BIOLOGY - Richland Parish School Board
BIOLOGYAugust 2012Assessment Guide
Louisiana State Board of Elementary and Secondary EducationMs. Penny DastuguePresidentMember-at-LargeMr. Charles E. RoemerVice PresidentSixth BESE DistrictMr. James D. Garvey, Jr.Secretary/TreasurerFirst BESE DistrictMs. Kira Orange JonesSecond BESE DistrictMs. Holly BoffySeventh BESE DistrictMs. Lottie P. BeebeThird BESE DistrictMs. Carolyn HillEighth BESE DistrictMr. Walter LeeFourth BESE DistrictMr. John L. BennettMember-at-LargeMr. Jay GuillotFifth BESE DistrictMs. Connie BradfordMember-at-LargeMs. Catherine PozniakExecutive DirectorThe mission of the Louisiana Department of Education (LDOE) is to ensure equal access to education and to promote equalexcellence throughout the state. The LDOE is committed to providing Equal Employment Opportunities and is committedto ensuring that all its programs and facilities are accessible to all members of the public. The LDOE does not discriminate onthe basis of age, color, disability, national origin, race, religion, sex, or genetic information. Inquiries concerning the LDOE’scompliance with Title IX and other civil rights laws may be directed to the Attorney, LDOE, Office of the General Counsel,P.O. Box 94064, Baton Rouge, LA 70804-9064; 877-453-2721 or customerservice@la.gov. Information about the federal civil rightslaws that apply to the LDOE and other educational institutions is available on the website for the Office of Civil Rights, USDOE, athttp://www.ed.gov/about/offices/list/ocr/.This project is made possible through a grant awarded by the State Board of Elementary and Secondary Education from the LouisianaQuality Education Support Fund—8(g).This public document was published at a total cost of 6,000.00. This web-only document was published for the Louisiana Departmentof Education, Office of Standards, Assessments, and Accountability, Division of Assessments and Accountability, P.O. Box 94064,Baton Rouge, LA 70804-9064, by Pacific Metrics Corporation, 1 Lower Ragsdale Drive, Building 1, Suite 150, Monterey, CA 93940.This material was published in accordance with the standards for printing by state agencies established pursuant to R.S. 43:31 and inaccordance with the provisions of Title 43 of the Louisiana Revised Statutes.For further information, contact:Louisiana Department of Education’s Help Desk1-877-453-2721Ask s/ask.aspx 2012 by Louisiana Department of Education
Table of ContentsPrefaceWhat Is End-of-Course Testing? .What Is the Purpose of the Assessment Guide? .What Does the Assessment Guide Include? .Who Takes the Biology EOC Test and When Is It Administered? .How Is the Biology EOC Test Related to the Louisiana Comprehensive Curriculum? .Where May I Find Additional Information about the Biology EOC Test? .Additional Resources .iiiiiiiiiiiiivivivThe Biology EOC TestTest Design .Characteristics of Test Items .Coverage by Strand and Component .Biology EOC Test Tools .Biology EOC Test Typing Help Information .11222Biology Grade-Level Expectations (GLEs)Eligible GLEs for the Biology EOC Test . 3Sample Items for the Biology EOC TestSample Multiple-Choice Items . 9Sample Constructed-Response Item and Scoring Rubric . 14AppendixItem Development Process .Test Accommodations .Technology Requirements .Biology EOC Test Glossary .Biology EOC Test Typing Help .1616171718List of TablesTable 1: Suggested Testing Times . 1Table 2: Biology EOC Coverage by Strands and Components . 2Table 3: Life Science Component GLEs . 3Table 4: Earth and Space Science Component GLEs . 6Table 5: Science as Inquiry Component GLEs . 7Table 6: Science as Inquiry Component GLEs Excluded from the EOC Biology Test . 8Table 7: Keystrokes for Special Symbols . 18EOC Tests Biology Assessment Guide, August 2012i
PrefaceLouisiana Believes embraces the principle that all children can achieve at high levels.Louisiana Believes also promotes the idea that Louisiana’s educators should beempowered to make decisions to support the success of their students. In keeping withthese values, the Department has created assessment guides to help prepare teachers andstudents for the EOC tests. These guides reflect the State’s commitment to consistent andrigorous assessments and provide educators and families with clear information aboutexpectations for student performance.What Is End-of-Course Testing?End-of-course (EOC) testing, a recommendation of the Louisiana High School RedesignCommission, is an increasingly common practice nationwide. Beginning with first-time9th graders in the 2010–2011 