Biologyeocupdate 2014

SCIENCE Assessment Updates for 2014 Biology End-of-Course (EOC) Exam
Updates for 2014, Biology EOC
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Copyright February 2014 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document. All other individuals wishing to reproduce this document must contact OSPI.
Table of Contents Introduction .................................................................................................................................................. 3 Washington State K-12 Science Learning Standards .................................................................................... 3 Adoption of Next Generation Science Standards ......................................................................................... 3 New Samples for 2014 .................................................................................................................................. 4 Student Sample Pages............................................................................................................................... 5 Teacher Answer Pages ............................................................................................................................ 21 Appendix A: Biology End-of-Course Information ........................................................................................ 42 Test and Item Specifications ................................................................................................................... 42 Item Types............................................................................................................................................... 42 Performance Level Descriptors ............................................................................................................... 43 Graduation Requirements ...................................................................................................................... 43 2014 Biology EOC Testing Windows ....................................................................................................... 44 Appendix B: Resources for Educators ......................................................................................................... 45 Lessons Learned from Scoring Student Work ......................................................................................... 45 2013 Released Item Document (RID) and Item Analysis ........................................................................ 45 Sample Item Templates .......................................................................................................................... 45 Updates for 2012 and 2013 .................................................................................................................... 45 Teacher Tool ........................................................................................................................................... 45 Appendix C: Get involved and stay informed: ............................................................................................ 46 Resources/Contact Information.............................................................................................................. 46
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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 http://www.k12.wa.us/Science/EducatorResources.aspx
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 2011. A biology End-of-Course (EOC) exam replaced the High School Proficiency Exam (HSPE) in 2012. View the Washington State K-12 Science Learning Standards at: http://www.k12.wa.us/Science/Standards.aspx
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, 2013. 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: http://www.k12.wa.us/Science/NGSS.aspx 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.
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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-ofCourse 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.
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Student Sample Pages
Student Name:____________________________________________
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Updates 2014 Biology EOCStudent 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 o o o
A. Meiosis B. Diffusion C. Feedback D. Respiration
2 What is one purpose of ATP molecules in plant and animal cells?
o o o o
A. To increase the rate of diffusion across cell membranes B. To decrease the rate of chemical reactions C. To store energy used for cell processes D. To pass genetic traits to offspring
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Updates 2014 Biology EOCStudent
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 o o o
A. The two bird species have similar DNA sequences B. The two bird species eat many of the same insects C. The two bird species are found in the same area D. The two bird species have similar feather colors
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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.
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5 The traits of populations in the forest ecosystem have changed over time. What caused
the traits to change?
o o o o
A. Natural selection B. Lack of mutations C. Unlimited resources D. Asexual reproduction
6 Which change to the forest ecosystem could limit the growth of the tussock
moth population?
o o o o
A. Decrease in competition B. Reduction in disease C. Fewer predators D. Loss of habitat
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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 o o o
A. All moths require trees for food. B. Many different ecosystems include trees. C. Annual data can be collected because trees grow slowly. D. Both tree height and moth population size can be measured.
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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:
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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 o o o
A. B. C.
0% 25% 75%
D. 100%
10
How do tussock moths obtain energy in cellular respiration?
o o o o
A. By taking in water B. By releasing oxygen C. By breaking down glucose D. By inhaling carbon dioxide
11 Which is a role of the tussock moth larvae in the forest ecosystem carbon cycle?
o o o o
A. The larvae eat food and release oxygen B. The larvae eat food and release carbon dioxide C. The larvae breathe in oxygen and produce glucose D. The larvae breathe in carbon dioxide and produce water
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Updates 2014 Biology EOCStudent 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:
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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?
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Updates 2014 Biology EOCStudent 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 4. 5. 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 Number of Plants Distance from Stream
(meters) (per 1-meter square)
Trial 1 2 4* 6 *High flow line 16 47 55
Trial 2 18 49 53
Trial 3 19 50 52
Trial 4 20 45 56
Average 18 48 54
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13 What did Paige and Logan do to make the results of the field study valid?
o o o o
A. Chose a stream behind the school B. Collected field study data for four trials C. Conducted the field study during the afternoon 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 Logans results, what would happen to the plants if the high flow line moved farther from the stream?
o o o o
A. The number of plants four meters from the stream would decrease. B. The mass of the plants two meters from the stream would increase. C. The height of the plants six meters from the stream would decrease. 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 o o o
A. B. C.
40 plants per square meter 480 plants per square meter 492 plants per square meter
D. 5,760 plants per square meter
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16 How would a fish population affect the stream ecosystem?
o o o o
A. Fish would lower the water temperature. B. Fish would produce oxygen from the water. C. Fish would block sunlight, increasing plant growth. 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 o o o
A. The new data were collected later in the day. B. The topsoil had been washed away by a flood. C. A larger sample area was used to count plants. D. The animals that ate the plants had moved away.
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18 Why do frogs and fish in the stream have similar genes?
o o o o
A. Frogs and fish are made of molecules. B. Frogs and fish share a common ancestor. C. Frogs and fish get nutrients from the stream. 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 o o o
A. Installing furnaces that burn fossil fuels B. Installing refrigerators made in another country C. Using materials from old buildings for new homes D. Using wood from old-growth forests for new homes
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Updates 2014 Biology EOCStudent 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:
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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.
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Updates 2014 Biology EOCTeacher
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)
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Stand Alone Items Answer Key Table

