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BIOLOGY I

MS00005702

SECOND EDITIONSATP2

2011–2012 School Year

,

2 SATP2 2011–2012 Biology I Teacher’s Guide—Copyright © 2011 MDE

The Office of Student Assessment at the Mississippi Department of Education (MDE)

maintains a website that contains important information about

the Mississippi Subject Area Testing Program.

The following link contains the Biology I Test information: http://www.mde.k12.ms.us/osa

The following resources listed on the web page provide current information for teachers to help

students prepare for the Biology I Test.

Biology I Test Resources2010 Mississippi Science Framework

(Beginning with 2010–2011)Teacher’s Guide—Biology IPerformance Level Descriptors Curriculum FrameworksPractice TestsCompetencies and Objectives SurveyTest BlueprintPolicy (Graduation Requirements)

This document has been produced under a contract with the Mississippi Department of Education. Neither the Department nor

any other entities, public or private, shall hold copyright on this document. Because this document was produced with the public

funds of Mississippi, it may be reproduced within the scope of its original purpose of educational development. Reproduction and

use for monetary gain are strictly prohibited. PEARSON is a trademark registered in the United States of America and/or other

jurisdictions.

Mississippi Subject Area Testing Program Teacher’s Guide 2011–2012 BIOLOGY I

SATP2 2011–2012 Biology I Teacher’s Guide—Copyright © 2011 MDE 3

Table of Contents

Introduction to the SATP2 . . . . . . . . . . . . . . . . 4

Overview of the Biology I Test . . . . . . . . . . . . . . 4

Correlation of the Assessment to the Curriculum . . . . 5

Test Specifi cations . . . . . . . . . . . . . . . . . . . . 6

Test Blueprint . . . . . . . . . . . . . . . . . . . . . . . 7

Performance Level Descriptors . . . . . . . . . . . . . . 8

Samples of Biology I Test Items . . . . . . . . . . . . 12

Interpretation of Score Reports for Biology I . . . . . 21

Glossary of Test Terms . . . . . . . . . . . . . . . . . 26


2011–2012 BIOLOGY I Mississippi Subject Area Testing Program Teacher’s Guide


Introduction to the SATP2In 1999 the Mississippi Senate approved the Mississippi Student Achievement Improvement Act, which states that

standards for high school graduation shall include student “mastery of minimum academic skills as measured by

assessments developed and administered by the State Board of Education.” To meet the intent of this legislation, four

subject area tests were developed: Algebra I, Biology I, U.S. History, and English II with a writing component. Students

earning a high school diploma must pass all four subject area tests to meet graduation requirements.

Overview of the Biology I TestThe Biology I Subject Area Test based on the 2010 Mississippi Science Framework measures a student’s knowledge of

basic biological concepts, the use of science skills, and the application of biology to real-world problem solving and decision

making. Students will interpret data, apply concepts, and draw conclusions in answering the questions. The test consists of

70 multiple-choice items, which may include charts, diagrams, or graphs. Questions from the following competencies are

distributed throughout the test: Inquiry, Biochemical Basis of Life, Living Organisms and Their Environment, Biological

Organization, Heredity, and Diversity and Biological Change.

Additional information is provided in this guide to educate teachers about the test development process for the

Biology I Subject Area Test. Our hope is that the material contained in this guide will be useful to Biology I teachers

throughout the state of Mississippi in preparing their students for success on the Biology I Subject Area Test.

Students who were enrolled in Biology I prior to the 2011–2012 school year were taught from the 2001 Mississippi Science Framework. Two categories of students will continue to be assessed based upon the 2001 Mississippi Science Framework:

1) students who were unable to participate in the April 2010 primary administration due to extenuating circumstances, and

2) students who tested prior to the 2011–2012 school year but did not obtain a passing score. These students will receive

reports that show content strands from the 2001 Mississippi Science Framework. Additional information on the 2001 Mississippi Science Framework can be found on the following location: http://www.mde.k12.ms.us/osa.



Correlation of the Assessment to the Curriculum

The Biology I Subject Area Test is aligned with the 2010 Mississippi Science Framework. The following chart shows

a direct relationship between the curriculum and the subject area test. This chart is useful as a tool to plan classroom

instruction.

The competencies for the 2010 Mississippi Science Framework are listed beside their corresponding reporting categories

and a description of the competencies assessed in each reporting category.