school year, EOC tests replaced the Graduation ExitExamination (GEE) as an assessment requirement for graduation. For further information,see chapter 23 of Bulletin 741.What Is the Purpose of the Assessment Guide?The Assessment Guide provides an overview of the Biology EOC test. In additionto providing teachers with a description of the overall design of the test, this guidepresents sample test items and suggested informational resources. Teachers shoulduse this guide to become familiar with the Biology EOC test format,include similar item formats in classroom instruction and assessments,align instruction and assessment with the Louisiana Comprehensive Curriculum andGrade-Level Expectations (GLEs), andprovide appropriate test accommodations.What Does the Assessment Guide Include?This guide includes information about test design (format and test blueprint),test content (GLEs covered),test scoring,sample test items, andtest accommodations.Who Takes the Biology EOC Test and When Is It Administered?The Biology EOC test is an online assessment that is administered to all public schoolstudents upon their completion of the Biology course (course code 150301). Administrationof the Biology EOC test began in the 2010–2011 school year. The test is administered eachMay to students on traditional schedules, each December and May to students on blockschedules, and each June to students who need to retest. Exact dates for the administrationare published in the EOC Test Administration Manual as well as on the homepage forEnd-of-Course testing, www.louisianaeoc.org.EOC Tests Biology Assessment Guide, August 2012iii
How Is the Biology EOC Test Related to the Louisiana Comprehensive Curriculum?The Louisiana Comprehensive Curriculum was used as a resource to determine theappropriate content and coverage for the test. However, other curricula developed bylocal districts and approved by the state that address all GLEs at the appropriate level ofrigor will also suitably prepare students for the test. Tables of GLEs eligible for testingare included on pages 3 through 8.Where May I Find Additional Information about the Biology EOC Test?Information about the Biology EOC test can be found on the EOC homepage,www.louisianaeoc.org. Questions or requests for more information should be addressedto the Louisiana Department of Education (LDOE), Division of Assessments andAccountability by calling toll-free at 877-453-2721.Additional ResourcesThe LDOE has developed several resources to assist educators as they prepare studentsfor the Biology EOC test. The following materials are available on the LDOE website,www.louisianaschools.net, or on the EOC Tests homepage, www.louisianaeoc.org: Grade-Level Expectations (GLEs) for a Comprehensive Curriculumwww.doe.state.la.us/topics/comprehensive curriculum.htmlEOC online demonstration site and tutorials www.louisianaeoc.org (demo site under Login drop-down menu; tutorials underTechnology Resources drop-down menu)Enhanced Assessment of Grade-Level Expectations C Tests: Frequently Asked Questions (FAQs)www.louisianaeoc.org (under Welcome drop-down menu)EOC Tests Biology Assessment Guide, August 2012iv
The Biology EOC TestTest DesignThe Biology EOC test includes three sessions, all of which are administered online: a 25-item multiple-choice session a 3-item constructed-response session a 25-item multiple-choice sessionForty-six multiple-choice items and two constructed-response items are operational.The remaining five items are embedded field test items, which are used to develop newtest forms.The suggested testing times for the Biology EOC test listed in Table 1 are estimates only.There are no strict time limits for the EOC tests.Table 1: Suggested Testing TimesSession123DescriptionMultiple ChoiceConstructed ResponseMultiple ChoiceTOTALNumber of Items2532553Testing Time0040 minutes0020 minutes0040 minutes0100 minutesInformation about additional time needed to prepare computers for testing, to read testdirections to students, to assist students with the log-in process, and to accomplish otheractivities related to test administration is included in the Test Administration Manual.Characteristics of Test ItemsMultiple-choice items assess knowledge, conceptual understanding, and application ofskills from the Life Science, Earth and Space Science, and Science as Inquiry GLEs. Theitems consist of an interrogatory stem followed by four response options (A, B, C, D) andare scored as correct or incorrect.The Biology EOC test will also include constructed-response items from the Life Sciencestrand. Constructed-response items require students to compose an answer and generallynecessitate higher order thinking. A typical constructed-response item may requirestudents to develop an idea, demonstrate a problem-solving strategy, or justify ananswer based on reasoning or evidence. The items are scored on a 0–2 point scale usingan item-specific rubric.EOC Tests Biology Assessment Guide, August 20121