Grade: Biology EOC These are new items written for this Updates document. They did not go through the full development cycle.
Title: Stand Alone items Description: Items not attached to a scenario

Item Description
Item Specification Code Domains of Science Structures & Function Application Ecosystems Biological Evolution Systems Inquiry
Answers & Typical Results
Item Specification Text
Describe feedback as a process in which the SYSA **1 output of a given system provides information (1) 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. 1 Stand Alone Point Total = 4 25% Actual Biology EOC = 45 points 15%
35% correct LS1F (5) LS1E (6) 75% correct CP Rubric
LS3E 90% (1) correct 0 0% 25% 0 0% 15% 3 75% 45%
MC /CP = 4pts 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.
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Scoring Rubric for Item 3: mRNA Strand Typical results 0.15 pts 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: CCG-GUA CCGGUA C-C-G-G-U-A ccg-gua ccggua 65% Blank= 20% 15%
Performance Description
A 0-point response demonstrates the student has little or no understanding of the Content Standard. ATG-TAC Any other combination
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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 Domains of Science Application Structures & Function Ecosystems Biological Evolution Systems Inquiry Answers & Typical Results
Item Specification Text *Crossed Content Standard Text
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.
SYSB *
LS3A 79.1% 4.9% (3) correct
8.8%
7.0%
SYSB *
LS2C (1)
2.9%
2.5%
5.9%
88.4% correct
INQA (1)
14.5%
6.4%
8.3%
70.5% correct
Describe trade-offs and/or unintended consequences for one or more given APPE 8 SA Rubric solution(s) to a given technological design (1) problem. Describe the possible combinations of LS1I 62.8% 9 offspring in a simple Mendelian genetic cross 2.2% 21.4% 13.1% (7) correct for two traits. Describe the inputs and/or outputs of matter LS1B 69.7% 10 and/or energy in cellular respiration and/or in 4.4% 7.8% 17.6% (3) correct combustion. *Crossed items are only counted once in a students 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.
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The Moths and the Trees Scenario Map & Answer Key, Page 2 of 2
Title: The Moths and the Trees (continued) Description: Students observe a forest ecosystem.
Grade: Biology EOC Used on the 2012 and 2013 Spring Biology EOC unless noted **
Describe the cycle of carbon through ecosystems. *Systems thinking can be especially useful in SYSB **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 SYSC **12 simplified model may not be able to reliably (2) predict those consequences. 2 1 Scenario Point Total = 10 20% 10% Actual Biology EOC = 45 points 15% 25%
LS2A (1)
65% correct
SA Rubric 2 20% 15% 5 50% 45%
MC/CP= 6pts, SA=4pts 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 students 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.
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Scoring Rubric for Item 8: Moths and Trees Consequences 2013 results Mean = 0.79 pts
Performance Description 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. Examples: Effect on a 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 Change in another part of the forest 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
19.8%
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. A 0-point response demonstrates the student has little or no understanding of the Content Standard. 38.1%
40.1% 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.
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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...
Score Points 1
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. 1 Change in another part of the forest ecosystem: ...the birds will die... Total Score Points
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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...
Score Points 0
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. Total Score Points
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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 Total Score Points
Score Points
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Scoring Rubric for Item 12: The Moths and the Trees Greenhouse Model Prediction Typical results Mean = 0.4 pts
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: 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
10%
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. 20%
65% Blank= 5%
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Annotated example of a 2-point response for item 12 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: 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. Total Score Points
Score Points 1
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Annotated example of a 1-point response for item 12 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: 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... How this causes unreliable predictions: ...effects the moth population... Vague Total Score Points
Score Points 1
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Annotated example of a 0-point response for item 12 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: The data is unreliable because they dont have the greenhouse with the same air temperature/flow and you cant 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 dont 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 cant grow the trees in the green houseIncorrect How this causes unreliable predictions: None Another way forest ecosystem is more complex: None
Score Points 0
0 How this causes unreliable predictions: None Total Score Points
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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. Title: Along a Stream