REPORTING CATEGORIES

Content Strand Competency Description of Competency

Inquiry 1. InquiryApply inquiry-based and problem-solving processing and skills to scientific

investigations.

Physical Science2. Biochemical Basis of

Life

Describe the biochemical basis of life and explain how energy flows within

and between the living systems.

Life Science3. Living Organisms and

Their Environment

Investigate and evaluate the interaction between living organisms and their

environment.

Life Science4. Biological

Organization

Analyze and explain the structures and function of the levels of biological

organization.

Life Science 5. Heredity Demonstrate an understanding of the molecular basis of heredity.

Life Science6. Diversity and

Biological Change

Demonstrate an understanding of principles that explain the diversity of

life and biological evolution.



Test SpecificationsTest specifications are the guidelines used by the Mississippi Department of Education, test developers, and members of

the Biology I Teacher Committee in developing the Biology I Test. The test specifications were drafted and finalized based

upon the following information:

General Considerations—considerations used in developing each subject area test•

Item Format—description of criteria for the development of the multiple-choice test items•

Test Format—general information on how the test is presented•

General ConsiderationsItems will be written to measure the competencies of •

the 2010 Mississippi Science Framework.

Items will be appropriate in terms of difficulty, interest, •

reading level (8th grade), and experience.

Items included in the assessment will be reviewed •

specifically for the purpose of eliminating stereotyping

and bias related to age, sex, ethnicity, creed, economic

status, geographic location, disability, etc.

Test items will be machine-scorable multiple-choice •

(MC) questions.

When possible and appropriate, items will be presented •

in a real-world context or will show relationships

to real-world situations. The term real-world is

defined as “typical of an average person’s actual life

experiences.” Students will be expected to demonstrate

a refined ability to analyze, synthesize, and correlate

information to determine the correct response to such

test questions.

Information will be presented through written text or •

through visual materials such as graphs, tables, maps,

models, or other illustrations.

Items may require students to apply previously •

acquired scientific knowledge. Other items will provide

information the student can use to answer the item.

Some items may require mathematical computations.•

Decimal numbers less than 1 will be written with •

leading zeros.

Item FormatOptions such as “none of the above,” “both A and B,” •

and “all of the above” will NOT be used as answer

choices.

The item stem and answer choices should be on the •

same page with answer choices arranged beneath the

item stem. Items with art in the answer choices may

have the answer choices stacked beneath the item

stem.

Item stems will be in the form of a question.•

Numerical answer choices will be arranged in •

ascending or descending order. Answer choices will be

expressed as letters and arranged in alphabetical order.

In no case will a letter answer choice coincide with its

answer option.

Test FormatThe test will be printed in black ink on white paper.•

Scenarios, graphic displays, corresponding items, and •

answer choices will appear on the same or facing

pages.

Negatives and superlatives used in item stems will •

be typed in capital letters and boldfaced (e.g. NOT,

LEAST, BEST, and EXCEPT).

The test will consist of 60 scorable and 10 experimental •

multiple-choice items.



Test BlueprintA test blueprint identifies the reporting categories, or competencies, of a test and the number of items assigned to each

competency. Test items are developed according to the blueprint, and students’ scores are derived from these items. The

Biology I Test blueprint is based on the competencies in the 2010 Mississippi Science Framework.

This blueprint serves as a guide for test developers to write test questions and construct test forms. It will be used

throughout the life of the testing program to design the test forms for each administration.

Blueprint Summary Table

Content Strand Competency Number of Scored Multiple-Choice Items

Inquiry 1. Inquiry 7

Physical Science 2. Biochemical Basis of Life 7

Life Science 3. Living Organisms and Their Environment 11

Life Science 4. Biological Organization 14

Life Science 5. Heredity 14

Life Science 6. Diversity and Biological Change 7

60 items

Total Number of Core (Scorable) Multiple-Choice Items 60 *

Total Number of Field-Test (Experimental) Multiple-Choice Items 10 * *

Total Number of Test Items 70

* A student’s score will be based only on the 60 scored items.

** The remaining 10 items are field-test items embedded throughout the test. The number of field-test items may vary

across all reporting categories. Field-test items are not included in students’ scores.



