1. End of the Course Exam
In High School Biology
May , 2013

2. Who Takes the Biology EOC?
Graduation Requirement:
Class of 2015 and Beyond
Must pass reading and writing HSPE’s, 2 math and the biology EOC
Spring 2013:
All student (class of 2015+) enrolled in a high school

3. Biology EOC Test Map Percent of EOC EALR
1: Systems (crossed with Life Science and alone)
At least 15
2: Inquiry (crossed with Life Science and alone)
20 – 25
3: Application (crossed with Life Science and alone) 15
4: Life science domain of EALR 4 (alone)
45 – 50

4. Life Science Domain of EALR 4
Biology EOC Test Map
Life Science Domain of EALR 4
Percent of EALR 4 Items
Percent of EOC
Processes in cells (LS1)
40-45
20-23
Maintenance and stability of populations (LS2)
30-35
15-18
Mechanisms of Evolution (LS3)
25-30
14-16

5. Biology EOC Number and Types of Items
Item Type
Biology EOC
Multiple Choice
30-34
Completion
1-5
Short Answer 5
Total Items 40
Total Points 45
Pilot Items

6. The Scenario Read through the scenario Do the
Let us begin our analysis with the scenario.
This Inquiry scenario begins with a brief paragraph that sets the context for the experiment. Next you will see the question which includes the manipulated or independent and responding or dependent variables. This scenario follows with a prediction about the relationship between the variables. Since the PLD’s use the terms independent and dependent variables, I will use these terms for the remainder of the presentations.
A materials list and an illustration of the experiment completes the first page. On the second page you will see the logical steps to carry out the experiment and the data collected. Note that the procedure includes at least three conditions of the manipulated/independent variable, the measurement of the responding/dependent variable, several controlled variables and repeated trials.
The conditions of the manipulated/independent variable and the results of the responding/dependent variable over repeated trials are included in the data table.
This scenario “Guard Against Giardia” is also described in the Test and Item Specifications document available on the OSPI website. You may find it useful to use this example to teach the structure of a scenario to your students.

7. Question
The first Item we will analyze is a question asking students to write a conclusion for the controlled experiment in the scenario Guard Against Giardia” . A conclusion should include (note the bullets) an answer to the experimental question, supporting data from the data table included in the scenario, an explanation of how the data supports the conclusion, and new with the 2009 standards, a scientific explanation for the trend observed in the data. A conclusion item for a field study would be similar.
If you are working in a group, this would be a good time to pause the video and compare your responses to the item and the list of scientific skills you developed for this activity.

8. Scientific skills needed
Interpret a data from a data table
Recognize patterns in data
Describe the relationship between variables
Identify data that provide evidence of relationship
Explain the connection between the evidence and the relationship
Provide a scientific explanation for the trend.
To complete this item, students will describe the relationship between the independent variable (temperature) and the dependent variable (survival). To do that they will have to interpret data from a data table and recognize the patterns in that data. They also need to be able to provide evidence from that data and explain the connection between the evidence and the relationship.
If you are working in a group, pause the video and discuss how your lists of skills compare to the list on the slide.
Evaluating responses with a PLD is not like using a scoring rubric. If you have used our scoring rubrics in the past, you may need to take a step back to approach these responses with only the PLD statements in mind.

9. How will we sort the student responses?
Advanced
Proficient
“Proficient or above”
vs.
“basic or below”
Basic
There are four levels of performance reported on the state assessments. The PLD’s summarize and describe the knowledge and skills students demonstrate at Advanced, Proficient, and Basic levels. Any performance not at the basic or above levels is considered “Below Basic”
We are going to focus on the separation of proficient from basic performance.
Below Basic

10. What do the PLDs say? Basic… Proficient…
uses some supporting evidence to describe a relationship between variables…
Proficient…
includes evidence from a scientific investigation to explain a relationship between variables…
According to the PLD’s, both Basic and Proficient responses will recognize a relationship between the variables. The basic response will describe the relationship with some supporting evidence from the investigation while the proficient response will also be able to explain the relationship in terms of the evidence provided by the data from the investigation.

