Keystone Biology

Each Keystone Exam is divided into two parts called modules. Student scores are based on the total points earned from the two modules combined.

Eligible Content – broken down into 2 modules with 4 Units in each module Module 1 – Cells and Cell Processes 1. Basic Biological Principles 2. Chemical Basis for Life 3. Bioenergetics 4. Homeostasis and Transport Module 2 – Continuity and Unity of Life 1. Cell Growth and Reproduction 2. Genetics 3. Theory of Evolution 4. Ecology

Test Design The Biology Keystone Exam will include multiple-choice questions and open-ended questions. Course Module Multiple Choice Questions Constructed Response Questions Time needed to administer Biology 1 32 4 82 - 87 minutes 2 82 - 87 minutes

Test questions are constructed to measure 4 levels of knowledge: Depth of Knowledge Level 1 - Recall Level 2 – Basic Application of Skill/Content Level 3 – Strategic Thinking Level 4 – Extended Thinking

Students must score in the Advanced or Proficient range to show mastery of the content.

Released Items – click link for breakdown of DOK – Module 1 http://www.bwschools.net/view/3522.pdf

Released Questions- multiple choice Standard BIO.A.2.2.1 Which statement correctly describes how carbon’s ability to form four bonds makes it uniquely suited to form macromolecules? A. It forms short, simple carbon chains. B. It forms large, complex, diverse molecules. C. It forms covalent bonds with other carbon atoms. D. It forms covalent bonds that can exist in a single plane.

Released Questions –Constructed Response Standard BIO.A.4.1.2 Some animals can produce a potassium ion concentration inside their cells that is twenty times greater than that of their environment. This ion concentration gradient is maintained by the plasma membrane. Part A: Identify the process in the cell membrane that produces this difference in concentration. ________________________________________________ _____________________________________________________________ Part B: Explain the process that occurs as the cell produces the ion concentration gradient. ____________________________________________________

GENERAL DESCRIPTION OF 3-POINT SCORING GUIDELINES FOR BIOLOGY – Constructed Response 3 POINTS • The response demonstrates a thorough understanding of the scientific content, concepts, and/or procedures required by the task(s). • The response provides a clear, complete, and correct response as required by the task(s). The response may contain a minor blemish or omission in work or explanation that does not detract from demonstrating a thorough understanding. 2 POINTS • The response demonstrates a partial understanding of the scientific content, concepts, and/or procedures required by the task(s). • The response is somewhat correct with partial understanding of the required scientific content, concepts, and/or procedures demonstrated and/or explained. The response may contain some work that is incomplete or unclear. 1 POINT • The response demonstrates a minimal understanding of the scientific content, concepts, and/or procedures required by the task(s). • The response is somewhat correct with minimal understanding of the required scientific content, concepts, and/or procedures demonstrated and/or explained. The response may contain some work that is incomplete or unclear. 0 POINTS • The response provides insufficient evidence to demonstrate any understanding of the scientific content, concepts, and/or procedures required by the task(s). • The response may show only information copied or rephrased from the question or insufficient correct information to receive a score of 1.

Students need help with … Vocabulary skills Understanding models or processes Developing good study skills

Ideas on how students could improve their vocabulary skills? By reading more non-fiction text about science Context clues Prefixes, root words and suffixes

Ideas on how students could improve understanding models or processes… Instead of drawing the model or process, have them write a paragraph explaining the model or process. EX: a food web Have students develop analogies where they relate the model or process to something they better relate to and then present it to the class. EX: the cell

Ideas on how students can improve study skills… Time Management Skills Organization Skills Test Taking Strategies