Performance Level Descriptors

Performance Levels and Score ReportsThe Student Report* for the Mississippi Subject Area Tests provides information regarding how well a student has

demonstrated mastery of the skills and content outlined in the 2010 Mississippi Science Framework. In addition to

numerical scores, the report will specify the student’s performance level, which is based on the student’s scale score. Those

levels are as follows: advanced, proficient, basic, and minimal. The range for each level is determined by the standard

setting for each subject area.

*A sample copy of the new Biology I Student Report showing this information is on page 25 of this guide.

Purpose of Performance Level DescriptorsThe performance level descriptors (PLDs) serve a dual purpose:

1. to guide the development of the assessments, help establish cut scores during standard setting, and act as descriptors,

as well as

2. to guide teachers’ instructional efforts to ensure that students reach the proficient level of performance on the

content standards.

The No Child Left Behind (NCLB) Act requires that PLDs for at least three levels, including basic, proficient, and

advanced, be set forth. The PLD for proficient must reflect the intended cognitive processes at the appropriate grade level

as set forth in the standards. The total description for the PLDs must reflect the full range of the content standards in terms

of the cognitive challenge, cognitive complexity, and cognitive depth indicated by the depth of knowledge (DOK) level.

DOK is a measure of the cognitive demand of the task students are being asked to perform.

Content-Specific Performance Level DescriptorsAt a specific performance level, the student must demonstrate the performance described at that level. The student may

be able to do more, but until the student is able to demonstrate mastery of what is described in the next-higher level of

performance, the student is assigned the lower level. The following pages show the content-specific performance level

descriptors for Biology I.



Biology I Content-Specific Performance Level DescriptorsThe table below shows the content-specific performance level descriptors for Biology I based on the competencies in the

2010 Mississippi Science Framework.

Performance

LevelDescriptors for Inquiry Content Strand

Competency 1: Inquiry

Advanced 1c. Evaluate a question or hypothesis to develop an experimental design for a scientifi c investigation.

1d. Justify a prediction based upon the analysis of a graph or data.

Proficient 1a. Conduct a scientifi c investigation with accuracy and precision demonstrating safe procedures and proper use and care of laboratory equipment.

1b. Formulate questions that can be answered through research and experimental design.

1c. Apply the components of scientifi c processes and methods in classroom and laboratory investigations.

1d. Analyze graphs.

1e. Analyze procedures, data, and conclusions to determine the scientifi c validity of research.

1f. Recognize and analyze alternative explanations for experimental results and to make predictions based on observations and prior knowledge.

1g. Defend a scientifi c argument in oral, written, and graphic form.

Basic 1a. Identify and recognize the following in a scientifi c investigation: safe procedures (safety rules, chemical use and symbols), proper use and care of laboratory equipment (goggles, aprons, compound light microscope, slides, balance, beaker, thermometers, graduated cylinders and rulers).

1c. Recognize the components of scientifi c processes and methods in classroom and laboratory investigations (e.g. hypothesis, experimental design, observations, data analyses, interpretations, theory development).

1d. Construct a graph.

1g. Communicate conclusions based on experiments in oral, written, and graphic form using appropriate terminology.

Minimal Students performing at the minimal level inconsistently demonstrate the knowledge or skills that defi ne basic level performance.

Performance

LevelDescriptors for Physical Science Content Strand

Competency 2: Biochemical Basis of Life

Advanced 2e. Predict the effect of pH, temperature, and concentration on enzymatic reaction rates.

2f. Explain how energy from ATP is made available for specifi c processes in an organism, such as in the sodium-potassium pump.

Proficient 2a. Explain and compare the types of bonds between atoms based on the subatomic particles and their arrangement; connect the importance of ions to biological process.

2b. Utilize the properties of water to defend water as an essential component of living systems.

2c. Classify solutions as acidic, basic or neutral and relate the signifi cance of an organism’s pH to its survival.

2d. Compare and contrast the four major organic macromolecules in terms of structure, and function in living organisms.

2e. Explain the role enzymes play in regulating biochemical reactions.

2f. Describe the structure and function of ATP and its role in making energy available to the cell.

2g. Analyze and connect the roles of reactants and products in the biochemical process of photosynthesis and cellular respiration.



Basic 2a. Identify types of bond formation (e.g. covalent, ionic, hydrogen, etc.)

2b. Identify the unique properties of water.

2d. Identify examples of carbohydrates, proteins, lipids, and nucleic acids.


