second edition satp2 2016–2017 school year … competencies are distributed throughout the test:...

BIOLOGY ISECOND EDITION

SATP22016–2017 School Year

,

2 SATP2 2016–2017 Biology I Teacher’s Guide—Copyright © 2016 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: www.mdek12.org/OSA/SATP2

This document has been produced under a contract with the Mississippi Department of Education. The Mississippi Department of Education owns all rights, title and interest in and to this document including, without limitation, the copyright thereto and all relevant intellectual property rights thereto. Because this document was produced with 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.

SATP2 2016–2017 Biology I Teacher’s Guide—Copyright © 2016 MDE 3

2016–2017 BIOLOGY I Mississippi Subject Area Testing Program Teacher’s Guide

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 . . . . . . . . . . . 11

Samples of Biology I Test Items . . . . . . . . . . . 15

Interpretation of Score Reports for Biology I . . . . 24

Glossary of Test Terms . . . . . . . . . . . . . . . . 29



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 subject area, end-of-course assessments were developed in Algebra I, Biology I, U.S. History, and English II. During the 2016–2017 school year, the SATP2 will be administered to first-time testers and retesters in Biology I and U.S. History. Participating in these assessments is a graduation requirement; however, additional graduation options are available.

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.

For more information pertaining to graduation policies, requirements, and options, see State Board Policies 3801, 3802, 3803, and 3804 at http://www.mdek12.org/MBE/manual.



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 and assessment.

The content strands are the reporting categories that are included on the Student Reports. Included below are the associated competencies and descriptions of the competencies.

REPORTING CATEGORIES

Content Strand Competency Description of Competency

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

Physical Science 2. Biochemical Basis of Life

Describe the biochemical basis of life and explain how energy flows within and between the living systems.

Life Science 3. Living Organisms and Their Environment

Investigate and evaluate the interaction between living organisms and their environment.

Life Science 4. 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 Science 6. 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 Considerations• Items will be written to measure the competencies

of the 2010 Mississippi Science Framework.

• Items will be appropriate in terms of complexity, interest, reading level, 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 Format• Options 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 are on the same screen however scrolling may be necessary.

• 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 Format• The test will be printed in black ink on white paper,

for accommodated forms.

• Scenarios, graphic displays, corresponding items, and answer choices will appear on the same or facing pages, for accommodated forms.

• 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 7Physical Science 2. Biochemical Basis of Life 7Life Science 3. Living Organisms and Their Environment 11Life Science 4. Biological Organization 14Life Science 5. Heredity 14Life 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.



Biology I Blueprint (Expanded Version)

Strand Competency

Objective

Objectives

Objective Target Items Total RS

Points

Inquiry 7 7 7 7

1. Apply inquiry-based and problem-solving processes and skills to scientific investigations. 7 7 7 7

a. Conduct a scientific investigation demonstrating safe procedures and proper care of laboratory equipment. (DOK 2)

1 0-2*

7

b. Formulate questions that can be answered through research and experimental design. (DOK 3)

1 0-2*

c. Apply the components of scientific processes and methods in classroom and laboratory investigations. (DOK 2)

1 0-2*

d. Construct and analyze graphs. (DOK 2) 1 0-2*

e. Analyze procedures, data, and conclusions to determine the scientific validity of research. (DOK 3)

1 0-2*

f. Recognize and analyze alternative explanations for experimental results and to make predictions based on observations and prior knowledge. (DOK 3)

1 0-2*

g. Communicate and defend a scientific argument in oral, written, and graphic form. (DOK 3)

1 0-2*

Physical Science 7 7 7 7

2. Describe the biochemical basis of life and explain how energy flows within and between the living systems.

7 7 7 7

a. Explain and compare with the use of examples the types of bond formation between or among atoms. (DOK 2)

1 0-2*

7

b. Develop a logical argument defending water as an essential component of living systems. (DOK 2)

1 0-2*

c. Classify solutions as acidic, basic, or neutral and relate the significance of the pH scale to an organism’s survival. (DOK 2)

