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Biology EOC Workshop

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

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Biology EOC Workshop

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  1. Biology EOC Workshop March 16, 2012

  2. Biology EOC Workshop Overview • Welcome, Introduction & Expectations • Introduction Probe • Graduation Requirements • Test & Item Spec Scavenger Hunt • Sample Biology EOC • Resources

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

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

  11. Test & Item Specifications Scavenger Hunt • Form groups of three – number 1 to 4 • #1 complete questions 4 and 8 • #2 complete questions 5 and 9 • #3 complete questions 6, 10 and12 • #4 complete questions 7 and 11 • Meet in expert groups to find answers • Note the page number you found the answer on • Meet in home groups to share answers

  12. Sample Student Test • Please take time to answer the sample test

  13. Biology EOC Test Reflection • 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)?

  14. 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

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

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

  17. Field Study Scenarios & Items • Field Study Template http://www.k12.wa.us/Science/ItemTemplates.aspx • 7 Attributes • Similar to controlled investigations but… • Significant differences

  18. Biology EOC Resources • 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 science@k12.wa.us

  19. Science Assessment Webpage http://www.k12.wa.us/Science/Assessments.aspx

  20. Science Assessment Webpage

  21. Moodle Site • 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

  22. Life Science Learning Supports • http://moodle.ospi.k12.wa.us/

  23. Biology EOCAfternoon Session EALR 3 - ApplicationEALR 1-Systems

  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 improve yield of blueberry plants. Blueberry Plant

  26. From the Item Specifications 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

  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 http://www.k12.wa.us/Science/ItemTemplates.aspx

  30. Application Jigsaw • Count off by 4 • Criteria and Constraints Question • Redesign Question • Test Solution Question • 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? • Go Home and Share • What are the instructional implications?

  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. 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.

  37. 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.

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