11. Response A
Look at Response A. As I read the response out loud, keep the following question in mind: Does the response explain the relationship using and including evidence from the investigation?
“the higher the water temperature the less cysts survive. In the experiment at 22 degrees C, 20 cysts survived. on average at 40 degrees C, 2 cysts survived. on average at 50 degrees C, 1 cyst survived and at 100 degrees C no cysts survived. Based on the data, I can conclude that the higher the water temperature after 22 degrees C, the less cysts will survive. A scientific explanation would be the water is too hot to be the natural environment for which the cyst usually lives in, thus, the temperature were too hot and the cysts died.”

12. Response A Relationship between variables
The response identifies the relationship between the variables in the first sentence: “the higher the water temperature the less cysts survive.” Notice that the relationship is specific about the relationship: higher water temp leads to lower survival.

13. Response A Relationship between variables
Data from investigation used for evidence
In the second sentence the response cited results from the full range of temperatures ( 22 to 100) to provide evidence for the conclusion. The response is also specific about the number of surviving cysts rather than simply stating “more” or “fewer”

14. Response A Relationship between variables
Data from investigation used for evidence
In addition the response provided a reasonable scientific explanation for the results obtained from the controlled investigation. This explanation is reasonable because the student implied that organisms are adapted to specific environments, and they don’t do well when the environmental conditions change.
Scientific explanation

15. Response B
Look at Response B. As I read the response out loud, keep the following question in mind: Does the response explain the relationship using and including evidence from the investigation?
“The affect of the temp of the survival of Giardia cysts is that the higher the temp, the less cysts lived. The average high was 20. The average low was 0. The difference was 20”

16. Relationship between variables
Response B
Relationship between variables
The first sentence identifies the relationship between the variables, temperature “temp” and survival “less cysts lived” Like Response A, this relationship is specific about the direction of each variable: higher temp the less lived.

17. Relationship between variables
Response B
Relationship between variables
Data from investigation used for evidence
The rest of the response provides an incomplete reference to the results of the investigation. The only references are to the number of surviving cysts ( dependent variable) and no reference is given to the range of temperature conditions. No specific relationship between the variables is provided to support the conclusive statement. There is no attempt of providing a scientific explanation

18. More examples Read the rest of the Student Responses
Sort them into two groups:
Basic or below
Proficient or above
At this time read through the rest of the responses, sort them into two groups “Basic or Below” and “Proficient or Above”. Look for the response to provide a description or explanation of the relationship between the variables and evidence from the investigation. Some responses may include a scientific explanation for the observed relationship as requested in bullet 4 of the item. A scientific explanation is not included in either the Basic or Proficient PLD.

19. Response C
In Student Response C, The relationship between temperature and survival is described “The affect of temperature of water on the survival of giardia cysts is the more the temperature is increased the less the Giardia cysts survived.” More temperature to less Giardia
and
Evidence is provided over the range of temperatures tested ( ). “When the water temperature was at 22 degrees C there was an average of 20 surviving giardia cysts but when the temperature was at 100 degrees 0 Giardia cysts survived.”
With these two components, an identified directional relationship and evidence to support it, this is considered ”Proficient or Above” performance

20. Response D
Student Response D shows only a incomplete description of the relationship: “die over time with the right temp”, there is no directionality for either variable. What is the “right temp”? “time” was controlled in the scenario. Only one data point referenced (100 degrees) but the data does include both variables temperature and number of cysts.
This is considered “Basic or below” performance

21. Response E
In this response the directional relationship is identified. “As the temperature increased, giardia cysts began to die” but this is not specific about the directionality of the number of the surviving cysts. The phrase “began to die” does not convey the idea that more are dying.
There is reference to 2 data points ( 50 and 100) which does not cover the full range of conditions but does show a directional relationship between temperature and survival, and an attempt is made at scientific explanation “the cell begins to function incorrectly” which is more descriptive than explanatory. This response indicates performance that may be just barely proficient.

