Proficient Depth of Knowledge Level: 3 Sample Item #12 Larvae of the diamondback moth feed on cauliflower plants. The larvae of the diamondback moth are now resistant to various types of pesticides. Which statement describes how the larvae became resistant? The pesticide is only effective against the larvae at certain times of the year. A Natural variations in plants neutralize the pesticide before it reaches the larvae. B Natural variations in diamondback moth genes allowed some individuals to survive.* C The pesticide is not effective against adult diamondback moths while they hibernate in the adult plant. D Page 21 Mississippi Subject Area Testing Program Teacher’s Guide 2011–2012 BIOLOGY I SATP2 2011–2012 Biology I Teacher’s Guide—Copyright © 2011 MDE 21 Interpretation of Score Reports for Biology I Several different score reports are available following administrations of the Mississippi Subject Area Tests: The • Student Report gives the scores for an individual student. The • Class Performance Report gives the scores for all students in a particular class. The • Class Summary Report displays the total performance of an entire classroom. The • School Summary Report by Competency displays the total performance of an entire school. The • School Summary Report Combined Standard Administrations gives a summary of all the scores for students in a school who participated for the first time in the fall and spring administrations. Because the most immediate interest for a classroom teacher is the performance of his or her own students, the following discussion explains how to interpret the information contained in the Class Performance Report and the Student Report. A sample Class Performance Report and a sample Student Report appear on pages 23 and 25, respectively. New Score Report Information for 2011–2012 Students who are enrolled in Biology I for the first time during the 2011–2012 school year will be taught and tested on materials from the 2010 Mississippi Science Framework. Students who were enrolled in Biology I prior to the 2010–2011 school year were taught from the 2001 Mississippi Science Framework. Two categories of students will continue to be assessed based upon the 2001 Mississippi Science Framework: 1) students who were unable to participate in the April 2010 primary administration due to extenuating circumstances and 2) students who tested prior to the 2010–2011 school year but did not obtain a passing score. These students will receive reports that show content strands from the 2001 Mississippi Science Framework. The reports for the 2010 Mississippi Science Framework will be released in summer 2011. Class Performance Report for Students Tested on the 2010 Mississippi Science Framework The Class Performance Report shows the scores for each student within a classroom who takes the Biology I test during the 2011–2012 school year. Two copies are provided for each school. The top portion of the report displays the teacher’s • name, administration name, school name, district name, and district and school code. The top-left portion of the report labeled SUMMARY • shows the following information for included students: the TOTAL N-COUNT (the number of students within the classroom who took the test), the number of students included in the SUMMARY, the mean scale score, the number of students who passed, and the percentage of students who passed. Below the SUMMARY information is an alphabetical • list of the students in the class who took the Biology I test. Each student’s MSIS identification number, as recorded on the student’s answer sheet at the time of testing is also displayed. The data portion of the Class Performance Report includes the SCALE SCORE, the Summary Exclusion Flag, the PASS/FAIL STATUS, and the raw scores for MULTIPLE CHOICE ITEMS. The SCALE SCORE is each student’s total test score. • Each student’s total raw score is converted to a scale score. A raw score is the number of points earned for a competency. Scale scores represent approximately Page 22 2011–2012 BIOLOGY I Mississippi Subject Area Testing Program Teacher’s Guide 22 SATP2 2011–2012 Biology I Teacher’s Guide—Copyright © 2011 MDE equal units on a continuous scale of numbers. The raw scores from different forms may not be comparable because forms can vary in difficulty. Because the raw scores may not be comparable across forms, they are converted to scale scores through a statistical process that adjusts for any differences in test difficulty between forms. For this reason, the scale scores are especially suitable for comparing student performance across years and for ensuring that the same level of difficulty of a performance standard is maintained across years. On the Class Performance Report, the scale score is each student’s total test score. A scale score is provided only if the student attained a valid raw score. The Summary Exclusion Flag indicates if the student’s • score is not included in the SUMMARY. An explanation of the status codes assigned to students who are not included in the SUMMARY is shown at the bottom of the report in the Legend section. Next to the Summary Exclusion Flags is a column • indicating PASS/FAIL STATUS. This status indicates the comparison of the student’s scale score to the passing score for the test. If a student’s scale score is equal to or greater than the passing score, this