Performance

LevelDescriptors for Life Science Content Strand

Competency 3: Living Organisms and Their EnvironmentCompetency 4: Biological OrganizationCompetency 5: HeredityCompetency 6: Diversity and Biological Change

Advanced 3a. Evaluate the relationship between the adaptations of organisms to the biome in which they live.

3c. Predict possible adaptations and impacts that will occur when an organism is introduced in a new environment.

4d. Analyze how plant structures and cellular functions are related to the survival of plants.

5b. Predict the results of a given parental dihybrid cross.

5c. Analyze a pedigree to determine unknown traits and genotypes in past or future generations

6a. Given an organism, predict its evolutionary relationship to other given species.

Proficient 3a. Compare and contrast the characteristics of the world’s major biomes.

3b. Provide examples that demonstrate the interdependence of organisms and their environment (biotic and abiotic).

3c. Evaluate the signifi cance of natural events and human activities on the biosphere.

4a. Differentiate among types of cells and describe the functions and structures of major cell organelles including cell parts for mobility.

4b. Differentiate between the types of cellular reproduction and the results of each type.

4c. Differentiate among the organizational levels of organisms.

4d. Explain and describe how vascular and nonvascular plant structures and cellular functions are related to the survival of plants.

5a. Analyze and explain the molecular basis of heredity and the inheritance of traits to successive generations using the Central Dogma of Molecular Biology.

5b. Utilize Mendel’s laws and Punnett squares to evaluate results and predict percentage outcomes of monohybrid crosses involving complete dominance, incomplete dominance, codominance, sex-linked, and multiple alleles.

5c. Examine inheritance patterns using current technology.

5d. Describe the characteristics and implications of both chromosomal and gene mutations.

6a. Draw conclusions about how organisms are classifi ed into hierarchy of groups and sub groups based on similarities that refl ect their evolutionary relationships (including body plans and methods of reproduction).

6b. Critique data used by scientists (e.g. Redi, Needham, Spallanzani, and Pasteur) to explain evolutionary processes and patterns.

6c. Analyze research in relation to the contributions of scientists whose work led to the development of the theory of evolution.

6d. Analyze and explain the role of natural selection in speciation and applications of speciation.

6e. Differentiate among chemical evolution, organic evolution, and the evolutionary steps along the way to aerobic heterotrophs and photosynthetic autotrophs.



Basic 3a. Identify the major biomes and their characteristics.

4a. Identify function of basic cell organelles.

5a. Label the structure of DNA and explain the differences between DNA and RNA.

5d. Identify types of chromosomal and gene mutations.

6a. List the taxonomic levels from broadest to specifi c and place organisms into the correct kingdom based on characteristics.

6c. Summarize the contributions of scientists whose work led to the development of the theory of evolution.

6d. Identify examples that demonstrate the role that natural selection, speciation, diversity, adaptation, and extinction play a role in evolution.




* indicates correct answer

Content Strand: Inquiry

Competency: 1. Inquiry: Apply inquiry-based and problem-solving processes and skills to scientifi c

investigations.

Objective 1a: Conduct a scientifi c investigation with accuracy and precision demonstrating safe

procedures and proper use and care of laboratory equipment.

Performance Level: Profi cient

Depth of Knowledge Level: 2

Sample Item #1

A student performed an investigation to determine how much heat is released during yeast fermentation.Temperature readings were recorded in 5-minute increments for one hour.

Which diagram represents the most accurate way to obtain the temperatures?

A *

B

C

D



Content Strand: Inquiry

Competency: 1. Inquiry: Apply inquiry-based and problem-solving processes and skills to scientifi c

investigations.

Objective 1d: Justify a conclusion or prediction based upon the analysis of a graph or data.

Performance Level: Advanced


Sample Item #2

The graph shows the concentration of substances in human blood before and after exercising.

What conclusion is justifi ed by the information in the graph?

The body uses carbon dioxide to produce energy during exercise.A An increase in blood oxygen causes an increase in the breathing rate.BAs blood oxygen levels increase, lactic acid production increases.C As the body exercises, muscle metabolism produces lactic acid.*D



Content Strand: Physical Science

Competency: 2. Biochemical Basis of Life: Describe the biochemical basis of life and explain how

energy fl ows within and between the living systems.

