SCIENCE Assessment
Updates for 2014
Biology
End-of-Course (EOC)
Exam
Updates for 2014, Biology EOC
Page 1
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Table of Contents
Introduction .................................................................................................................................................. 3
Washington State K-12 Science Learning Standards .................................................................................... 3
Adoption of Next Generation Science Standards ......................................................................................... 3
New Samples for 2014 .................................................................................................................................. 4
Student Sample Pages............................................................................................................................... 5
Teacher Answer Pages ............................................................................................................................ 21
Appendix A: Biology End-of-Course Information ........................................................................................ 42
Test and Item Specifications ................................................................................................................... 42
Item Types............................................................................................................................................... 42
Performance Level Descriptors ............................................................................................................... 43
Graduation Requirements ...................................................................................................................... 43
2014 Biology EOC Testing Windows ....................................................................................................... 44
Appendix B: Resources for Educators ......................................................................................................... 45
Lessons Learned from Scoring Student Work ......................................................................................... 45
2013 Released Item Document (RID) and Item Analysis ........................................................................ 45
Sample Item Templates .......................................................................................................................... 45
Updates for 2012 and 2013 .................................................................................................................... 45
Teacher Tool ........................................................................................................................................... 45
Appendix C: Get involved and stay informed: ............................................................................................ 46
Resources/Contact Information.............................................................................................................. 46
Updates for 2014, Biology EOC
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Introduction
Updates for 2014 contains pertinent information for Washington educators. This document includes a
summary of new information in science assessment, sample test items, and links to resources for
teachers. Updates for 2014 has been customized into grade levels: Grade 5, Grade 8, and the Biology
End-of-Course Exam. The documents are available on
http://www.k12.wa.us/Science/EducatorResources.aspx
Washington State K-12 Science Learning Standards
In 2009, the K-12 Science Learning Standards were formally adopted. Along with the standards, the
legislature provided direction for the redesign of the assessment system. The Measurements of Student
Progress (MSP) replaced the Washington Assessment of Student Learning (WASL) and assessed the new
science standards in grades 5 and 8 in the spring of 2011. A biology End-of-Course (EOC) exam replaced
the High School Proficiency Exam (HSPE) in 2012.
View the Washington State K-12 Science Learning Standards at:
http://www.k12.wa.us/Science/Standards.aspx
Adoption of Next Generation Science Standards
The Next Generation Science Standards (NGSS) were officially adopted as the Washington State science
learning standards on October 4, 2013. The adoption of the NGSS begins a transition process that will
take several years for awareness, professional development, and implementation in the classroom,
leading to a state-wide assessment of those standards. The date/year for the first assessment of the
NGSS is unknown at this time.
Information about the adoption and transition to the NGSS can be found at:
http://www.k12.wa.us/Science/NGSS.aspx
The Biology EOC will continue to assess the K-12 Science Learning Standards adopted in 2009 until at
least spring 2016 or later. See Appendix A for more information about the EOC.
Updates for 2014, Biology EOC
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New Samples for 2014
The scenarios and items on pages 5 through 20 are samples that are aligned with the K-12 Science
Learning Standards. Most of the items on these pages were used on the 2012 and 2013 Biology End-ofCourse exams. Some of these items have not gone through the comprehensive review process that test
items must pass before placement on an actual state test. These items will be indicated on the Teacher
Answer pages on the Scenario Map & Answer Key. Teachers may still use these items as classroom
exercises, or informal checks for understanding, as teachers have the ability and choice to clarify any
questions about these items as students are working on them.
The Teacher Answer Pages (pages 21-41) provide the keys, rubrics, and sample student responses.
Printing tip: Print the student pages back-to-back, beginning with the cover sheet on page 5, to preserve
pagination.
Updates for 2014, Biology EOC
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Student Sample Pages
Student Name:____________________________________________
Updates for 2014, Biology EOC
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Updates 2014 Biology EOC—Student
Directions: Answer questions 1 through 4 on pages 6 and 7.
They are not connected to a scenario.
1 Coyotes eat proteins in food. The proteins break down due to enzymes produced in the
stomach of the coyote. The production of these enzymes then causes more enzymes to be
released in the stomach. Which process does this describe?
o
A. Meiosis
o
B. Diffusion
o
C. Feedback
o
D. Respiration
2 What is one purpose of ATP molecules in plant and animal cells?
o
A. To increase the rate of diffusion across cell membranes
o
B. To decrease the rate of chemical reactions
o
C. To store energy used for cell processes
o
D. To pass genetic traits to offspring
Updates for 2014, Biology EOC
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Updates 2014 Biology EOC—Student
3 A strand of DNA contains the sequence GGC-CAT. What is the complementary strand
of mRNA for this sequence?
Write your answer in the box.
4 Which scientific evidence would show that two species of birds are closely related?
o
A. The two bird species have similar DNA sequences
o
B. The two bird species eat many of the same insects
o
C. The two bird species are found in the same area
o
D. The two bird species have similar feather colors
Updates for 2014, Biology EOC
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Updates 2014 Biology EOC—Student
The Moths and the Trees
Directions: Use the following information to answer questions 5 through 12.
The Forest Ecosystem diagram shows part of a forest ecosystem. Tussock moths are
native to the forest ecosystem. In the fall, tussock moths lay eggs on Douglas fir trees.
In the spring, tussock moth larvae eat the needles of the Douglas fir trees.
Updates for 2014, Biology EOC
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Updates 2014 Biology EOC—Student
5 The traits of populations in the forest ecosystem have changed over time. What caused
the traits to change?
o
A. Natural selection
o
B. Lack of mutations
o
C. Unlimited resources
o
D. Asexual reproduction
6 Which change to the forest ecosystem could limit the growth of the tussock
moth population?
o
A. Decrease in competition
o
B. Reduction in disease
o
C. Fewer predators
o
D. Loss of habitat
Updates for 2014, Biology EOC
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Updates 2014 Biology EOC—Student
7 Students asked the following question.
Question: What is the effect of the size of a moth population on the growth of trees
in an ecosystem?