**13 Evaluate an investigation in terms of validity.
INQF (1) 69.1% correct LS2B (3) 92.9% correct 7.3% 8.5%
45% correct 14.6%
Identify a testable prediction or hypothesis INQE 14 that can be generated from a given model, (1) theory, or new condition in an existing model. Calculate population density given an area or 15 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 SYSB 16 analyzing complex situations. To be useful, a * system needs to be specified as clearly as possible. 17 Explain inconsistencies in findings from a given investigation. INQG (1)
2.4%
1.9%
2.3%
LS2E (2)
3.4%
9.5%
1.9%
84.7% correct
5.0%
73.8% correct
13.2%
7.4%
Describe that genes in very different LS3C 68.2% 18 organisms can be similar because the 2.7% 12.7% 15.9% (3) correct organisms all share a common ancestor. *Crossed items are only counted once in a students 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.
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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 Domains of Science Application Structures & Function Ecosystems Biological Evolution Systems Inquiry Item Specification Text *Crossed Content Standard Text Answers & Typical Results
19 20
Describe how sustainable development could help with a current resource issue. Describe a plan to answer a given question for a field study. Scenario Point Total = 9 Actual Biology EOC = 45 points 0 0% 15% INQB (2) 5 56% 25% 0 0% 15%
LS2F (2)
13.8%
1.3%
50.2% correct
34.1%
SA Rubric 4 44% 45% MC/CP= 7pts, SA=2pts 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 students 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.
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Scoring Rubric for Item 13: Along a Stream New Field Study (page 1 of 3) 2013 results Mean = 1.01 pts
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
6-7
27.6%
3-5 02
40.4% 27.1% Blank = 4.8%
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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 Method for Collecting Data (Controlled Variable) Conditions to be Compared (Independent Variable) Data to be Collected (Dependent Variable) Description 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. Record Measurements 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.
Attribute
2013 results 29.3%
42.5%
70.0%
64.7%
Observations are Repeated
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.
59.0%
Record Environmental Conditions
28.9%
Logical Steps
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
59.0%
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Scoring Rubric for Item 13: Along a Stream New Field Study (page 3 of 3) General Notes: 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.
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Annotated example of a 2-point response to item 20. 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: 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 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 Total Attributes
Credit 1
Annotation 5. Wait 5 minutes. OR 6. placing thermometer at the same spot. 3 conditions: 3. on the surface of the stream 7.for half the depth of the stream and full depth of the stream. 4. Record the temperature. 4. Record the temperature. 6. Repeat steps 3-5 for trials 2 and 3 7. Repeat steps 3-6 1. Record the temperature and weather conditions. The steps of the procedure are detailed enough to repeat the procedure effectively.
1 1 1 1 1 1
2 Score Points
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Annotated example of a 1-point response to Item 20. 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: 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 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 Total Attributes
Credit 0 None
Annotation
1 1 1 1 0 1
3 conditions: 1)different depths of the stream (3ft, 5ft, 10ft). 2) checking the temperature of the different depts 3) record data found in a chart(Clarified by step 2) 2) collect data by checking the temperature3 different days. None The steps of the procedure are detailed enough to repeat the procedure effectively
1 Score Point
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Annotated example of a 0-point response to Item 20. 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: The water closest to the top is usually warmer than near the bottom of the stream. In that case, youd 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. Youd have to use an accurate thermometer. If its 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 General Note 1e: Prediction
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 Total Attributes
0 0 0 0 0
0 Score Points
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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: http://www.k12.wa.us/Science/TestItemSpec.aspx.
Item Types
Item Types on the Biology End-of-Course (EOC) Exam Point Items per Item Type Distinguishing Feature(s) Value operational test Each multiple choice item has four answer choices, the correct Multiple 1 31-34 answer and three distractors. choice Each completion item requires the student to write a number, Completion 1 1-4 word or short phrase. Each short answer item requires a response in the form of phrases or sentences. Short answer 2 5 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.
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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 http://www.k12.wa.us/assessment/StateTesting/PLD/default.aspx .
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 10th 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 2012. Refer to http://www.k12.wa.us/assessment/StateTesting/BiologyEnd-of-CourseExams.aspx 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).
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2014 Biology EOC Testing Windows