Objective 2d: Identify examples of carbohydrates, proteins, lipids, and nucleic acids.

Performance Level: Basic


Sample Item #3

Which diagram represents a carbohydrate?

A

B

C

D *



Content Strand: Physical Science

Competency: 2. Biochemical Basis of Life: Describe the biochemical basis of life and explain how

energy fl ows within and between the living systems.

Objective 2e: Predict the effect of pH, temperature, and concentration on enzymatic reaction rates.



Sample Item #4

The enzyme bromelain has an effective temperature range of 40–65°C.

Which of the following will occur if the reaction temperature is increased from 45°C to 55°C?

Bromelain will work faster than before.*A Bromelain will break into several pieces.B Bromelain will bind to another substrate.C Bromelain will form a different product.D

Content Strand: Life Science

Competency: 3. Living Organisms and Their Environment: Investigate and evaluate the interaction

between living organisms and their environment.

Objective 3a: Identify the major biomes and their characteristics.



Sample Item #5

Deer, elk, squirrels, and black bears are characteristic animal species found in which biome?

Tropical rainforestATemperate forest *B GrasslandC DesertD




Competency: 3. Living Organisms and Their Environment: Investigate and evaluate the interaction

between living organisms and their environment.

Objective 3b: Provide examples that demonstrate the interdependence of organisms and their

environment (biotic and abiotic).



Sample Item #6

A food web from a pond ecosystem is represented in the diagram below.

Which organism receives the smallest percentage of energy from the cattails?

TroutAMuskratB Raccoon*C White Suckerfi shD




Competency: 4. Biological Organization: Analyze and explain the structures and function of the

levels of biological organization.

Objective 4a: Differentiate among types of cells and describe the functions and structures of major

cell organelles including cell parts for mobility.



Sample Item #7

A biologist studied a cell with an electron microscope. The cell contained an endoplasmic reticulum,chloroplasts, and a cell wall.

The biologist observed a cell from which of the following groups?

Plant *AAnimalB FungusC BacteriaD


Competency: 4. Biological Organization: Analyze and explain the structures and function of the

levels of biological organization.

Objective 4b: Differentiate between the types of cellular reproduction and the results of each type.



Sample Item #8

What structure results from an inward pinching of the cell membrane during cytokinesis of an animal cell?

Cell plateA ChromosomeB Cleavage furrow *C Nuclear envelopeD




Competency: 5. Heredity: Demonstrate an understanding of the molecular basis of heredity.

Objective 5a: Analyze and explain the molecular basis of heredity and the inheritance of traits to

successive generations using the Central Dogma of Molecular Biology.



Sample Item #9

An mRNA codon chart is shown below.

Which of the following is a DNA base sequence that codes for the protein sequence of amino acidsArg-Asn-Cys-Met?

GCC GTA CCC TTTE CGU CGT CCA CTTFTCT TTA ACG TAC *G CGU GTA AGC CCTH




Competency: 5. Heredity: Demonstrate an understanding of the molecular basis of heredity.

Objective 5c: Analyze a pedigree to determine unknown traits and genotypes in past or future

generations.



Sample Item #10

The inheritance of a disorder within a family is shown in the pedigree below.

If R represents the dominant allele and r represents the recessive allele, what is the genotype of Individual 1?

XA RYRR

XB rY

XC rXr

XD RXr *r




Competency: 6. Diversity and Biological Change: Demonstrate an understanding of principles that

explain the diversity of life and biological evolution.

Objective 6a: List the taxonomic levels from broadest to specifi c and place organisms into the correct

kingdom based on characteristics.



Sample Item #11

Single-celled, eukaryotic organisms are classifi ed in what kingdom?

Animalia AProtista *BMoneraC PlantaeD


Competency: 6. Diversity and Biological Change: Demonstrate an understanding of principles that

explain the diversity of life and biological evolution.

Objective 6d: Analyze and explain the role of natural selection in speciation and applications of

speciation.



Sample Item #12

Larvae of the diamondback moth feed on caulifl ower plants. The larvae of the diamondback moth are now resistant to various types of pesticides.

Which statement describes how the larvae became resistant?

The pesticide is only effective against the larvae at certain times of the year.ANatural variations in plants neutralize the pesticide before it reaches the larvae.B Natural variations in diamondback moth genes allowed some individuals to survive.*C The pesticide is not effective against adult diamondback moths while they hibernate in the adult plant.D



Interpretation of Score Reports for Biology I

Several different score reports are available following administrations of the Mississippi Subject Area Tests:

The • Student Report gives the scores for an individual student.