22. Response F
Student response provides a clear relationship between variables (“degrees C of the water goes up less giardia cysts survive”) and includes evidence comparing the full range of data points using descriptive language like “lowest” and “plunge”. An example of a proficient response.

23. Response G
This student started, but provided no relationship between temperature and survival and no data is included.
This response indicates a below basic performance.

24. Response H
The Response first cited the data for both variables over the full range of temperatures. ”The data shows that when the water was 22 degree C all the giardia cysts survived” and “when the temperatures was rised to 100 degrees C 0 Giardia cysts survived”
From this information the response concluded with a directional relationship between temperature and survival. “when the temperature was rised less Giardia cysts survived”
Another example of a proficient response.

25. Response I
This Response describes the specific relationship between variables (tempurature and survival), but includes no evidence from the scenario to support it.
This response is below basic

26. Response J
In response J, the relationship between variables is described. “The higher the temperature the less Giardia survive.” All the data points are mentioned, but explanation for how this evidence supports the conclusion is incomplete. The response states “once they reached 100 degrees C, all the Giardia were dead and gone” but does not mention the number of giardia at any other temperature.
This is a strong “basic” response.

27. Check your answers: Basic or below: Proficient or above:
B, D, G, I, J,
Proficient or above:
A, C, E, F, H,
Check your Answers. See how your “sorting” of responses compares to ours. Don’t worry if we don’t always agree, we included some “gray” responses that fall near the “borderline” between “Basic or below” and “proficient or above” to encourage you to think and discuss during your sorting. Let’s look at the responses to see what we identified in each response to place the papers into two groups. If you’re working in a group, take some time to compare your decisions on the responses to each other and discuss your differences.”

29. Using PLDs to Analyze Student Work: Sample Item #2
for
Biology End of Course ( EOC) Exam
Welcome to the fourth video in our series “Performance Level Descriptor Training for Contrasting Groups Study”
The focus of this video is to continue analyzing student work using the PLD’s. We will analyze one scenario, an associated item and several student responses to that item

30. The Scenario
“Blueberry Blues” is an example of an Application Scenario. Application scenarios describe a technological design process students use to solve a problem. On the Biology EOC, the problem must be one that involves a living system. The scenario begins with an introductory paragraph which provides the context for the problem. Next, the problem students attempted to solve is identified. A statement of what was researched and a summary of the research is seen next. The explore ideas section lists the ideas the students considered using to solve the problem, sort of a brainstorming list. This is followed by a summary of the plan ultimately selected by the students. On the next page are the steps taken by the students to do the plan and a diagram of their solution. The last components of the scenario describe how the effectiveness of the solution was tested and the results of that test.
More discussion of Application Scenarios can be found in the Test and Item Specifications document available on the OSPI website.

31. Question
In Application questions, students are being asked to apply the technological design process to solve a problem. These type of questions are found in the “extensions” or “go further” sections of Biology curriculum.
In this question the focus is on devising a way to test two possible solutions with respect to a criterion for success to determine which is more effective at solving the problem.
(Read the question)

32. Scientific skills needed
Propose a method for testing the solutions
Identify data that would be collected in order to make the determination
In this question students are given two possible solutions (woodchips and newspaper) for preventing the drying out of soil in a garden. They need to recognize that they are comparing two possible solutions and propose a method for testing the solutions so the effectiveness can be compared. They need to describe some data they would collect that shows one solution is more effective than the other. Pause the video at this time to compare your lists of scientific skills and discuss the differences observed.

