1. Spring 2012 1

2.  Welcome, Introduction & Expectations  Introduction Probe  Graduation Requirements  Test & Item Spec Scavenger Hunt  Sample Biology EOC  Review of System, Inquiry, Application EOC items  Review Field Study & Criteria Constraints  Item Writing 101  Resources  Evaluation / Clock Hours 2

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4.  Uncovering Student Ideas in LIFE Science Page Keeley; NSTA press  Can be used multiple ways ◦ Diagnostic- use as a pre-lesson survey* ◦ Formative- use as a check for understanding ◦ Summative- use as a final assessment ◦ Deep learning- use to measure retention over time  Accompanying material with each probe is very useful 4

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6.  Class of 2013 & 2014 ◦ 10 th and 11 th graders must pass reading, writing, and one math EOC  Class of 2015 & Beyond ◦ 9 th graders must pass reading, writing, two math EOCs and the biology EOC 6

7.  Biology EOC in 2012 will be administered to: ◦ Any student enrolled in a course credited as high school level biology (Course codes: Biology 03051 and IB Biology 03057) ◦ All 10 th graders to meet the requirements of NCLB ◦ 11 th and 12 th graders – optional (determined by each district)*  First retake opportunity will be January/ February 2013 7

8. 8 Align to Standards 2009 K-12 Science Learning Standards for Systems, Inquiry, Application, and the Life Science Domain (EALR 4) Test Window May/June 2012 Jan/Feb 2013 Graduation Requirement Required for the class of 2015 and beyond (9 th graders in 2011-12) Online Testing Not currently scheduled

9. 9 DateEvent Winter 2012Biology EOC Alignment Study Winter/ Spring 2012 Biology Scenario and Item Writing Workshop Winter/ Spring 2012 Online Performance Level Descriptor Training Winter/ Spring 2012 Biology EOC Contrasting Group Study (Moodle registration open to all and highly recommended for all bio teachers) May/June 2012 Biology EOC Exam Administration August 2012Standard Setting

10. Scavenger Hunt 1. Form groups of three – number 1 to 4 2. #1 complete questions 1-3 3. #2 complete questions 4-6 4. #3 complete questions 7 – 9 5. #4 complete questions 10-12 6. Meet in expert groups to find answers 7. Meet in home groups to share answers 10

11.  Written directly from standards  Assessment development tool  Greater degree of specificity  Item Spec document available online at ◦ http://www.k12.wa.us/Science/TestSpecs/HSBiologyTestan dItemSpec.pdf http://www.k12.wa.us/Science/TestSpecs/HSBiologyTestan dItemSpec.pdf 11

12. 12 High School 2010 HSPE 2011 HSPE 2012 EOC Multiple Choice 35 Completion Piloted Short Answer 555 % Points from MC/CP 78%

13. Is 50% of your instruction on Systems Inquiry & Application? 50% of the test is! Cells

14.  Please take time to answer the sample test  You have 45 minute to complete the test and take a break  Meet back at _______ 14

15.  As you wait for all to finish the test think about: ◦ Did you notice any differences from the HSPE or WASL? ◦ What EARLs are being assessed? ◦ How would you use these item examples with your curriculum and teaching? 15

16.  The Birds and the Beaks Completion Item ◦ 1 point item ◦ Can rank higher on the DOK scale than MC ◦ Rubrics include lists of accepted responses 16

17.  Foaming Spuds Conclusion ◦ 5 attributes ◦ New attribute- Scientific Explanation 17

18.  Foaming Spuds New Procedure ◦ 7 attributes ◦ Extra Validity measure ◦ Experimental Control Condition (when appropriate) 18

19.  Field Study Template http://www.k12.wa.us/Science/ItemTemplates.aspx http://www.k12.wa.us/Science/ItemTemplates.aspx ◦ 7 Attributes ◦ Similar to controlled investigations but… ◦ Significant differences 19

20. Reliability: An attribute of any investigation that promotes consistency of results during repeated trials. Validity: An attribute of an investigation that describes the degree of confidence that data collected and logical inferences are accurate representations of the phenomena being investigated.

21. Is 50% of your instruction on Systems Inquiry & Application? 50% of the test is! Cells

22.  Enjoy your lunch together  Please be back to continue our work at ______ 22

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24. Science, Technology, and Society (APPA) Transfer and apply abilities in science and technological design to develop solutions to societal issues (APPB, APPC, APPE)

25. Application scenarios describe a technological design process students use to solve a problem. The problem must be one that involves a Life Science System*  List the steps of a technological design process to help farmers with Black Dot disease in potatoes. Potato Black Dot Colletotrichum coccodes

26. The Steps  Define the Problem  Gather Information  Generate Ideas  Test Ideas  Redesign as needed  Communicate results Attribute points  Research the Problem  Scientific Research  Explore Ideas (multiple)  Scientific Ideas  Use Test Results to….  Modify a design

28. Jose and Tasha want to improve the soil in the garden by increasing the population of worms in the soil. Describe how to begin solving this problem.

29. http://www.k12.wa.us/Science/ItemTemplates.aspx

30.  Count off by 3 1.Criteria and Constraints Template 2.Redesign Template 3.Test Solution Template  Meet in Expert Groups 1.Review your template 2.Develop an item based on the Blueberry Blues scenario  Go Home and Share

31.  Volume 4 page 81

33.  Write down 10 words that your students should hear, use and understand to perform well on Systems questions.

34. Science Standards Glossary Systems. An assemblage of interrelated parts or conditions through which matter, energy and information flow.