The • Class Performance Report gives the scores for all students in a particular class.

The • Class Summary Report displays the total performance of an entire classroom.

The • School Summary Report by Competency displays the total performance of an entire school.

The • School Summary Report Combined Standard Administrations gives a summary of all the scores for students

in a school who participated for the first time in the fall and spring administrations.

Because the most immediate interest for a classroom teacher is the performance of his or her own students, the following

discussion explains how to interpret the information contained in the Class Performance Report and the Student Report. A

sample Class Performance Report and a sample Student Report appear on pages 23 and 25, respectively.

New Score Report Information for 2011–2012

Students who are enrolled in Biology I for the first time during the 2011–2012 school year will be taught and tested on

materials from the 2010 Mississippi Science Framework.

Students who were enrolled in Biology I prior to the 2010–2011 school year were taught from the 2001 Mississippi Science Framework. Two categories of students will continue to be assessed based upon the 2001 Mississippi Science Framework:

1) students who were unable to participate in the April 2010 primary administration due to extenuating circumstances and

2) students who tested prior to the 2010–2011 school year but did not obtain a passing score. These students will receive

reports that show content strands from the 2001 Mississippi Science Framework.

The reports for the 2010 Mississippi Science Framework will be released in summer 2011.

Class Performance Report for Students Tested on the 2010 Mississippi Science Framework

The Class Performance Report shows the scores for

each student within a classroom who takes the Biology

I test during the 2011–2012 school year. Two copies are

provided for each school.

The top portion of the report displays the teacher’s •

name, administration name, school name, district

name, and district and school code.

The top-left portion of the report labeled SUMMARY •

shows the following information for included students:

the TOTAL N-COUNT (the number of students

within the classroom who took the test), the number of

students included in the SUMMARY, the mean scale

score, the number of students who passed, and the

percentage of students who passed.

Below the SUMMARY information is an alphabetical •

list of the students in the class who took the Biology

I test. Each student’s MSIS identification number, as

recorded on the student’s answer sheet at the time of

testing is also displayed.

The data portion of the Class Performance Report includes

the SCALE SCORE, the Summary Exclusion Flag,

the PASS/FAIL STATUS, and the raw scores for

MULTIPLE CHOICE ITEMS.

The SCALE SCORE is each student’s total test score. •

Each student’s total raw score is converted to a scale

score.

A raw score is the number of points earned for a

competency. Scale scores represent approximately



equal units on a continuous scale of numbers. The raw

scores from different forms may not be comparable

because forms can vary in difficulty. Because the raw

scores may not be comparable across forms, they are

converted to scale scores through a statistical process

that adjusts for any differences in test difficulty

between forms. For this reason, the scale scores are

especially suitable for comparing student performance

across years and for ensuring that the same level of

difficulty of a performance standard is maintained

across years.

On the Class Performance Report, the scale score is each

student’s total test score. A scale score is provided only if

the student attained a valid raw score.

The Summary Exclusion Flag indicates if the student’s •

score is not included in the SUMMARY. An explanation

of the status codes assigned to students who are not

included in the SUMMARY is shown at the bottom of

the report in the Legend section.

Next to the Summary Exclusion Flags is a column •

indicating PASS/FAIL STATUS. This status indicates

the comparison of the student’s scale score to

the passing score for the test. If a student’s scale

score is equal to or greater than the passing score,

this column indicates PASS. If the student’s scale

score is less than the passing score, this column

indicates FAIL.

The columns beneath the MULTIPLE CHOICE •

ITEMS heading provide information on the tested

competencies from the 2010 Mississippi Science Framework. The top of the first column shows the

Total Raw Score (the maximum number of points

possible). Points are based on the number of correct

answers. Each student’s Total Raw Score is displayed

in this column. If the student did not obtain a score

then a condition code is displayed. The tops of the

remaining columns show the content strands being

tested and the maximum number of points possible for

each content strand. Raw scores within each content

strand for each student are displayed in these columns.

If the student did not obtain a score, then a condition

code is displayed.