Coverage by Strand and ComponentWhile all Biology GLEs have items developed for assessment, some strands andcomponents receive more emphasis. Table 2 illustrates the emphasis of the strands andcomponents.The components of the Life Science strand are assessed using both multiple-choice andconstructed-response items. The Earth and Space Science strand and the Science asInquiry strand are assessed through multiple-choice items only.Table 2: Biology EOC Test Coverage by Strands and ComponentsStrand or ComponentLife Science1. The Cell2. The Molecular Basis of Heredity3. Biological Evolution4. Interdependence of Organisms5. Matter, Energy, and Organization of LivingSystems6. Systems and the Behavior of Organisms7. Personal and Community HealthEarth and Space ScienceScience as InquiryTOTALApproximatePercentage byComponent001111118ApproximatePercentage byStrand7081110001200180100Biology EOC Test ToolsStudents are given only scratch paper and pencils to use during the Biology EOCtest. There are no other materials allowed unless a student has an approved AssistiveTechnology accommodation and is allowed the use of a calculator.Biology EOC Test Typing Help InformationTo assist students in typing special symbols and other elements in their constructedresponse items, the Biology EOC test includes a Typing Help pop-up window (seeTable 7 in the appendix for more information). Print copies of the Typing Help may beprovided to students during the test.EOC Tests Biology Assessment Guide, August 20122
Biology Grade-Level Expectations (GLEs)Eligible GLEs for the Biology EOC TestThe Biology EOC test measures what students are expected to know and be able to doaccording to Louisiana’s Grade-Level Expectations as listed in the Biology course sectionof the Louisiana Comprehensive Curriculum. Table 3 lists the GLEs for the Life Sciencecomponents, Table 4 lists the GLEs for the Earth and Space Science component, andTable 5 lists the GLEs for the Science as Inquiry component.Sixty-three of these GLEs are eligible for testing as multiple-choice items; however, agiven test form will not cover all GLEs. In addition, only certain GLEs, as specified inTable 3, will be available for constructed-response (CR) items.Table 3: Life Science Component GLEsGLEText of GLEAssessable asa ConstructedResponse ItemThe Cell010203040506Compare prokaryotic and eukaryotic cells (LS-H-A1)Identify and describe structural and functional differences amongorganelles (LS-H-A1)Investigate and describe the role of enzymes in the function of acell (LS-H-A1)Compare active and passive cellular transport (LS-H-A2)Analyze the movement of water across a cell membrane inhypotonic, isotonic, and hypertonic solutions (LS-H-A2)Analyze a diagram of a developing zygote to determine when celldifferentiation occurs (LS-H-A3)noyesyesyesyesnoThe Molecular Basis of Heredity0708090100111213Identify the basic structure and function of nucleic acids(e.g., DNA, RNA) (LS-H-B1)Describe the relationships among DNA, genes, chromosomes, andproteins (LS-H-B1)Compare mitosis and meiosis (LS-H-B2)Analyze pedigrees to identify patterns of inheritance for commongenetic disorders (LS-H-B3)Calculate the probability of genotypes and phenotypes of offspringgiven the parental genotypes (LS-H-B3)Describe the processes used in modern biotechnology related togenetic engineering (LS-H-B4) (LS-H-B1)Identify possible positive and negative effects of advances inbiotechnology (LS-H-B4) (LS-H-B1)EOC Tests Biology Assessment Guide, August 2012yesyesyesyesyesnono3