Which reason describes why this question is scientifically testable?
o
A. All moths require trees for food.
o
B. Many different ecosystems include trees.
o
C. Annual data can be collected because trees grow slowly.
o
D. Both tree height and moth population size can be measured.
Updates for 2014, Biology EOC
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Updates 2014 Biology EOC—Student
8
If the tussock moth population increases rapidly, trees that people want to use can be
damaged. One solution is to use an insecticide that kills moths to keep the moths from
damaging trees.
Describe two possible unintended consequences of using insecticides.
In your description, be sure to:
 Describe two effects of insecticide use on the forest ecosystem other than the
intended reduction of moths to protect the trees.
 Describe how each effect causes a change in another part of the forest ecosystem.
One unintended consequence:
Another unintended consequence:
Updates for 2014, Biology EOC
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Updates 2014 Biology EOC—Student
9 In some species of moths, large wings are dominant over small wings, and yellow
wings are dominant over white wings.
What percent of the offspring of two moths with small white wings will also have small
white wings?
o
A.
0%
o
B.
25%
o
C.
75%
o
D. 100%
How do tussock moths obtain energy in cellular respiration?
10
o
A. By taking in water
o
B. By releasing oxygen
o
C. By breaking down glucose
o
D. By inhaling carbon dioxide
11 Which is a role of the tussock moth larvae in the forest ecosystem carbon cycle?
o
A. The larvae eat food and release oxygen
o
B. The larvae eat food and release carbon dioxide
o
C. The larvae breathe in oxygen and produce glucose
o
D. The larvae breathe in carbon dioxide and produce water
Updates for 2014, Biology EOC
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Updates 2014 Biology EOC—Student
12 Students used a greenhouse as a model of a forest ecosystem to predict the effects of
air temperature changes on tussock moths in a forest.
Describe two ways the greenhouse model may lead to unreliable predictions about the
effects of air temperature changes on a moth population in a forest ecosystem.
In your description, be sure to:
 Describe two differences that make a forest ecosystem more complex than
the greenhouse.
 Describe how each of the differences could cause the students’ predictions about a
moth population in a forest ecosystem to be unreliable.
One way:
Another way:
Updates for 2014, Biology EOC
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Updates 2014 Biology EOC—Student
Along a Stream
Directions: Use the following information to answer questions 13 through 20.
Paige and Logan did a field study to learn about the distribution of plants near a
stream. They found the high flow line (the highest level stream water reaches) to be
4 meters from the stream. Paige and Logan counted the number of plants at, below
and above the high flow line of the stream.
Field Study Question: How does distance from the stream affect the number of
plants growing there?
Updates for 2014, Biology EOC
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Updates 2014 Biology EOC—Student
Procedure:
1. Go to the field study location when the stream is low. Record the location, date
and time.
2. Select a 1-meter square sample area two meters from the stream.
3. Count the number of plants within the sample area. Record as Trial 1 for
two meters.
4. Repeat steps 2 and 3 in three different locations as Trials 2 through 4.
5. Repeat steps 2 through 4 at distances four and six meters from the stream.
6. Calculate and record the average number of plants at each distance from
the stream.
Environmental Conditions:
Location: Near the stream behind the school
Date and Time: July 10, 2:00 to 4:00 P.M.
Data Collected:
Distance from Stream vs. Number of Plants
Number of Plants
(per 1-meter square)
Distance from Stream
(meters)
Trial 1
Trial 2
Trial 3
Trial 4
Average
2
16
18
19
20
18
4*
47
49
50
45
48
6
55
53
52
56
54
*High flow line
Updates for 2014, Biology EOC
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Updates 2014 Biology EOC—Student
13 What did Paige and Logan do to make the results of the field study valid?
o
A. Chose a stream behind the school
o
B. Collected field study data for four trials
o
C. Conducted the field study during the afternoon
o
D. Collected data at three distances from the stream
14 The high flow line can move if the amount of water in a stream changes. Based on Paige
and Logan’s results, what would happen to the plants if the high flow line moved farther
from the stream?
o
A. The number of plants four meters from the stream would decrease.
o
B. The mass of the plants two meters from the stream would increase.
o
C. The height of the plants six meters from the stream would decrease.
o
D. The reproduction rate of plants four meters from the stream would increase.
15 Paige and Logan counted a total of 480 plants in 12 square meters. What was the
population density of these plants?
o
A.
40 plants per square meter
o
B.
480 plants per square meter
o
C.
492 plants per square meter
o
D. 5,760 plants per square meter
Updates for 2014, Biology EOC
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Updates 2014 Biology EOC—Student
16 How would a fish population affect the stream ecosystem?
o
A. Fish would lower the water temperature.
o
B. Fish would produce oxygen from the water.
o
C. Fish would block sunlight, increasing plant growth.
o
D. Fish would produce waste, providing nutrients to plants.
17 A year after their field study, Paige and Logan collected new data and found an
average of only 5 plants at locations two meters from the stream. Which could explain
why the number of plants two meters from the stream decreased?
o
A. The new data were collected later in the day.
o
B. The topsoil had been washed away by a flood.
o
C. A larger sample area was used to count plants.
o
D. The animals that ate the plants had moved away.
Updates for 2014, Biology EOC
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Updates 2014 Biology EOC—Student
18 Why do frogs and fish in the stream have similar genes?
o
A. Frogs and fish are made of molecules.
o
B. Frogs and fish share a common ancestor.
o
C. Frogs and fish get nutrients from the stream.
o
D. Frogs and fish compete in the stream ecosystem.
19 People often build homes near streams. Which action represents sustainable use of
resources in the construction of new homes?
o
A. Installing furnaces that burn fossil fuels
o
B. Installing refrigerators made in another country
o
C. Using materials from old buildings for new homes
o
D. Using wood from old-growth forests for new homes
Updates for 2014, Biology EOC
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Updates 2014 Biology EOC—Student
20 Plan a field study to answer the question in the box. You may use any materials and
equipment in your procedure.
Be sure your procedure includes:




logical steps to do the field study
conditions to be compared
data to be collected
method for collecting data


how often data should be collected
and recorded
environmental conditions to
be recorded
Field Study Question: How does water depth affect the temperature of
water in a stream?
Procedure:
Updates for 2014, Biology EOC
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Updates 2014 Biology EOC—Student
Glossary of Non-Science Terms for Updates 2014 Document
Biology EOC – Published Fall 2013
Students are permitted to use this Glossary sheet as a reference.
beaker
A glass container used for science experiments.
disease
A sickness.
graduated cylinder
A container used for measuring.
stopwatch
A watch used to time events like a car race.
stream
A small river.