At the bottom of the table, the MEAN RAW SCORE •

and AVERAGE PERCENT CORRECT values are

listed by content strand. The MEAN RAW SCORE

and AVERAGE PERCENT CORRECT values are

calculated only for first-time test takers who are

included in the SUMMARY. The MEAN RAW

SCORE is the raw score of the students included in the

SUMMARY. The AVERAGE PERCENT CORRECT

is the mean raw score per content strand divided

by the maximum number of points possible for that

content strand.



Sample Biology I Class Performance Report for Students Tested on the 2010 Mississippi Science Framework

Mississippi Subject AreaTesting Program,Second Edition

SATP2

For the classroom ofTEACHER NAME

SATP2 Dec 20YY Paper/Pencil

Class Performance Report — Biology I

Zbatch or Process NoCopy: 01 Page X of Y

2010 Mississippi Science Framework

School Name: <SCHOOL NAME>District Name: <DISTRICT NAME>

Code: ####-###

BIOLOGY ICompetency

TotalNumberCorrect Inquiry

BiochemicalBasisof Life

LivingOrganismsand Their

Environment

BiologicalOrganization Heredity

Diversity andBiologicalChange

NumberPossible 60 7 7 11 14 14 7

STUDENT NAME MSIS IDSCALESCORE

PASS/FAILSTATUS Number Correct

LASTNAME FIRSTNAME I ######### ### PASS ### ### ### ### ### ### ###LASTNAME FIRSTNAME I ######### INV E INV INV INV INV INV INV INVLASTNAME FIRSTNAME I ######### ### PASS ### ### ### ### ### ### ###LASTNAME FIRSTNAME I ######### ### R FAIL ### ### ### ### ### ### ###LASTNAME FIRSTNAME I ######### 04 FAIL 04 04 04 04 04 04 04

LASTNAME FIRSTNAME I ######### ### FAIL ### ### ### ### ### ### ###LASTNAME FIRSTNAME I ######### ### E #### ### ### ### ### ### ### ###LASTNAME FIRSTNAME I ######### ### #### ### ### ### ### ### ### ###LASTNAME FIRSTNAME I ######### ### #### ### ### ### ### ### ### ###LASTNAME FIRSTNAME I ######### DNF DNF DNF DNF DNF DNF DNF DNF

LASTNAME FIRSTNAME I ######### 05 FAIL 05 05 05 05 05 05 05LASTNAME FIRSTNAME I ######### ### FAIL ### ### ### ### ### ### ###LASTNAME FIRSTNAME I ######### DNA DNA DNA DNA DNA DNA DNA DNALASTNAME FIRSTNAME I ######### ### COND ### ### ### ### ### ### ###LASTNAME FIRSTNAME I ######### ### COND ### ### ### ### ### ### ###

AVERAGE NUMBER CORRECT ##.# ##.# ##.# ##.# ##.# ##.# ##.#AVERAGE PERCENT CORRECT ###.# ###.# ###.# ###.# ###.# ###.# ###.#

SUMMARY:TOTAL N-COUNT #####NUMBER INCLUDED #####MEAN SCALE SCORE ###.#NUMBER PASSING #####PERCENT PASSING ###.#%

Legend: E= Excluded from Summary R = Retest, Excluded from Summary INV = Invalid Test DNA = Did Not Attempt M = Maximum Number CorrectDNF = Did Not Finish 04 = Student Refused to Take Test 05 = Unfair Advantage COND = Pass status is pending official confirmation



The Student Report (two copies per student) provides the

scores for each student who takes the Biology I Subject

Area Test.

The top-center portion of the Student Report displays •

the student’s name, MSIS identification number, and

date of birth as recorded on the student’s answer sheet

at the time of testing.

The top-right portion of the page contains the •

administration name, Class Name, School Name,

District Name, and district Code.

The top table of the Student Report includes the subject

area Passing Score and the student’s Pass/Fail Status,

Scale Score, Performance Level, and a comparison of

the student’s score to other students testing for the first

time within his or her school, district, and state. The

bottom table of the Student Report includes the student’s

performance by content strand.

TOP TABLE

The Passing Score is the scale score required to •

pass the test. The passing score was determined

by a committee of educators from Mississippi who

recommended a total test raw score to indicate

passing. This total test raw score is converted to a scale

score, which is displayed as the passing score.