35.  Test and Item Specs  Page 22

36. 9-12 Systems Feedback Equilibrium models Input Output Matter Energy Positive Feedback Negative Feedback Static Equilibrium Dynamic Equilibrium Model Limits Changes

37.  Choose an upcoming topic  Find a partner(s)  Apply the Systems Planning Framework

38. Subsystems in this System Producers Herbivore Omnivore Carnivore Decomposers Self Regulating (Negative) Generally over time Self Reinforcing (Positive) During short time periods Inputs that regulate the system. Matter- prey population Energy-chemical Systems it is connected to. Biome Seasons Equilibrium: Static - Dynamic input = output? Predict the results of a change in the system. Migration of new carnivores into the area will change the balance of a carnivore population Output of the system Matter- Carnivore Population Energy- Chemical Food Web Carnivore population Terrariums with limited biodiversity may be used to model real food webs. These models are limited because they rarely include all the species in an actual environment.

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41.  Scenarios provide context for sets of items.  Three categories of scenarios: Systems – overview of a specific system Inquiry – a controlled experiment or field study Application – the technological design process  All in the context of life science  The items associated with a scenario cover a range of standards & range of cognitive complexity.  Items not connected to a scenario are called “Stand Alone” items.

42.  Scenarios should be as brief as possible. “Stories” are not necessary.  Scenarios should not include answers to any of the items.  Art is content and sets the context  Completely labeled  Scientifically accurate  Ease of visual discrimination

43. Keep language as simple as possible  8 th grade reading level  EDL Core Vocabulary books Do not write items that “cue” each other Each item must provide evidence that the student understands the targeted standard

44.  Targeted content standard should be clearly evident in the question  The prompt should be in the form of a question  Readers should be able to answer the prompt without reading the distractors  The distractors should read as possible answers to the question

45.  Vary in difficulty/cognitive complexity  Avoid use of not in prompts (e.g. Which of the following is not needed by plants?)  Avoid “vocabulary” items or “reading” items

46. A.Precipitation B.Condensation* C.Evaporation D.Collection When does water vapor change to liquid water in the water cycle? A.When rain falls B.When clouds form* C.When puddles dry D.When streams flow OR

47. Distractors: ◦ Arranged in order of length or sequence ◦ May include common misconceptions ◦ May not be partially correct ◦ Avoid “throw-away” options ◦ Should use parallel language ◦ Should not introduce concepts outside of the content standards

48. Which variable was the responding variable? A. Number of times the gills moved in a minute B. The kind of fish used in the investigation C. How long they counted the gill movements D. Water temperature OR A. Breathing rate of goldfish B. Markings on each goldfish C. Time to count gill movements D. Change in temperature of the water

49. A.Greater B.Equal* C.Less D.Cannot be determined Iron and oxygen react completely to form rust. How does the mass of the iron and oxygen compare to the mass of iron oxide produced?

50. A.Mass before equals mass after B.Mass changes in the reaction C.Mass after is greater D.Mass after is less Iron and oxygen react completely to form rust. How does the mass of the iron and oxygen compare to the mass of iron oxide produced?

51. A.A process in which plants use the sun’s energy to produce glucose B.The opposite of a redox reaction C.A process in which the sunlight is transformed to heat energy D.A process in which heat energy is transformed to sunlight Which accurately describes photosynthesis?

52.  Level 1. Recall and reproduction ◦ Recall of information such as a fact, definition, term, or a simple procedure.  Level 2. Skills and concepts ◦ Require some processing beyond recalling or reproducing a response; requires some decisions as to how to approach the question or problem.  Level 3. Strategic thinking ◦ Reasoning, planning, using evidence; may have more than one possible answer, require students to justify their response.  Level 4. Extended thinking

53. Describe the function of the mitochondria in muscle cells. Describe the similarities between a mitochondria and a gasoline engine.

54.  Biology Test and Item Specifications http://www.k12.wa.us/Science/TestItemSpec.aspx http://www.k12.wa.us/Science/TestItemSpec.aspx  Biology EOC Sample Item Templates http://www.k12.wa.us/Science/ItemTemplates.aspx http://www.k12.wa.us/Science/ItemTemplates.aspx  Biology Updates Document with Sample Scenarios and Items http://www.k12.wa.us/Science/EducatorResources.aspx http://www.k12.wa.us/Science/EducatorResources.aspx  Assessment questions? Email science@k12.wa.usscience@k12.wa.us 54

55. Science Assessment Webpage http://www.k12.wa.us/Science/Assessments.aspx 55

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57. 57 http://moodle.ospi.k12.wa.us/

58.  Quick links to the Assessment website  Each Life Science Content Standard presented with virtual supports  Supports for Systems, Inquiry and Application Learning Standards  Connections to the Elements of Effective Science Instruction Model  Discussion Forum  Teacher Created Resources  Life Science Instructional Supports Tool Box  Contrasting Group Study 58

59.  Have a great afternoon! 59

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61. 61 Need Keeley’s “Is it a System?” probe – can’t attach PDF Need copies of Application Item Writing Templates