Updates for 2014, Biology EOC
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Updates 2014 Biology EOC—Teacher
Teacher Answer Pages
The following pages provide:
 An Answer Key Table for standalone items and a Scenario Map & Answer Key Table for the
scenario with:
o Item Specification text
o Item Specification code
 For example: LS2A(2) is the second item specification for content standard LS2A.
o Correct answers for the multiple choice questions
o Typical results for each item have been determined based on pilot results and
operational results for items assessing the same item specification.
 Rubrics for completion and short-answer items (student words are in italics)
 Annotated (scored) student responses for each of the short-answer items (student words are in
italics)
Updates for 2014, Biology EOC
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Updates 2014 Biology EOC—Teacher
Stand Alone Items
Answer Key Table
Title: Stand Alone items
Grade: Biology EOC
These are new items written for this Updates document. They did not
go through the full development cycle.
Description: Items not attached to a scenario
Item Description
Item Specification Code
Answers & Typical Results
Domains of Science
Biological
Evolution
Ecosystems
15%
Structures &
Function
Actual Biology EOC = 45 points
Application
Describe feedback as a process in which the
SYSA
**1 output of a given system provides information
(1)
used to regulate the operation of the system.
Describe that chemical energy stored in
**2 special molecules is used by cells to drive cell
processes.
Predict the complementary strand of mRNA
**3 given the nucleotide sequence in a single
strand of DNA.
Describe that scientists infer the degree of
evolutionary relationship among organisms
**4 using physiological traits, genetic information,
and/or the ability of two organisms to
produce fertile offspring.
1
Stand Alone Point Total = 4
25%
Inquiry
Systems
Item Specification Text
A
B
C
D
35%
correct
LS1F
(5)
75%
correct
LS1E
(6)
CP Rubric
LS3E
90%
(1) correct
0
0%
0
0%
3
75%
MC /CP = 4pts
25%
15%
45%
MC/CP= 35pts, SA=10pts
**These items were not part of an operational or pilot biology EOC. Typical results have been determined based
on pilot results and operational results for items assessing the same item specification.
Updates for 2014, Biology EOC
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Updates 2014 Biology EOC—Teacher
Scoring Rubric for Item 3: mRNA Strand
Typical
results
Performance Description
0.15 pts
A 1-point response demonstrates the student understands the Content Standard LS1E: The genetic
information responsible for inherited characteristics is encoded in the DNA molecules in chromosomes.
DNA is composed of four subunits (A,T,C,G). The sequence of subunits in a gene specifies the amino
acids needed to make a protein. Proteins express inherited traits (e.g., eye color, hair texture) and carry
out most cell function. Item Specification 6: Predict the complementary strand of mRNA given the
nucleotide sequence in a single strand of DNA.
The response predicts the complementary strand of mRNA for the DNA sequence GGC-CAT by stating
one of the following:





15%
CCG-GUA
CCGGUA
C-C-G-G-U-A
ccg-gua
ccggua
A 0-point response demonstrates the student has little or no understanding of the Content Standard.


ATG-TAC
Any other combination
Updates for 2014, Biology EOC
65%
Blank=
20%
Page 23
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Updates 2014 Biology EOC—Teacher
The Moths and the Trees
Scenario Map & Answer Key, Page 1 of 2
Title: The Moths and the Trees
Grade: Biology EOC
Used on the 2012 and 2013 Spring Biology EOC unless noted **
Description: Students observe a forest ecosystem.
Item Description
Item Specification Code
Answers & Typical Results
Domains of Science
SYSB
*
SYSB
*
LS2C
(1)
INQA
(1)
Biological
Evolution
Ecosystems
Explain whether a given question can be
investigated scientifically.
Structures &
Function
7
Application
6
Inquiry
5
Explain biological evolution as the
consequence of the interaction of population
growth, inherited variability of offspring, a
finite supply of resources, and/or natural
selection by the environment of offspring
better able to survive and reproduce.
*Systems thinking can be especially useful in
analyzing complex situations. To be useful, a
system needs to be specified as clearly as
possible.
Describe factors that limit growth of plant
and/or animal populations in an ecosystem.
*Systems thinking can be especially useful in
analyzing complex situations. To be useful, a
system needs to be specified as clearly as
possible.
Systems
Item Specification Text
*Crossed Content Standard Text
A
B
C
D
LS3A 79.1%
4.9%
(3) correct
8.8%
7.0%
2.9%
2.5%
5.9%
88.4%
correct
14.5%
6.4%
8.3%
70.5%
correct
Describe trade-offs and/or unintended
consequences for one or more given
APPE
8
SA Rubric
solution(s) to a given technological design
(1)
problem.
Describe the possible combinations of
LS1I
62.8%
9 offspring in a simple Mendelian genetic cross
2.2% 21.4% 13.1%
(7)
correct
for two traits.
Describe the inputs and/or outputs of matter
LS1B
69.7%
10 and/or energy in cellular respiration and/or in
4.4% 7.8%
17.6%
(3)
correct
combustion.
*Crossed items are only counted once in a student’s total raw score. They are reported in two different strands. The strand
with the item specification is the strand used when constructing the Bio EOC, the strand with the content standard and the
asterisk (*) is the secondary reporting strand.
Updates for 2014, Biology EOC
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Updates 2014 Biology EOC—Teacher
The Moths and the Trees
Scenario Map & Answer Key, Page 2 of 2
Title: The Moths and the Trees (continued)
Grade: Biology EOC
Used on the 2012 and 2013 Spring Biology EOC unless noted **
Description: Students observe a forest ecosystem.
Item Description
Item Specification Code
Answers & Typical Results
Domains of Science
25%
LS2A
(1)
Biological
Evolution
15%
Ecosystems
Actual Biology EOC = 45 points
Structures &
Function
Describe the cycle of carbon through
ecosystems.
*Systems thinking can be especially useful in
SYSB
**11
analyzing complex situations. To be useful, a
*
system needs to be specified as clearly as
possible.
Predict the possible consequences of a change in
a given complex system and/or describe why a SYSC
**12
simplified model may not be able to reliably
(2)
predict those consequences.