The 2014 Winter Biology EOC will be available from January 2 through February 7, 2014. This assessment is for students in the 10th or 11th grade who took the Biology EOC previously but did not pass and for students taking a biology course on a block/trimester schedule. The 2014 Spring Biology EOC will be available May 5 to June 20, 2014. The schedule for the administration of end-of-course exams is to be determined locally. Administration is to occur during the last three weeks of the course. This assessment is required for students taking a high school biology course on a yearlong schedule and is required for 10th grade students (in the class of 2016) who have not previously passed the Biology EOC. The exam may be administered in three 50 minute class settings, or in a single session of approximately 150 minutes.
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Appendix B: Resources for Educators

Visit http://www.k12.wa.us/Science/EducatorResources.aspx for links to the documents listed in this section. Check regularly for new resources.
Lessons Learned from Scoring Student Work

The Science Assessment Team shares annual observations about student responses on the Biology EOC in Lessons Learned from Scoring Student Work. The purpose of this document is to provide teachers with insight into common misconceptions and errors that may keep students from earning full credit on state assessment items. Lessons Learned from Scoring Student Work can be downloaded at: http://www.k12.wa.us/Science/EducatorResources.aspx.
2013 Released Item Document (RID) and Item Analysis

Released scenarios and items from the 2013 Spring Biology EOC are available with all item information. Item Analysis with performance data at the state, district, and school level is also available. All the items in the RID are also included in the Updates for 2014 document. The 2013 Released Item Document is located at: http://www.k12.wa.us/Science/ReleasedScenarios.aspx
Sample Item Templates

Templates of questions and the scoring rubrics for common short-answer items used on the Biology EOC are available in the form of Word documents. The templates can be edited for use in classroom practice by incorporating content from any science curriculum. If a grade level is marked N/A for an item type, this indicates that the item type is not assessed at that grade level. The templates can be downloaded at: http://www.k12.wa.us/Science/ItemTemplates.aspx
Updates for 2012 and 2013