1 0-2*

d. Compare and contrast the structure, properties, and principle functions of carbohydrates, lipids, proteins, and nucleic acids in living organisms. (DOK 2)

1 0-2*

e. Examine the life processes to conclude the role enzymes play in regulating biochemical reactions. (DOK 2)

1 0-2*

f. Describe the role of adenosine triphosphate (ATP) in making energy available to cells. (DOK 1)

1 0-2*



Strand Competency

Objective

Objectives


Points

g. Analyze and explain the biochemical process of photosynthesis and cellular respiration and draw conclusions about the roles of the reactants and products in each. (DOK 3)

1 0-2*

Life Science 16 16 46 46

3. Investigate and evaluate the interaction between living organisms and their environment.

3 3 11 11

a. Compare and contrast the characteristics of the world’s major. (DOK 2)

2 2-5

11 b. Provide examples to justify the interdependence

among environmental elements. (DOK 2) 2 2-5

c. Examine and evaluate the significance of natural events and human activities on major ecosystems. (DOK 2)

2 2-5

4. Analyze and explain the structures and function of the levels of biological organization. 4 4 14 14

a. Differentiate among plant and animal cells and eukaryotic and prokaryotic cells. (DOK 2)

2 2-5

14

b. Differentiate between types of cellular reproduction. (DOK 1)

2 2-5

c. Describe and differentiate among the organizational levels of organisms (DOK 1)

2 2-5

d. Explain and describe how plant structures (vascular and nonvascular) and cellular functions are related to the survival of plants. (DOK 1)

2 2-5

5. Demonstrate an understanding of the molecular basis of heredity. 4 4 14 14

a. Analyze and explain the molecular basis of heredity and the inheritance of traits to successive generations by using the Central Dogma of Molecular Biology. (DOK 3)

2 2-5

14

b. Utilize Mendel’s laws to evaluate the results of monohybrid Punnett squares involving complete dominance, incomplete dominance, codominance, sex linked, and multiple alleles (including outcome percentage of both genotypes and phenotypes.) (DOK 2)

2 2-5

c. Examine inheritance patterns using current technology. (DOK 2)

2 2-5

d. Discuss the characteristics and implications of both chromosomal and gene mutations. (DOK 2)

2 2-5

6. Demonstrate an understanding of principles that explain the diversity of life and biological evolution.

5 5 7 7



Strand Competency

Objective

Objectives


Points

a. Draw conclusions about how organisms are classified into a hierarchy of groups and subgroups based on similarities that reflect their evolutionary relationships. (DOK 2)

1 0-3*

7

b. Critique data used by scientists to develop an understanding of evolutionary processes and patterns. (DOK 3)

1 0-3*

c. Research and summarize the contributions of scientists, (including Darwin, Malthus, Wallace, Lamarck, and Lyell) whose work led to the development of the theory of evolution. (DOK 2)

1 0-3*

d. Analyze and explain the roles of natural selection, including the mechanisms of speciation and applications of speciation. (DOK 3)

1 0-3*

e. Differentiate among chemical evolution, organic evolution, and the evolutionary steps along the way to aerobic heterotrophs and photosynthetic autotrophs. (DOK 2)

1 0-3*

Note: RS = Raw Score; *Not all objectives of competencies 1, 2, and 6 are measured on a given administration.



Performance Level DescriptorsPerformance 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 Biology I Student Report showing this information is on page 28 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 PLD for proficient reflects the intended cognitive processes at the appropriate grade level as set forth in the standards. The total description for the PLDs reflects 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 Level

Descriptors 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 Level

Descriptors for Physical Science Content Strand

Competency 2: Biochemical Basis of Life

Advanced 2e. Predict the eff ect 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 Level

Descriptors 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 generations6a. 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. Diff erentiate among types of cells and describe the functions and structures of major cell organelles including

cell parts for mobility.4b. Diff erentiate between the types of cellular reproduction and the results of each type.4c. Diff erentiate 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. Diff erentiate 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 diff erences 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: InquiryCompetency: 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 cientDepth of Knowledge Level: 2

Sample Item #1

A student plans to use the highest magnifi cation possible to view the cell walls of living onion root cells.