2
1
Scenario Point Total = 10
20% 10%
Application
Inquiry
Systems
Item Specification Text
*Crossed Content Standard Text
A
B
C
65%
correct
SA Rubric
2
20%
5
50%
MC/CP= 6pts, SA=4pts
15%
45%
MC/CP= 35pts, SA=10pts
**These items were not part of the 2012 or 2013 Biology Operational EOC. Typical results have been determined
based on pilot results and operational results for items assessing the same item specification.
*Crossed items are only counted once in a student’s total raw score. They are reported in two different strands. The strand
with the item specification is the strand used when constructing the Bio EOC, the strand with the content standard and the
asterisk (*) is the secondary reporting strand.
Updates for 2014, Biology EOC
D
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Updates 2014 Biology EOC—Teacher
Scoring Rubric for Item 8: Moths and Trees Consequences
2013
results
Mean =
0.79 pts
Performance Description
A 2-point response demonstrates the student understands the Content Standard APPE: Perfect solutions do
not exist. All technological solutions involve trade-offs in which decisions to include more of one quality
means less of another. All solutions involve consequences, some intended, others not. Item Specification 1:
Describe trade-offs and /or unintended consequences for one or more given solution(s) to a given
technological design problem.


The response describes two possible unintended consequences of using insecticides by:
Describing two effects of insecticide use on the forest ecosystem other than intended reduction of moths to
protect the trees.
AND
Describing how each effect causes a change in another part of the forest ecosystem.
Examples:
19.8%
Effect on a part of the forest ecosystem:
Change in another part of the forest ecosystem:
Water is polluted/Insecticide gets into water
Air is polluted
Other insects die
Other plants die
Less food for birds
Biomagnification/Builds up in food chain
Increase in forest fires
Decrease in the biodiversity of plants in the
ecosystem
Fewer/harms fish/aquatic insects/aquatic plants
Fewer insects/birds
Less food for birds
Less food for other animals or insects
Predators of the birds decrease in population
Kills/harms predators
Animals lose habitat/harm to people/animals
Some animals would lose their plant food source
A 1-point response demonstrates the student has partial understanding of the Content Standard.
The response describes one effect of insecticide use on parts of the forest ecosystem other than moths or trees
and describes how that effect causes a change in another part of the forest ecosystem.
38.1%
40.1%
Blank
=2.4%
A 0-point response demonstrates the student has little or no understanding of the Content Standard.
General Notes:
1. Responses describing major misconceptions about interrelationships among plants and animals in ecosystems may
not be credited for 2 points (e.g. plants use water for food).
2. Responses describing an effect secondary to the decrease in moths or increase in Douglas firs and describing how
that effect causes a change (e.g., fewer moths as food for birds, fewer birds for bird predators) may be credited.
Updates for 2014, Biology EOC
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Updates 2014 Biology EOC—Teacher
Annotated example of a 2-point response for item 8:
8
If the tussock moth population increases rapidly, trees that people want to use can be
damaged. One solution is to use an insecticide that kills moths to keep the moths from
damaging trees.
Describe two possible unintended consequences of using insecticides.
In your description, be sure to:
 Describe two effects of insecticide use on the forest ecosystem other than the
intended reduction of moths to protect the trees.
 Describe how each effect causes a change in another part of the forest ecosystem.
One unintended consequence:
All of the moths will die or have the poison on them and get into the water supply.
That will pollute the water and kill the animals that drink it.
Another unintended consequence:
All the moths will be gone and no more will be reproduced. This means that the
birds will die because their food source will be gone.
Score
Points
Annotations
One effect on part of the forest ecosystem: ...pollute the water...
1
Change in another part of the forest ecosystem: ...kill the animals that drink it (water).
Another effect on part of the forest ecosystem: ...their (the birds) food source will be gone.
1
Change in another part of the forest ecosystem: ...the birds will die...
Total Score Points
Updates for 2014, Biology EOC
2
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Updates 2014 Biology EOC—Teacher
Annotated example of a 1-point response for item 8:
8
If the tussock moth population increases rapidly, trees that people want to use can be
damaged. One solution is to use an insecticide that kills moths to keep the moths from
damaging trees.
Describe two possible unintended consequences of using insecticides.
In your description, be sure to:
 Describe two effects of insecticide use on the forest ecosystem other than the
intended reduction of moths to protect the trees.
 Describe how each effect causes a change in another part of the forest ecosystem.
One unintended consequence:
One unintended consequence is that the birds or other animals will lose their food
causing a chain reaction in the food chain.
Another unintended consequence:
Second if a bird eats a moth that is infected with the insecticides it will cause
biological magnification through the food chain until the parts per million is
deadly for the apex preditor
Score
Points
Annotations
One effect on part of the forest ecosystem: ...the birds or other animals will lose their food...
0
Change in another part of the forest ecosystem: ...a chain reaction in the food chain. Vague
Another effect on part of the forest ecosystem: ...if a bird eats a moth that is infected with the
insecticides it (eating a moth) will cause biological magnification through the food chain ...
1
Change in another part of the forest ecosystem: …deadly for the apex preditor.
Total Score Points
Updates for 2014, Biology EOC
1
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Updates 2014 Biology EOC—Teacher
Annotated example of a 0-point response for item 8:
8
If the tussock moth population increases rapidly, trees that people want to use can be
damaged. One solution is to use an insecticide that kills moths to keep the moths from
damaging trees.
Describe two possible unintended consequences of using insecticides.
In your description, be sure to:
 Describe two effects of insecticide use on the forest ecosystem other than the
intended reduction of moths to protect the trees.
 Describe how each effect causes a change in another part of the forest ecosystem.
One unintended consequence:
The insecticides could kill the tree and other insects.
Another unintended consequence:
The insecticides could get into the water and pollute the water.
Score
Points
Annotations
One effect on part of the forest ecosystem: The insecticides could kill the tree and other
insects.
0
Change in another part of the forest ecosystem: None
Another effect on part of the forest ecosystem: The insecticides could get into the water and
pollute the water.