column indicates PASS. If the student’s scale score is less than the passing score, this column indicates FAIL. The columns beneath the MULTIPLE CHOICE • ITEMS heading provide information on the tested competencies from the 2010 Mississippi Science Framework. The top of the first column shows the Total Raw Score (the maximum number of points possible). Points are based on the number of correct answers. Each student’s Total Raw Score is displayed in this column. If the student did not obtain a score then a condition code is displayed. The tops of the remaining columns show the content strands being tested and the maximum number of points possible for each content strand. Raw scores within each content strand for each student are displayed in these columns. If the student did not obtain a score, then a condition code is displayed. At the bottom of the table, the MEAN RAW SCORE • and AVERAGE PERCENT CORRECT values are listed by content strand. The MEAN RAW SCORE and AVERAGE PERCENT CORRECT values are calculated only for first-time test takers who are included in the SUMMARY. The MEAN RAW SCORE is the raw score of the students included in the SUMMARY. The AVERAGE PERCENT CORRECT is the mean raw score per content strand divided by the maximum number of points possible for that content strand. Page 23 Mississippi Subject Area Testing Program Teacher’s Guide 2011–2012 BIOLOGY I SATP2 2011–2012 Biology I Teacher’s Guide—Copyright © 2011 MDE 23 Sample Biology I Class Performance Report for Students Tested on the 2010 Mississippi Science Framework Mississippi Subject Area Testing Program, Second Edition SATP2 For the classroom of TEACHER NAME SATP2 Dec 20YY Paper/Pencil Class Performance Report — Biology I Zbatch or Process No Copy: 01 Page X of Y 2010 Mississippi Science Framework School Name: District Name: Code: ####-### BIOLOGY I Competency Total Number Correct Inquiry Biochemical Basis of Life Living Organisms and Their Environment Biological Organization Heredity Diversity and Biological Change Number Possible 60 7 7 11 14 14 7 STUDENT NAME MSIS ID SCALE SCORE PASS/FAIL STATUS Number Correct LASTNAME FIRSTNAME I ######### ### PASS ### ### ### ### ### ### ### LASTNAME FIRSTNAME I ######### INV E INV INV INV INV INV INV INV LASTNAME FIRSTNAME I ######### ### PASS ### ### ### ### ### ### ### LASTNAME FIRSTNAME I ######### ### R FAIL ### ### ### ### ### ### ### LASTNAME FIRSTNAME I ######### 04 FAIL 04 04 04 04 04 04 04 LASTNAME FIRSTNAME I ######### ### FAIL ### ### ### ### ### ### ### LASTNAME FIRSTNAME I ######### ### E #### ### ### ### ### ### ### ### LASTNAME FIRSTNAME I ######### ### #### ### ### ### ### ### ### ### LASTNAME FIRSTNAME I ######### ### #### ### ### ### ### ### ### ### LASTNAME FIRSTNAME I ######### DNF DNF DNF DNF DNF DNF DNF DNF LASTNAME FIRSTNAME I ######### 05 FAIL 05 05 05 05 05 05 05 LASTNAME FIRSTNAME I ######### ### FAIL ### ### ### ### ### ### ### LASTNAME FIRSTNAME I ######### DNA DNA DNA DNA DNA DNA DNA DNA LASTNAME FIRSTNAME I ######### ### COND ### ### ### ### ### ### ### LASTNAME FIRSTNAME I ######### ### COND ### ### ### ### ### ### ### AVERAGE NUMBER CORRECT ##.# ##.# ##.# ##.# ##.# ##.# ##.# AVERAGE PERCENT CORRECT ###.# ###.# ###.# ###.# ###.# ###.# ###.# SUMMARY: TOTAL N-COUNT ##### NUMBER INCLUDED ##### MEAN SCALE SCORE ###.# NUMBER PASSING ##### PERCENT PASSING ###.#% Legend: E= Excluded from Summary R = Retest, Excluded from Summary INV = Invalid Test DNA = Did Not Attempt M = Maximum Number Correct DNF = Did Not Finish 04 = Student Refused to Take Test 05 = Unfair Advantage COND = Pass status is pending official confirmation Page 24 2011–2012 BIOLOGY I Mississippi Subject Area Testing Program Teacher’s Guide 24 SATP2 2011–2012 Biology I Teacher’s Guide—Copyright © 2011 MDE The Student Report (two copies per student) provides the scores for each student who takes the Biology I Subject Area Test. The top-center portion of the Student Report displays • the student’s name, MSIS identification number, and date of birth as recorded on the student’s answer sheet at the time of testing. The top-right portion of the page contains the • administration name, Class Name, School Name, District Name, and district Code. The top table of the Student Report includes the subject area Passing Score and the student’s Pass/Fail Status, Scale Score, Performance Level, and a comparison of the student’s score to other students testing for the first time within his or her school, district, and state. The bottom table of the Student Report includes the student’s performance by content strand. TOP TABLE The Passing Score is the scale score required to • pass the test. The passing score was determined by a committee of educators from Mississippi who recommended a total test raw score to indicate passing. This total test raw score is converted to a scale score, which is displayed as the passing score. The Pass/Fail Status represents the comparison of • the student’s scale score to the passing score. If the student’s scale score is equal to or greater than the passing score, the status is PASS. If the student’s scale score is less than the passing score, the status is FAIL. The Scale Score represents the student’s total • test score. The raw score on the total test is converted to a scale score. A scale score is given only if the student attains a valid raw score. If a valid score