Which microscope should the student use to view the cell walls with the highest magnifi cation?

*



Content Strand: InquiryCompetency: 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: AdvancedDepth of Knowledge Level: 2

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?

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



Content Strand: Physical ScienceCompetency: 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: BasicDepth of Knowledge Level: 2

Sample Item #3

Which diagram represents a carbohydrate?

A

B

C

D *



Content Strand: Physical ScienceCompetency: 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.Performance Level: AdvancedDepth of Knowledge Level: 2

Sample Item #4

In a certain environment, the enzyme peroxidase functions best in a temperature range of 35°C to 55°C.

Which of the following will happen if the temperature of the environment increases from 20°C to 40°C?

A Peroxidase will work faster than before.*B Peroxidase will bind to additional substrates.C Peroxidase will break apart into many pieces.D Peroxidase will form different amino acid chains.

Content Strand: Life ScienceCompetency: 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.Performance Level: BasicDepth of Knowledge Level: 1

Sample Item #5

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

A Tropical rainforestB Temperate forest *C GrasslandD Desert



Content Strand: Life ScienceCompetency: 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.Performance Level: Profi cientDepth of Knowledge Level: 2

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?

A Plant *B AnimalC FungusD Bacteria

Content Strand: Life ScienceCompetency: 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. Performance Level: Profi cientDepth of Knowledge Level: 1

Sample Item #8

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

A Cell plateB ChromosomeC Cleavage furrow *D Nuclear envelope



Content Strand: Life ScienceCompetency: 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).Performance Level: Profi cientDepth of Knowledge Level: 2

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?

A TroutB MuskratC Raccoon*D White Suckerfi sh



Content Strand: Life ScienceCompetency: 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.Performance Level: Profi cientDepth of Knowledge Level: 3

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 acids Arg-Asn-Cys-Met?

A GCC GTA CCC TTTB CGU CGT CCA CTTC TCT TTA ACG TAC *D CGU GTA AGC CCT



Content Strand: Life ScienceCompetency: 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.Performance Level: AdvancedDepth of Knowledge Level: 2

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?

A XRYRR

B XrYC XrXr

D XRXr *



Content Strand: Life ScienceCompetency: 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.Performance Level: BasicDepth of Knowledge Level: 1

Sample Item #11

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

A Animalia B Protista *C ArchaeaD Plantae

Content Strand: Life ScienceCompetency: 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.Performance Level: Profi cientDepth of Knowledge Level: 3

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?

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



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 26 and 28, respectively.

Score Report Information for 2016–2017Students who are enrolled in Biology I for the first time during the 2016–2017 school year will be taught and tested on materials from the 2010 Mississippi Science Framework.

Class Performance Report

The Class Performance Report shows the scores for each student within a classroom who takes the Biology I test during the 2016–2017 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 645 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 Content Strand/Competency heading provide information on the tested competencies from the 2010 Mississippi Science Framework. The top of the first column shows the Total Number Correct (the maximum number of points possible). Points are based on the number of correct answers. Each student’s Total Number Correct 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. Total Number Correct 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 AVERAGE NUMBER CORRECT and AVERAGE PERCENT CORRECT values are listed by content strand. The AVERAGE NUMBER CORRECT and AVERAGE PERCENT CORRECT values are calculated only for first-time test takers who are included in the SUMMARY. The AVERAGE NUMBER CORRECT is the raw score of the students included in the SUMMARY. The AVERAGE PERCENT CORRECT is the average raw score per content strand divided by the maximum number of points possible for that content strand.