0
Change in another part of the forest ecosystem: None
Total Score Points
Updates for 2014, Biology EOC
0
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Updates 2014 Biology EOC—Teacher
Scoring Rubric for Item 12: The Moths and the Trees Greenhouse Model Prediction
Typical
results
Mean =
0.4 pts
Performance Description
A 2-point response demonstrates the student understands the Content Standard SYSC: In complex systems,
entirely new and unpredictable properties may emerge. Consequently, modeling a complex system in
sufficient detail to make reliable predictions may not be possible. Item Specification 2: Predict the possible
consequences of a change in a given complex system and/or describe why a simplified model may not be
able to reliably predict those consequences.
The response describes two ways the greenhouse model may lead to unreliable predictions about the effects
of air temperature changes on a moth population in a forest ecosystem by:



Describing two differences that make a forest ecosystem more complex than the greenhouse.
AND
Describing how each of th diff r c s could c us th stud ts’ pr dictio s bout moth popul tio i
forest ecosystem to be unreliable.
10%
Examples:
Ways the forest ecosystem is more complex:
There are mature trees in the forest and not in
the greenhouse
Temperature/humidity/rainfall is much more
varied in the forest
Many more interactions between animals/
other organisms in the forest
How each difference causes predictions to be
unreliable:
Moths have different food sources in each
Impact of increased temperature on moths would be less
drastic in forest because of the other weather fluctuations
Moth populations in the forest will increase or decrease
depending on the other populations and not just the
increase in temperature
A 1-point response demonstrates the student has partial understanding of the Content Standard.
The response describes one way results from the greenhouse may lead to unreliable predictions about the
effect of air temperature changes on a moth population in a forest ecosystem by describing one difference
that makes a forest ecosystem more complex than the greenhouse and describing how that difference could
cause predictions about a moth population in a forest ecosystem to be unreliable
20%
65%
A 0-point response demonstrates the student has little or no understanding of the Content Standard.
Blank=
5%
General Notes:
1. Responses that describe two differences and give the same description of how those differences could affect
reliability of predictions may be credited two score points.
Updates for 2014, Biology EOC
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Updates 2014 Biology EOC—Teacher
Annotated example of a 2-point response for item 12
12 Students used a greenhouse as a model of a forest ecosystem to predict the effects of
air temperature changes on tussock moths in a forest.
Describe two ways the greenhouse model may lead to unreliable predictions about the
effects of air temperature changes on a moth population in a forest ecosystem.
In your description, be sure to:
 Describe two differences that make a forest ecosystem more complex than
the greenhouse.
 Describe how each of the differences could cause the students’ predictions about a
moth population in a forest ecosystem to be unreliable.
One way:
The weather in a green house is stable, there is no rain or snow in a greenhouse. Weather
conditions, such as snow, can kill larvae or tree branches and affect population growth.
Another way:
Other animals such as birds or frogs are not in a greenhouse. The absence of preditors can
increase the population of moths and make observations unreliable.
Score
Points
Annotations
One way forest ecosystem is more complex: The weather in a green house is stable, there is no
rain or snow in a greenhouse.
How this causes unreliable predictions: Weather conditions, such as snow, can kill larvae or
tree branches and affect population growth.
Another way forest ecosystem is more complex: Other animals such as birds or frogs are not
in a greenhouse.
1
1
How this causes unreliable predictions: The absence of preditors can increase the population
of moths and make observations unreliable.
Total Score Points
Updates for 2014, Biology EOC
2
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Updates 2014 Biology EOC—Teacher
Annotated example of a 1-point response for item 12
12 Students used a greenhouse as a model of a forest ecosystem to predict the effects of
air temperature changes on tussock moths in a forest.
Describe two ways the greenhouse model may lead to unreliable predictions about the
effects of air temperature changes on a moth population in a forest ecosystem.
In your description, be sure to:
 Describe two differences that make a forest ecosystem more complex than
the greenhouse.
 Describe how each of the differences could cause the students’ predictions about a
moth population in a forest ecosystem to be unreliable.
One way:
Inside a green house the moths will not have any preditors like they do in a forest
ecosystem Without preditors, less moths will die, changing the results.
Another way:
In a green house it will only be changing the temp. In the forest it rains which also effects
the moth population, so in the green house it will not have all of the limiting factors that
effect the moth population in forest ecosystems.
Score
Points
Annotations
One way forest ecosystem is more complex: Inside a green house the moths will not have any
preditors...
1
How this causes unreliable predictions: ...less moths will die...
Another way forest ecosystem is more complex: In a green house it will only be changing the
temp...
0
How this causes unreliable predictions: ...effects the moth population... Vague
Total Score Points
Updates for 2014, Biology EOC
1
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Updates 2014 Biology EOC—Teacher
Annotated example of a 0-point response for item 12
12 Students used a greenhouse as a model of a forest ecosystem to predict the effects of
air temperature changes on tussock moths in a forest.
Describe two ways the greenhouse model may lead to unreliable predictions about the
effects of air temperature changes on a moth population in a forest ecosystem.
In your description, be sure to:
 Describe two differences that make a forest ecosystem more complex than
the greenhouse.
 Describe how each of the differences could cause the students’ predictions about a
moth population in a forest ecosystem to be unreliable.
One way:
The data is unreliable because they don’t have the greenhouse with the same air
temperature/flow and you can’t grow the trees in the green house so its harder to produce
the eggs.
Another way:
The needles of the larve will get dry and then the bugs wont eat them which if they don’t
eat they will die and if they die the population of the bugs will go down and wont be as
many
Score
Points
Annotations
One way forest ecosystem is more complex: . and you can’t grow the trees in the green
house…Incorrect
0
How this causes unreliable predictions: None
Another way forest ecosystem is more complex: None
0
How this causes unreliable predictions: None
Total Score Points
Updates for 2014, Biology EOC
0
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Updates 2014 Biology EOC—Teacher
Along a Stream
Scenario Map & Answer Key, Page 1 of 2
Grade: Biology EOC
Used on the 2012 and 2013 Spring Biology EOC unless noted **
Description: Students do a field study to investigate the effect of distance from a stream on the number of plants
growing there.
Title: Along a Stream
Item Description
Item Specification Code
Answers & Typical Results
Domains of Science
Biological
Evolution
Ecosystems
Structures &
Function
Explain inconsistencies in findings from a
given investigation.
A
B
C
INQF
(1)
Identify a testable prediction or hypothesis
INQE
14 that can be generated from a given model,
(1)
theory, or new condition in an existing model.