is not attained, then one of the condition codes is printed instead of a scale score. A Performance Level is indicated and explained • in the right column, unless the student receives a condition code of DNA, INV, DNF, 04, or 05. The four performance levels are advanced, proficient, basic, and minimal. The scale score range for each performance level is described in the table below. The comparison begins with Your Score followed by • the School average, District average, and State average for first-time test takers. (For students who participate in the September or April SENIORS ONLY retests, the comparison of Your Score is made to the State average from the pervious spring administration. No sample provided.) BOTTOM TABLE The bottom table provides information for the tested • competencies from the 2010 Mississippi Science Framework. To the right of this information is the maximum number of points possible, the number of points correct (raw score), and the percentage of correct answers the student achieved for each competency. Mississippi Student Performance Levels 2010 Mississippi Science Framework Subject Label Scale Score Values Biology I Advanced 665–688 Proficient 650–664 Basic 640–649 Minimal 610–639 Student Report for Students Tested on the 2010 Mississippi Science Framework Page 25 Mississippi Subject Area Testing Program Teacher’s Guide 2011–2012 BIOLOGY I SATP2 2011–2012 Biology I Teacher’s Guide—Copyright © 2011 MDE 25 Sample Biology I Student Report for Students Tested on the 2010 Mississippi Science Framework Page 26 2011–2012 BIOLOGY I Mississippi Subject Area Testing Program Teacher’s Guide 26 SATP2 2011–2012 Biology I Teacher’s Guide—Copyright © 2011 MDE Glossary of Test Terms Assessment strands/Competencies: Competencies are used for test-construction and reporting purposes. The test items are written to the competencies, not to the content strands. Blueprint: The blueprint indicates the number of items from each content strand that must appear on a test. Competency/item match: There must be alignment between a given competency and an item that measures the competency. During item review, each item must match the competency or the item will be moved to the appropriate competency. Content strand: This term refers to a set of understandings/ competencies and objectives that focus on specific contents of a course. Core items: This term refers to the scorable test items that count toward the student’s score. Criterion-referenced test (CRT): CRTs are constructed to assess a student’s understanding of given competencies or objectives. The Mississippi Subject Area Tests are criterion-referenced tests. Distractors: This term refers to the incorrect choices to a multiple-choice item. Enhanced multiple-choice items: This term refers to test items that ask the student to use graphic information or to use information provided about the world outside of the school setting. Equating: This term refers to the process that uses linking items to construct different forms of a test so that each form has the same degree of difficulty. Field-test items: Field-test items have never been on a test. These items have no statistical data and are not counted for or against the student’s score. Once these items have been tested and statistically evaluated, they may appear on new forms of the test or they may be deleted. Because field-test items are not identified on the test, students will not know which items count and which do not. Forms: Different test forms are used at each administration. All forms are constructed so that they have the same number of items in each of the content strands. In addition, they have the same statistical qualities; that is, they have the same degree of difficulty. Item: This term refers to a single question or problem in a test. Lead art: This term refers to the graphic portion of the item that precedes the written portion of the item. Lead art is different from the art that may be used as options. Linking items: This term refers to items that are found across more than one test form. They are used for equating forms and must be identical on all test forms. Multiple-choice items: This term refers to items that ask students to choose the correct answer from several given answers or options. Objective: This term refers to the knowledge, skill, process, or strategy that an item measures. Options: This term refers to the possible responses in multiple-choice items, including the correct response and all distractors. Some options will appear as art. Selected-response item: This is another term for a multiple-choice item. Standardized test: This term refers to a test that contains the same content administered in the same way for everyone taking the test. Stem: The item stem states the problem and can be posed as a question or as an incomplete statement. Stimulus: The item stem, piece of art, or referent that prompts a response is called a stimulus. Test construction: This term refers to the selection of the items that go into each form of a test and to the arrangement of the items in an appropriate sequence. Page 27 Page 28 Page 29 Page 30 Page 31 Page 32 MISSISSIPPI SUBJECT AREA TESTING PROGRAM, SECOND EDITION SATP2 Biology I Teacher’s Guide 2011–2012 School Year MS00005702 MS00005702 1 2 3 4 5 A B C D E Printed in the USA

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