Table 3: Life Science Component GLEs (continued)Biological Evolution141516171819202122Analyze evidence on biological evolution, utilizing descriptionsof existing investigations, computer models, and fossil records(LS-H-C1)Compare the embryological development of animals in differentphyla (LS-H-C1) (LS-H-A3)Explain how DNA evidence and fossil records support Darwin’stheory of evolution (LS-H-C2)Explain how factors affect gene frequency in a population overtime (LS-H-C3)Classify organisms from different kingdoms at several taxonomiclevels, using a dichotomous key (LS-H-C4)Compare characteristics of the major kingdoms (LS-H-C5)Analyze differences in life cycles of selected organisms in each ofthe kingdoms (LS-H-C6)Compare the structures, functions, and cycles of viruses to thoseof cells (LS-H-C7)Describe the role of viruses in causing diseases and conditions(e.g., AIDS, common colds, smallpox, influenza, warts)(LS-H-C7) (LS-H-G2)yesnoyesnonoyesyesnonoInterdependence of Organisms2324252627Illustrate the flow of carbon, nitrogen, and water through anecosystem (LS-H-D1) (SE-H-A6)Analyze food webs by predicting the impact of the loss or gain ofan organism (LS-H-D2)Evaluate the efficiency of the flow of energy and matter through afood chain/pyramid (LS-H-D2)Analyze the dynamics of a population with and without limitingfactors (LS-H-D3)Analyze positive and negative effects of human actions onecosystems (LS-H-D4) (SE-H-A7)yesyesyesyesyesMatter, Energy, and Organization of Living Systems28293031Explain why ecosystems require a continuous input of energyfrom the Sun (LS-H-E1)Use balanced equations to analyze the relationship betweenphotosynthesis and cellular respiration (LS-H-E1)Explain the role of adenosine triphosphate (ATP) in a cell(LS-H-E2)Compare the levels of organization in the biosphere(LS-H-E3)EOC Tests Biology Assessment Guide, August 2012noyesyesyes4
Table 3: Life Science Component GLEs (continued)Systems and the Behavior of Organisms3233Analyze the interrelationships of organs in major systems(LS-H-F1) (LS-H-E3)Compare structure to function of organs in a variety of organisms(LS-H-F1)yesyes34Explain how body systems maintain homeostasis (LS-H-F2)yes35Explain how selected organisms respond to a variety of stimuli(LS-H-F3)yes36Explain how behavior affects the survival of species (LS-H-F4)yesPersonal and Community Health373839404142Explain how fitness and health maintenance can result in a longerhuman life span (LS-H-G1)Discuss mechanisms of disease transmission and processes ofinfection (LS-H-G2) (LS-H-G4)Compare the functions of the basic components of the humanimmune system (LS-H-G3)Determine the relationship between vaccination and immunity(LS-H-G3)Describe causes, symptoms, treatments, and preventions of majorcommunicable and noncommunicable diseases (LS-H-G4)Summarize the uses of selected technological developmentsrelated to the prevention, diagnosis, and treatment of diseases ordisorders (LS-H-G5)EOC Tests Biology Assessment Guide, August 2012noyesyesnoyesyes5
Table 4: Earth and Space Science Component GLEsGLE1231315171822Text of GLEDescribe what happens to the solar energy received by Earth everyday (ESS-H-A1)Trace the flow of heat energy through the processes in the watercycle (ESS-H-A1)Describe the effect of natural insulation on energy transfer in aclosed system (ESS-H-A1)Explain how stable elements and atoms are recycled during naturalgeologic processes (ESS-H-B1)Identify the Sun-driven processes that move substances at or nearEarth’s surface (ESS-H-B2)Determine the relative ages of rock layers in a geologic profile orcross section (ESS-H-C2)Use data from radioactive dating techniques to estimate the age ofearth materials (ESS-H-C2)Analyze data related to a variety of natural processes to determinethe time frame of the changes involved (e.g., formation ofsedimentary rock layers, deposition of ash layers, fossilization ofplant or animal species) (ESS-H-C5)EOC Tests Biology Assessment Guide, August 2012Assessable asa ConstructedResponse Itemnononononononono6
Table 5: Science as Inquiry Component GLEsGLEText of GLEAssessable asa ConstructedResponse Item01Write a testable question or hypothesis when given a topic (SI-H-A1)no030405070809101113141516Plan and record step-by-step procedures for a valid investigation,select equipment and materials, and identify variables and controls(SI-H-A2)Conduct an investigation that includes multiple trials and record,organize, and display data appropriately (SI-H-A2)Utilize mathematics, organizational tools, and graphing skills tosolve problems (SI-H-A3)Choose appropriate models to explain scientific knowledge orexperimental results (e.g., objects, mathematical relationships,plans, schemes, examples, role-playing, computer simulations)(SI-H-A4)Give an example of how n
EOC Tests Biology Assessment Guide, August 2012 iv How Is the Biology EOC Test Related to the Louisiana Comprehensive Curriculum? The Louisiana Comprehensive Curriculum was used as a resource to determine the appropriate content and coverage for the test. However, other curricula developed by
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