Calculate population density given an area or
15 volume and the number of a given organism
within the area or volume.
Describe interrelationships of organisms that
affect the stability of a given ecosystem.
*Systems thinking can be especially useful in SYSB
16
analyzing complex situations. To be useful, a
*
system needs to be specified as clearly as
possible.
17
Application
Inquiry
**13 Evaluate an investigation in terms of validity.
Systems
Item Specification Text
*Crossed Content Standard Text
INQG
(1)
D
45%
correct
69.1%
correct
7.3%
8.5%
14.6%
LS2B
(3)
92.9%
correct
2.4%
1.9%
2.3%
LS2E
(2)
3.4%
9.5%
1.9%
84.7%
correct
5.0%
73.8%
correct
13.2%
7.4%
Describe that genes in very different
LS3C
68.2%
18 organisms can be similar because the
2.7%
12.7% 15.9%
(3)
correct
organisms all share a common ancestor.
*Crossed items are only counted once in a student’s total raw score. They are reported in two different strands. The strand
with the item specification is the strand used when constructing the Bio EOC, the strand with the content standard and the
asterisk (*) is the secondary reporting strand.
Updates for 2014, Biology EOC
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Updates 2014 Biology EOC—Teacher
Along a Stream
Scenario Map & Answer Key, Page 2 of 2
Title: Along a Stream (continued)
Grade: Biology EOC
Used on the 2012 and 2013 Spring Biology EOC unless noted **
Description: Students observe a forest ecosystem.
Item Description
Item Specification Code
Answers & Typical Results
Domains of Science
LS2F
(2)
INQB
(2)
Biological
Evolution
Ecosystems
Describe a plan to answer a given question for
a field study.
Structures &
Function
20
Application
Describe how sustainable development could
help with a current resource issue.
Inquiry
19
Systems
Item Specification Text
*Crossed Content Standard Text
A
B
C
D
13.8%
1.3%
50.2%
correct
34.1%
SA Rubric
Scenario Point Total = 9
0
0%
5
56%
0
0%
4
44%
MC/CP= 7pts, SA=2pts
Actual Biology EOC = 45 points
15%
25%
15%
45%
MC/CP= 35pts, SA=10pts
**These items were not part of the 2012 or 2013 Biology Operational EOC. Typical results have been determined based
on pilot results and operational results for items assessing the same item specification.
*Crossed items are only counted once in a student’s total raw score. They are reported in two different strands. The strand with
the item specification is the strand used when constructing the Bio EOC, the strand with the content standard and the asterisk
(*) is the secondary reporting strand.
Updates for 2014, Biology EOC
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Updates 2014 Biology EOC—Teacher
Scoring Rubric for Item 13: Along a Stream New Field Study (page 1 of 3)
Performance Description
A 2-point response demonstrates the student understands the Content Standard
INQB: Scientific progress requires the use of various methods appropriate for
answering different kinds of research question, a thoughtful plan for gathering
data needed to answer the question, and care in collecting, analyzing, and
displaying data. Item Specification 2: Describe a plan to answer a given
question for a field study.
A 1-point response demonstrates the student has partial understanding of the
Content Standard.
A 0-point response demonstrates the student has little to no understanding of
the Content Standard.
Updates for 2014, Biology EOC
Attributes
2013
results
Mean =
1.01 pts
6-7
27.6%
3-5
40.4%
0–2
27.1%
Blank =
4.8%
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Updates 2014 Biology EOC—Teacher
Scoring Rubric for Item 13: Along a Stream New Field Study (page 2 of 3)
Attributes of a Procedure for a Field Study
Attribute Name
Method for
Collecting Data
(Controlled
Variable)
Conditions to be
Compared
(Independent
Variable)
Data to be
Collected
(Dependent
Variable)
Attribute
2013
results
The procedure states or implies a consistent sampling
strategy or technique (e.g., same stream, single day, same
time of day).
1
29.3%
Only one independent variable (water depth) is identified
or implied in the procedure or data table (if given). The
independent variable must have at least three conditions
to be credited.
1
42.5%
The data collected to answer the question (water
temperature) is identified or implied in the procedure or
data table (if given).
1
70.0%
1
64.7%
1
59.0%
1
28.9%
1
59.0%
Description
The procedure states or implies measurements are
recorded. E.g., record the temperature for each water
depth.
Record
Measurements
Observations are
Repeated
Record
Environmental
Conditions
Attribute Notes:
1.
If artificial data for the responding variable is given, this
attribute cannot be credited.
2. The phrases take measurement or to count cannot be used
to mean recorded.
More than one observation for all conditions is planned,
or implied in a data table (e.g., find 3 locations for each
water depth).
Procedure identifies or implies recorded observations of
at least one local environmental condition that might
have an effect on the focus variables (e.g., record air
temperature, record time of day).
Attribute Notes:
1.
Logical Steps
If artificial conditions are given, this attribute cannot be
credited.
The steps of the procedure are detailed enough to repeat
the procedure effectively (examples of illogical steps: no
ending time indicated, no limitation to the sampling area
is given, recording vague data or results).
Total Possible Attributes
Updates for 2014, Biology EOC
7
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Updates 2014 Biology EOC—Teacher
Scoring Rubric for Item 13: Along a Stream New Field Study (page 3 of 3)
General Notes:
a) Inappropriate Procedures: If the response does not plan an appropriate procedure for the given
question, the response may not earn any of the possible attributes.
Examples:
b) Repeats the procedure from the scenario
c) Measures only one condition (therefore cannot establish the controlled or independent variables)
d) Purposefully changes more than one variable simultaneously
e) Writes a procedure that is too vague to possibly be appropriate
f) Writes a prediction instead of a procedure
g) Naming Attributes: If th r spo s
m s bull t d ttribut list d ft r “B sur your proc dur
i clud s:” without i cludi g th t ttribut i th proc dur , th ttribut poi t c ot b cr dit d.