33. Data to recognize effectiveness
Response A
Method for testing
Let us begin by looking at Response A. (read the response)
This response describes a method for testing (spread an equal amount of dirt into each tub and weigh the tubs. Add 1 pint of water into each tub, the weigh to be sure the weights are exactly the same. place wood chips on top of the soil in one tub and newspaper in the other. Let sit for 3 days)
The data collected to determine success is described (weigh to be sure the weights are exactly the same and weigh to see how much water weight was lost from each tub.)
Data to recognize effectiveness

34. Data to recognize effectiveness
Response B
Method for testing
This response (Read the response) An incomplete method for testing ( Have two different pots, pot A and pot B. In pot A put wood chips in B put newspaper) that did not include soil. The evaluation of the effectiveness of the two solutions was “ the results” without a description of what the results might be.
Data to recognize effectiveness

35. Data to recognize effectiveness
Response D
Method for testing
Response D states: ( Read the response)
Described a method for testing: “Take two separate areas of soil and cover one with woodchips and another with newspaper. Water each garden the same amount for a week, that at the end of the week remove the woodchips and newspaper…”
And describes data that would be collected to determine the effectiveness of the two solutions: “see which area still has the most water by taking a paper towel and pressing down on the soil to see if it absorbs any water The one which held the most water will . . .”
This is an example of a proficient or above response
Data to recognize effectiveness

36. Data to recognize effectiveness
Response H
Method for testing
Response H states: (Read the response)
Described a method for testing “To test the layer of wood chips, put a layer over the soil and water it twice a day. When testing newspaper add a layer on to the soil and water it twice a day.”
And describes two kinds of data that would be collected to determine the effectiveness of the two solutions: “At the end of the day, feel the soil and see which one is wetter. Also you could plant a vegetable in both conditions and see which one grows faster and/or tastes better”.
This is an example of a proficient or above response
Data to recognize effectiveness

37. Data to recognize effectiveness
Response F
Method for testing
Response F states: ( Read the response)
Described a method for testing: “To see which method is more effective you can cover half your garden in wooden ships and the other half with newspaper. You water regularly and over a period of about 2-3 weeks.”
And describes data that would be collected to determine the effectiveness of the two solutions: “record the moisture amount in the soil.”
This is an example of a proficient or above response
Data to recognize effectiveness

38. Data to recognize effectiveness
Response C
Method for testing
Response C identified a method for testing “ have 2 of the exact same potted plants but put them in the same situation. Take one potted plant and put newspaper in it take another and put wood chips our the same amount of water in each” and identified data that might show the effectiveness of the two solutions “ wait and see which plant starts to wither away first”. Without directly identifying the data to measure the criterion of keeping the soil moist. The plants could “wither” from other causes than lack of moisture. A weak proficient response perhaps even a strong basic and not quite proficient.
Data to recognize effectiveness

39. Data to recognize effectiveness
Response G
Method for testing
This response Describes a method for testing – “Place same amount of soil and same type of soil in two different, but same type of containers. On one plant layer woodchips and on the other layer newspaper. Pour the same amount of water into soil in each container” ( it is not clear if the plants are in the pots, or if the solutions were placed on the pots)
Data to be collected was “ how deep the water is into the container every 30 minutes” is not measuring the ability of the solution to keep the soil from drying out – this would identify which solution keeps the water from getting to the soil.
This response is considered A weak proficient response, perhaps even a strong basic and not quite proficient.
I’m guessing some of you put this response in the proficient pile and others put it in the basic pile like Response C.
Data to recognize effectiveness

40. Data to recognize effectiveness
Response E
Method for testing
This response makes prediction on the solution that will be most effective and did not describe a method for testing their effectiveness at keeping the soil moist. “ The wood chips would most likely be more effective and more organic for the garden. The ink and possible toxins from the newspaper could affect the growth of the plants.”
This is a “below Basic” response
Go back and look at the responses for evidence of the skills and knowledge identified in the PLD’s. You may pause the video to review the responses. We will not go over the remaining papers in this video.
Data to recognize effectiveness

41. Check your answers: Basic or below: Proficient or above: B, E, G, I
A, C, D, F, H, J
Let’s check to see how your sorting compares to ours. If you are working with a group and have not already done so, pause the video and share your stacks of responses with your colleagues. Discuss the decision making strategies used in making the determinations. In the following slides, several responses will be analyzed to demonstrate the performance of knowledge and skills used to respond to the item.