Sample Biology I Class Performance Report

For the classroom ofTEACHER NAME

SATP2 - Mmmm 20YY

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

Code: ####-###

Class Performance Report — Biology IBIOLOGY I

Content Strand/Competency

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 ######### INV C INV INV INV INV INV INV INVLASTNAME FIRSTNAME I ######### ### FAIL ### ### ### ### ### ### ###

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 INV C = MDE Invalidated Test; Excluded from Summary; Counted as Not Tested

2010 Mississippi Science Framework

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SATP2 - Mississippi Subject Area Testing Program, Second Edition



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, INV C, 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 as retesters in any test administration, the comparison of Your Score is made to the State average from the previous 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 for 2010 Mississippi Science Framework

Subject Performance Level Scale Score Values

Biology I Advanced 665 and aboveProficient 650–664

Basic 640–649Minimal 639 and below

Student Report



Sample Biology I Student Report

STUDENTREPORTFIRSTNAMEʼs Biology I Performance

SATP2 - Mmmm 20YY

Class Name: <CLASS NAME>

School Name: <SCHOOL NAME>

District Name: <DISTRICT NAME>

Code: <####-###>

For the family of

FIRSTNAME I. LASTNAMEMSIS ID: 123456789

Birth Date: mm/dd/yyyy

FIRSTNAMEʼs overall performance is shown above. Your score is defined by the total number of questions answered correctly. The graph also provides acomparison of your score to other students within your school, district, and state.

Your score is represented by a solid diamond. On another day or with a different set of questions, you might obtain a slightly different score but still obtain ascore within the range represented by the horizontal line. The horizontal line across the diamond represents where your true score should be about two-thirds ofthe time (standard error of measurement). Any bar crossing performance levels represents equal scale score points even if the length of the bar on either side ofthe diamond differs.

Passing Score645

Your ScoreXXX Your Score

605 639 640 649 650 664u

665 695

School uPass/Fail Status Performance Level District u

PASS Proficient State u

Performance by Competency

Content Strand/CompetencyNumberPossible

NumberCorrect

PercentCorrect

InquiryInquiry- Apply inquiry-based and problem-solving processes and skills toscientific investigations.

7 5 71.4%

Physical ScienceBiochemical Basis of Life- Describe the biochemical basis of life and explain how energyflows within and between the living systems.

7 5 71.4%

Life Science:Living Organisms and Their Environment- Investigate and evaluate the interaction between living organismsand their environment.

11 8 72.7%

Biological Organization- Analyze and explain the structures and function of the levels ofbiological organization.

14 11 78.6%

Heredity- Demonstrate an understanding of the molecular basis of heredity.

14 10 71.4%

Diversity and Biological Change- Demonstrate an understanding of principles that explain thediversity of life and biological evolution.

7 6 85.7%

Total 60 45

0 25 50 75 100

MINIMAL BASIC PROFICIENT ADVANCED

2010 Mississippi Science Framework

Performance Level Descriptors (PLDs) are provided on the back of this page.

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This report provides specific information about your performance on the Subject Area Testing Program, SecondEdition (SATP2). Students are assessed as first time testers on the Biology I and U.S. History content at thecompletion of the course. Retesters are assessed on the Biology I and U.S. History content during each retestadministration. As part of the requirements of Federal and State policies, eligible students who are or were enrolledin Biology I and U.S. History must be tested. The scores of all first time testers may be included in the MississippiStatewide Accountability System and annual report cards.



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.

Depth of Knowledge (DOK): DOK measures the cognitive demand of the task students are being asked to perform.

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 previous 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. (See Equating.)

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.

Performance Level Descriptors (PLD): These descriptors provide information regarding how well a student has demonstrated mastery of the skills and content being assessed. The levels are as follows: advanced, proficient, basic, and minimal.

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.

Stimulus: This term refers to the item stem, piece of art, or referent that prompts a response.

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 EDITION

SATP2

Biology I Teacher’s Guide2016–2017

School Year

1107153 1 2 3 4 5 A B C D E Printed in the USA ISD15748

second edition satp2 2016–2017 school year … competencies are distributed throughout the test:...

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