When a bulleted attribute is named and implied in the response, both must be correct to be credited.
h) Clarifying Vagueness in Procedures:
i) Measuring a vague parameter (e.g. check the water instead of measure temperature) may be credited
as an independent or responding variable. However, a vague parameter is difficult to repeatedly
measure, so the logical steps attributes cannot be credited.
j) Th t rm “r p t” t th
d of st p r f rs to th t st p o ly.
k) Th t rm “r p t” s s p r t st p (or i
w p r gr ph) r f rs to th whol proc dur .
l) Th t rm “r p t,” wh qu lifi d, cannot be credited for multiple trials (e.g. repeat if necessary,
repeat as desired).
m) A vague action that calls for the independent variable to be changed (e.g. find different water depths)
without indicating how many times, gives no end to the investigation so the logical steps attribute
cannot be credited.
n) At high school, a vague action that calls for the independent/manipulated variable to be changed
without indicating how many times cannot be credited for more than two conditions of the
independent/manipulated variable.
Updates for 2014, Biology EOC
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Updates 2014 Biology EOC—Teacher
Annotated example of a 2-point response to item 20.
20 Plan a field study to answer the question in the box. You may use any materials and
equipment in your procedure.
Be sure your procedure includes:
 logical steps to do the field study
 conditions to be compared
 data to be collected
 method for collecting data


how often data should be collected
and recorded
environmental conditions to
be recorded
Field Study Question: How does water depth affect the temperature of
water in a stream?
Procedure:
1. Record the temperature and weather conditions.
2. Measure the depth of the stream.
3. Place a thermometer on the surface of the stream.
4. Record the temperature.
5. Wait 5 minutes.
6. Repeat 3-5 for trials 2 and 3, placing the thermometer at the same spot.
7. Repeat steps 3-6 for half the depth of the stream and full depth of the stream.
8. Calculate the average temperature for each depth.
Attributes of a
Procedure
Method for
Collecting Data
(Controlled Variable)
Conditions to be
Compared
(Independent Variable)
Data to be Collected
(Dependent Variable)
Record
Measurements
Credit
1
1
Annotation
5. Wait 5 minutes. OR… 6. …placing thermometer at the same spot.
3 conditions: 3.… on the surface of the stream…
7.…for half the depth of the stream and full depth of the stream.
1
4. Record the temperature.
1
4. Record the temperature.
6. Repeat steps 3-5 for trials 2 and 3…
Observations are
Repeated
1
Record Environmental
Conditions
1
1. Record the temperature and weather conditions.
Logical Steps
1
The steps of the procedure are detailed enough to repeat the procedure
effectively.
Total Attributes
7
Updates for 2014, Biology EOC
7. Repeat steps 3-6…
2 Score Points
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Updates 2014 Biology EOC—Teacher
Annotated example of a 1-point response to Item 20.
20 Plan a field study to answer the question in the box. You may use any materials and
equipment in your procedure.
Be sure your procedure includes:
 logical steps to do the field study
 conditions to be compared
 data to be collected
 method for collecting data


how often data should be collected
and recorded
environmental conditions to
be recorded
Field Study Question: How does water depth affect the temperature of
water in a stream?
Procedure:
1) measure different depths of the stream (3ft, 5ft, 10ft).
2) collect data by checking the temperature of the different depts in the stream 3 different
days.
3) record data found in a chart w/all 3 thats taken.
4) compare data and make a conclusion to tell how water dept affects the temperature of
the water in the stream.
Attribute Name
Method for
Collecting Data
(Controlled Variable)
Conditions to be
Compared
(Independent Variable)
Credit
Annotation
0
None
1
3 conditions: 1)…different depths of the stream (3ft, 5ft, 10ft).
Data to be Collected
(Dependent Variable)
1
2) …checking the temperature of the different depts…
Record
Measurements
1
3) record data found in a chart…(Clarified by step 2)
Observations are
Repeated
1
2) …collect data by checking the temperature…3 different days.
Record Environmental
Conditions
0
None
Logical Steps
1
The steps of the procedure are detailed enough to repeat the procedure
effectively
Total Attributes
5
Updates for 2014, Biology EOC
1 Score Point
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Updates 2014 Biology EOC—Teacher
Annotated example of a 0-point response to Item 20.
20 Plan a field study to answer the question in the box. You may use any materials and
equipment in your procedure.
Be sure your procedure includes:
 logical steps to do the field study
 conditions to be compared
 data to be collected
 method for collecting data


how often data should be collected
and recorded
environmental conditions to
be recorded
Field Study Question: How does water depth affect the temperature of
water in a stream?
Procedure:
The water closest to the top is usually warmer than near the bottom of the stream.
In that case, you’d find the temperature of the water at the top then at the bottom of the
stream. The time of year when being measured would also matter. It would be colder in the
winter then in the summer, meaning you should check every season. You’d have to use an
accurate thermometer. If it’s raining, the water will be colder than it would be if it was
sunny, which would play a role in the scenario.
Attribute Name
Credit
Annotation
General Note 1e: Prediction
Method for
Collecting Data
(Controlled Variable)
Conditions to be
Compared
(Independent Variable)
0
0
Data to be Collected
(Dependent Variable)
0
Record
Measurements
0
Observations are
Repeated
0
Record Environmental
Conditions
0
Logical Steps
0
Total Attributes
0
Updates for 2014, Biology EOC
0 Score Points
Page 41
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Updates 2014 Biology EOC—Teacher
Appendix A: Biology End-of-Course Information
Test and Item Specifications
The Test and Item Specifications provide guidelines for developing large-scale assessments based on the
Washington State K-12 Science Learning Standards. The science assessment includes systems, inquiry,
and application scenarios which reflect the cross-cutting concepts and abilities in the standards. Most
items in science assessments are connected to a scenario. Some stand-alone items also appear. Standalone items are clearly marked for students on the assessment.
The test specifications provide a grade-level or course test map that delineates the type and number of
items. The document also provides a list of science vocabulary words that are necessary for the
purposes of the assessment.
The Test and Item Specifications are updated annually. Included with each updated version of the Test
and Item Specifications will be a summary of the changes made since the previous version. The Test and
Item Specifications documents can be accessed through the following link:
http://www.k12.wa.us/Science/TestItemSpec.aspx.
Item Types
Item Types on the Biology End-of-Course (EOC) Exam
Point
Items per
Item Type
Distinguishing Feature(s)
Value operational test
 Each multiple choice item has four answer choices, the correct
Multiple
1
31-34
answer and three distractors.
choice
 Each completion item requires the student to write a number,
Completion
1
1-4
word or short phrase.
