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Biology EOC Classroom Assessment Workshop

Biology EOC Classroom Assessment Workshop

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Biology EOC Classroom Assessment Workshop

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  1. Biology EOC Classroom Assessment Workshop Spring 2012

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

  3. BIO EOC Probe

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

  5. Biology EOCGraduation Requirement

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

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

  8. Biology End of Course (EOC)

  9. Upcoming Assessment Events

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

  11. Test & Item Specifications • Written directly from standards • Assessment development tool • Greater degree of specificity • Item Spec document available online at •

  12. From High School Proficiency Exam to End-of-Course

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

  14. Sample Student Test / Break • Please take time to answer the sample test • You have 45 minute to complete the test and take a break • Meet back at _______

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

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

  17. Conclusion Items • Foaming Spuds Conclusion • 5 attributes • New attribute- Scientific Explanation

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

  19. Field Study Scenarios & Items • Field Study Template • 7 Attributes • Similar to controlled investigations but… • Significant differences

  20. 9-12 Reliability & Validity Reliability: An attribute of any investigation that promotes consistency of results during repeated trials. Validity: An attribute of an investigation that describes the degree of confidence that data collected and logical inferences are accurate representations of the phenomena being investigated.

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

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

  23. Biology EOC Unit Planning Using EALR 1-SystemsEALR 2 – InquiryEALR 3 - Application

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

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

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

  27. From the Field

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

  29. Research and Explore Item Template

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

  31. Is it a System? • Volume 4 page 81

  32. How do you talk about Systems? • Write down 10words that your students should hear, use and understand to perform well on Systems questions.

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

  34. How do you talk about Systems? • Test and Item Specs • Page 22

  35. 9-12 Systems Input Output Matter Energy Positive Feedback Negative Feedback Static Equilibrium Dynamic Equilibrium Model Limits Changes Feedback Equilibrium models

  36. Tool for Unit Planning Systems • Choose an upcoming topic • Find a partner(s) • Apply the Systems Planning Framework

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

  38. Break 15 minutes

  39. Item Writing 101

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

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

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

  43. Multiple Choice Items • Targeted content standard should be clearly evident in the question • The prompt should be in the form of a question • Readers should be able to answer the prompt without reading the distractors • The distractors should read as possible answers to the question

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

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

  46. Multiple Choice Items (cont.) Distractors: • Arranged in order of length or sequence • May include common misconceptions • May not be partially correct • Avoid “throw-away” options • Should use parallel language • Should not introduce concepts outside of the content standards

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

  48. What’s wrong with this item? A. Greater B. Equal* C. Less D. Cannot be determined Iron and oxygen react completely to form rust. How does the mass of the iron and oxygen compare to the mass of iron oxide produced?

  49. What’s wrong with this item? A. Mass before equals mass after B. Mass changes in the reaction C. Mass after is greater D. Mass after is less Iron and oxygen react completely to form rust. How does the mass of the iron and oxygen compare to the mass of iron oxide produced?