The 2012 and 2013 versions of this Updates document also contain scenarios and items aligned to the K-12 Science Learning Standards and can be used for classroom practice. The documents can be downloaded at: http://www.k12.wa.us/Science/EducatorResources.aspx
Teacher Tool
The Teacher Tool provides information about items on the previous years biology EOC. A brief description of each item on the exam is provided as well as state-level performance data. The Teacher Tool is located at http://www.k12.wa.us/TeacherResourceTool/default.aspx
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Appendix C: Get involved and stay informed:

PEPPER (PreSALTers Enthusiastically Providing Powerful Educational Resources) Washington educators who want to receive periodic science assessment information and updates, and notifications about meeting and workshop opportunities are invited to join the PEPPERs email distribution list. To join, please send a request to science@k12.wa.us.
Resources/Contact Information
Science Assessment Webpage: http://www.k12.wa.us/science/ OSPI Moodle Server: http://moodle2.ospi.k12.wa.us/enrol/index.php?id=57 Contact Information: Elementary Kara Monroe OSPI Science Assessment Specialist kara.monroe@k12.wa.us (360) 725-4979 Secondary Dawn Cope OSPI Science Assessment Specialist dawn.cope@k12.wa.us (360) 725-4989
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SCIENCE Assessment Updates for 2014 Biology End-of-Course (EOC) Exam

Updates for 2014, Biology EOC

Updates for 2014, Biology EOC

Washington State K-12 Science Learning Standards

Adoption of Next Generation Science Standards

Updates for 2014, Biology EOC

New Samples for 2014

Updates for 2014, Biology EOC

Student Sample Pages

Updates for 2014, Biology EOC

A. Meiosis B. Diffusion C. Feedback D. Respiration

2 What is one purpose of ATP molecules in plant and animal cells?

Updates for 2014, Biology EOC

Updates 2014 Biology EOCStudent

Updates for 2014, Biology EOC

Updates 2014 Biology EOCStudent

The Moths and the Trees

Updates for 2014, Biology EOC

Updates 2014 Biology EOCStudent

A. Natural selection B. Lack of mutations C. Unlimited resources D. Asexual reproduction

A. Decrease in competition B. Reduction in disease C. Fewer predators D. Loss of habitat

Updates for 2014, Biology EOC

Updates 2014 Biology EOCStudent

7 Students asked the following question.

Updates for 2014, Biology EOC

Updates 2014 Biology EOCStudent

One unintended consequence:

Another unintended consequence:

Updates for 2014, Biology EOC

Updates 2014 Biology EOCStudent

How do tussock moths obtain energy in cellular respiration?

Updates for 2014, Biology EOC

Updates for 2014, Biology EOC

Updates 2014 Biology EOCStudent

Updates for 2014, Biology EOC

Trial 1 2 4* 6 *High flow line 16 47 55

Updates for 2014, Biology EOC

Updates 2014 Biology EOCStudent

D. 5,760 plants per square meter

Updates for 2014, Biology EOC

Updates 2014 Biology EOCStudent

16 How would a fish population affect the stream ecosystem?

Updates for 2014, Biology EOC

Updates 2014 Biology EOCStudent

18 Why do frogs and fish in the stream have similar genes?

Updates for 2014, Biology EOC

Updates for 2014, Biology EOC

Updates 2014 Biology EOCStudent

Glossary of Non-Science Terms for Updates 2014 Document

beaker disease graduated cylinder stopwatch stream

Updates for 2014, Biology EOC

Updates 2014 Biology EOCTeacher

Teacher Answer Pages

Updates for 2014, Biology EOC

Updates 2014 Biology EOCTeacher

Stand Alone Items Answer Key Table

Title: Stand Alone items Description: Items not attached to a scenario

Answers & Typical Results

Item Specification Text

35% correct LS1F (5) LS1E (6) 75% correct CP Rubric

LS3E 90% (1) correct 0 0% 25% 0 0% 15% 3 75% 45%

MC /CP = 4pts MC/CP= 35pts, SA=10pts

Updates for 2014, Biology EOC