 Each short answer item requires a response in the form of
phrases or sentences.
Short answer
2
5
 Short answer items may ask students to do things like write a
conclusion or procedure, solve a technological design problem,
or describe aspects of biological systems.
Five additional pilot items will be embedded in the EOC. These items are not included in student scores.
Updates for 2014, Biology EOC
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Updates 2014 Biology EOC—Teacher
Performance Level Descriptors
Performance Level Descriptors (PLDs) give teachers, parents/guardians, and students information about
the typical skills and knowledge a student demonstrates on state assessments at each performance
level. Committees of Washington state teachers, parents, and community members developed the
Performance Level Descriptors during the standard setting process.
PLDs are broken down by the score levels students can earn:
 Basic (Level 2)
 Proficient (Level 3)
 Advanced (Level 4)
NOTE: There are no PLDs for Below Basic (Level 1).
PLD documents can be downloaded at
http://www.k12.wa.us/assessment/StateTesting/PLD/default.aspx .
Graduation Requirements
Beginning with the spring of 2012, all students taking a biology course participated in an end-of-course
exam as directed by the 2010 Engrossed Substitute Senate Bill 6444, section 513 (3). Students in the 10th
grade who were not in a biology course were also required to take the biology EOC because of the No
Child Left Behind requirement to assess science in high school.
House Bill 1410 defines science assessment and graduation requirements as:
Students in the classes of 2013 and 2014 are not required to pass a state science exam for the
purposes of graduation.
Beginning with the class of 2015, students are required to pass the biology EOC. The biology
EOC was first available to those students in the spring of 2012.
Refer to http://www.k12.wa.us/assessment/StateTesting/BiologyEnd-of-CourseExams.aspx for further
information.
House Bill 1450 describes 2013 Legislative intent regarding high school science assessment for the
Classes of 2015 and beyond.
Students are required to pass the Biology EOC until the Next Generation Science Standards
(NGSS) are adopted, implemented and assessed.
When the NGSS are adopted, implemented and assessed students will be required to pass a
Comprehensive NGSS Test.
Certificate of Academic Achievement (CAA) options remain available for all graduation cohorts
during the transition period, with the addition of Biology COE. The Biology COE will be ready for
June 2014 submission for Class of 2015 and beyond (only after two attempts on Biology EOC).
Updates for 2014, Biology EOC
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Updates 2014 Biology EOC—Teacher
2014 Biology EOC Testing Windows
The 2014 Winter Biology EOC will be available from January 2 through February 7, 2014. This
assessment is for students in the 10th or 11th grade who took the Biology EOC previously but did not pass
and for students taking a biology course on a block/trimester schedule.
The 2014 Spring Biology EOC will be available May 5 to June 20, 2014. The schedule for the
administration of end-of-course exams is to be determined locally. Administration is to occur during the
last three weeks of the course. This assessment is required for students taking a high school biology
course on a yearlong schedule and is required for 10th grade students (in the class of 2016) who have not
previously passed the Biology EOC.
The exam may be administered in three 50 minute class settings, or in a single session of approximately
150 minutes.
Updates for 2014, Biology EOC
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Updates 2014 Biology EOC—Teacher
Appendix B: Resources for Educators
Visit http://www.k12.wa.us/Science/EducatorResources.aspx for links to the documents listed in this
section. Check regularly for new resources.
Lessons Learned from Scoring Student Work
The Science Assessment Team shares annual observations about student responses on the Biology EOC
in Lessons Learned from Scoring Student Work. The purpose of this document is to provide teachers with
insight into common misconceptions and errors that may keep students from earning full credit on state
assessment items.
Lessons Learned from Scoring Student Work can be downloaded at:
http://www.k12.wa.us/Science/EducatorResources.aspx.
2013 Released Item Document (RID) and Item Analysis
Released scenarios and items from the 2013 Spring Biology EOC are available with all item information.
Item Analysis with performance data at the state, district, and school level is also available. All the items
in the RID are also included in the Updates for 2014 document.
The 2013 Released Item Document is located at:
http://www.k12.wa.us/Science/ReleasedScenarios.aspx
Sample Item Templates
Templates of questions and the scoring rubrics for common short-answer items used on the Biology EOC
are available in the form of Word documents. The templates can be edited for use in classroom practice
by incorporating content from any science curriculum. If a grade level is marked “N/A” for an item type,
this indicates that the item type is not assessed at that grade level.
The templates can be downloaded at: http://www.k12.wa.us/Science/ItemTemplates.aspx
Updates for 2012 and 2013
The 2012 and 2013 versions of this Updates document also contain scenarios and items aligned to the
K-12 Science Learning Standards and can be used for classroom practice. The documents can be
downloaded at: http://www.k12.wa.us/Science/EducatorResources.aspx
Teacher Tool
The Teacher Tool provides information about items on the previous year’s biology EOC. A brief
description of each item on the exam is provided as well as state-level performance data.
The Teacher Tool is located at http://www.k12.wa.us/TeacherResourceTool/default.aspx
Updates for 2014, Biology EOC
Page 45
Copyright © February 2014 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this
document. All other individuals wishing to reproduce this document must contact OSPI.
Updates 2014 Biology EOC—Teacher
Appendix C: Get involved and stay informed:
PEPPER (PreSALTers Enthusiastically Providing Powerful Educational Resources)
Washington educators who want to receive periodic science assessment information and updates, and
notifications about meeting and workshop opportunities are invited to join the PEPPERs email
distribution list. To join, please send a request to science@k12.wa.us.
Resources/Contact Information
Science Assessment Webpage:
http://www.k12.wa.us/science/
OSPI Moodle Server:
http://moodle2.ospi.k12.wa.us/enrol/index.php?id=57
Contact Information:
Elementary
Kara Monroe
OSPI Science Assessment Specialist
kara.monroe@k12.wa.us
(360) 725-4979
Secondary
Dawn Cope
OSPI Science Assessment Specialist
dawn.cope@k12.wa.us
(360) 725-4989
Updates for 2014, Biology EOC
Page 46
Copyright © February 2014 All rights reserved. Educational institutions within the State of Washington have permission to reproduce this
document. All other individuals wishing to reproduce this document must contact OSPI.