The Pass/Fail Status represents the comparison of •

the student’s scale score to the passing score. If the

student’s scale score is equal to or greater than the

passing score, the status is PASS. If the student’s

scale score is less than the passing score, the status

is FAIL.

The Scale Score represents the student’s total •

test score. The raw score on the total test is converted

to a scale score. A scale score is given only if the

student attains a valid raw score. If a valid score is not

attained, then one of the condition codes is printed

instead of a scale score.

A Performance Level is indicated and explained •

in the right column, unless the student receives a

condition code of DNA, INV, DNF, 04, or 05. The four

performance levels are advanced, proficient, basic, and

minimal. The scale score range for each performance

level is described in the table below.

The comparison begins with Your Score followed by •

the School average, District average, and State average

for first-time test takers. (For students who participate

in the September or April SENIORS ONLY retests,

the comparison of Your Score is made to the State

average from the pervious spring administration. No

sample provided.)

BOTTOM TABLE

The bottom table provides information for the tested •

competencies from the 2010 Mississippi Science Framework. To the right of this information is the

maximum number of points possible, the number of

points correct (raw score), and the percentage of correct

answers the student achieved for each competency.

Mississippi Student Performance Levels 2010 Mississippi Science Framework

Subject Label Scale Score Values

Biology I Advanced 665–688

Proficient 650–664

Basic 640–649

Minimal 610–639

Student Report for Students Tested on the 2010 Mississippi Science Framework



Sample Biology I Student Report for Students Tested on the 2010 Mississippi Science Framework



Glossary of Test TermsAssessment strands/Competencies: Competencies are

used for test-construction and reporting purposes. The test

items are written to the competencies, not to the content

strands.

Blueprint: The blueprint indicates the number of items

from each content strand that must appear on a test.

Competency/item match: There must be alignment

between a given competency and an item that measures the

competency. During item review, each item must match the

competency or the item will be moved to the appropriate

competency.

Content strand: This term refers to a set of understandings/

competencies and objectives that focus on specific contents

of a course.

Core items: This term refers to the scorable test items that

count toward the student’s score.

Criterion-referenced test (CRT): CRTs are constructed

to assess a student’s understanding of given competencies

or objectives. The Mississippi Subject Area Tests are

criterion-referenced tests.

Distractors: This term refers to the incorrect choices to a

multiple-choice item.

Enhanced multiple-choice items: This term refers to test

items that ask the student to use graphic information or to

use information provided about the world outside of the

school setting.

Equating: This term refers to the process that uses linking

items to construct different forms of a test so that each form

has the same degree of difficulty.

Field-test items: Field-test items have never been on a test.

These items have no statistical data and are not counted for

or against the student’s score. Once these items have been

tested and statistically evaluated, they may appear on new

forms of the test or they may be deleted. Because field-test

items are not identified on the test, students will not know

which items count and which do not.

Forms: Different test forms are used at each administration.

All forms are constructed so that they have the same

number of items in each of the content strands. In addition,

they have the same statistical qualities; that is, they have the

same degree of difficulty.

Item: This term refers to a single question or problem in

a test.

Lead art: This term refers to the graphic portion of the item

that precedes the written portion of the item. Lead art is

different from the art that may be used as options.

Linking items: This term refers to items that are found

across more than one test form. They are used for equating

forms and must be identical on all test forms.

Multiple-choice items: This term refers to items that ask

students to choose the correct answer from several given

answers or options.

Objective: This term refers to the knowledge, skill, process,

or strategy that an item measures.

Options: This term refers to the possible responses in

multiple-choice items, including the correct response and

all distractors. Some options will appear as art.

Selected-response item: This is another term for a

multiple-choice item.

Standardized test: This term refers to a test that contains

the same content administered in the same way for everyone

taking the test.

Stem: The item stem states the problem and can be posed

as a question or as an incomplete statement.

Stimulus: The item stem, piece of art, or referent that

prompts a response is called a stimulus.

Test construction: This term refers to the selection of the

items that go into each form of a test and to the arrangement

of the items in an appropriate sequence.

MISSISSIPPISUBJECT AREA TESTING PROGRAM,

SECOND EDITIONSATP2

Biology I Teacher’s Guide

2011–2012

School Year

MS00005702

MS00005702 1 2 3 4 5 A B C D E Printed in the USA

second edition satp2 2011–2012 school year biology i€¦ · second edition satp2 ... 2011–2012...

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