biology eoc workshop
DESCRIPTION
Biology EOC Workshop. March 16, 2012. Biology EOC Workshop Overview. Welcome, Introduction & Expectations Introduction Probe Graduation Requirements Test & Item Spec Scavenger Hunt Sample Biology EOC Resources. BIO EOC Probe. Assessment Probes. Uncovering Student Ideas in LIFE Science - PowerPoint PPT PresentationTRANSCRIPT
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March 16, 2012
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Welcome, Introduction & Expectations
Introduction ProbeGraduation RequirementsTest & Item Spec Scavenger Hunt
Sample Biology EOCResources
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Uncovering Student Ideas in LIFE SciencePage 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
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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
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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
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Align to Standards
2009 K-12 Science Learning Standards for Systems, Inquiry, Application, and the Life Science Domain (EALR 4)
Test Window
• May/June 2012• Jan/Feb 2013
Graduation Requirement
Required for the class of 2015 and beyond (9th graders in 2011-12)
Online Testing
Not currently scheduled
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High School 2010HSPE
2011HSPE
2012 EOC
Multiple Choice 35 3535
Completion Piloted
Short Answer 5 5 5
% Points from MC/CP
78% 78% 78%
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Is 50% of your instruction on SystemsInquiry &Application?
50% of the test is!
Cells
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Scavenger Hunt1.Form groups of three – number 1 to 42.#1 complete questions 4 and 8 3.#2 complete questions 5 and 94.#3 complete questions 6, 10 and125.#4 complete questions 7 and 116.Meet in expert groups to find answers7.Note the page number you found the
answer on8.Meet in home groups to share answers
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Please take time to answer the sample test
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Where will your students find the most success in the EOC?
What will present your students with the most challenge?
What will you do with your students before the EOC (classroom implications)?
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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
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Foaming Spuds Conclusion◦ 5 attributes◦ New attribute- Scientific Explanation
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Foaming Spuds New Procedure◦ 7 attributes◦ Extra Validity measure◦ Experimental Control Condition (when appropriate)
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Field Study Template http://www.k12.wa.us/Science/ItemTemplates.aspx◦ 7 Attributes◦ Similar to controlled investigations but…◦ Significant differences
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Biology Test and Item Specificationshttp://www.k12.wa.us/Science/TestItemSpec.aspx
Biology EOC Sample Item Templateshttp://www.k12.wa.us/Science/ItemTemplates.aspx
Biology Updates Document with Sample Scenarios and Items http://www.k12.wa.us/Science/EducatorResources.aspx
Assessment questions? Email [email protected]
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Science Assessment Science Assessment WebpageWebpage
http://www.k12.wa.us/Science/http://www.k12.wa.us/Science/Assessments.aspxAssessments.aspx
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Quick links to the Assessment website Each Life Science Content Standard presented with
virtual supports Supports for Systems, Inquiry and Application
Learning Standards Connections to the Elements of Effective Science
Instruction Model Discussion Forum Teacher Created Resources Life Science Instructional Supports Tool Box Contrasting Group Study
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http://moodle.ospi.k12.wa.us/
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Science, Technology, and Society (APPA)
Transfer and apply abilities in science and technological design to develop solutions to societal issues (APPB, APPC, APPE)
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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 improve yield of blueberry plants.
Blueberry Plant
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The Steps Define the Problem Gather Information Generate Ideas Test Ideas Redesign as needed Communicate
results
Test Questions that kids will be asked?
Research the Problem
Criteria and Constraints
Test a solution Redesign
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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.
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http://www.k12.wa.us/Science/ItemTemplates.aspx
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Count off by 41. Criteria and Constraints Question2. Redesign Question3. Test Solution Question4. Original Scenario
Meet in Expert Groups◦ Review your student work◦ Divide the student work into Basic, Proficient, and
Advanced. ◦ What are the characteristics of each level?◦ Where are students successful? Finding challenges?
1.Go Home and Share1. What are the instructional implications?
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Volume 4 page 81
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Write down 10 words that your students should hear, use and understand to perform well on Systems questions.
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Science Standards Glossary
Systems. An assemblage of interrelated parts or conditions through which matter, energy and information flow.
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Test and Item Specs
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9-12 Systems
Feedback
Equilibrium
models
InputOutputMatterEnergyPositive FeedbackNegative FeedbackStatic EquilibriumDynamic EquilibriumModel LimitsChanges
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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
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
Food Web
Carnivore population
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.
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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.