EOC
OF PUBL
IC
ST
PERINTEN
T
EN
IN
D
End-of-Course
SU
RU C T I O N
W
AS
HINGTO
N
Biology
Released Scenarios and Items
Teacher Edition
2013
1
NON-SECURE MATERIALS MAY BE COPIED BY WASHINGTON STATE EDUCATORS FOR INSTRUCTIONAL USE
September 2013
Dear Washington Educators:
In this publication you’ll find released test items from the 2013 Biology End-of-Course (EOC)
exam. These materials are based on the current Washington Science Learning Standards and
reflect the types of items used on the Biology EOC.
We release items from the EOC so that teachers and administrators can analyze the results of
specific test items and identify strengths, weaknesses, and trends of student performance on
the Washington State K-12 Science Learning Standards. We have printed the state results for
each test question into the data analysis box. You can add district and school level data by
accessing the Item Analysis tool on the OSPI Web site:
https://eds.ospi.k12.wa.us/WASLTestItems/
This released item document is also available on the science assessment Web site
(http://www.k12.wa.us/Science/Assessments.aspx), where you can print sections individually.
Please visit the science Web site for additional resources to guide your instructional practices.
Thank you for all your hard work.
Sincerely,
Randy I. Dorn
State Superintendent of Public Instruction
Copyright © 2013
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document. All other individual wishing to reproduce this document must contact OSPI.
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NON-SECURE MATERIALS MAY BE COPIED BY WASHINGTON STATE EDUCATORS FOR INSTRUCTIONAL USE
Released Material Highlights
The Directions for Use, Released Scenarios and Items, and Scoring Materials ARE NOT
CONSIDERED SECURE MATERIALS AND MAY BE COPIED FOR INSTRUCTIONAL USE BY
WASHINGTON EDUCATORS.




The scenarios and items included in the Released Scenarios and Items were
administered to Washington students on the Biology End-of-Course (EOC) exam.
The Released Scenarios and Items are representative of the assessment that students
take. All scenarios and items go through the same Content Review, Bias and Sensitivity
Review, Data Review, and Range Finding processes before appearing on the assessment.
A scenario map shows the design of the scenario and associated items, including the
item specification and cognitive level of each item in the scenario set.
Each item in the Teacher Version of the document includes a Performance Data table
where state-level results are recorded and places to enter school-level and district-level
results for each item. Completion items are followed by their scoring rubrics. Shortanswer items are followed by their scoring rubrics, sample student responses at each
score point, and annotations for each student response explaining how the score was
derived.
Other Useful Resources:



Questions about the overall test design and how specific science standards are assessed
on the Biology EOC can be answered by the Test and Item Specifications document at:
http://www.k12.wa.us/Science/TestItemSpec.aspx
Each year the science assessment office publishes an “Updates” document which
includes sample materials for classroom use. These scenarios and items may not have
been used on an operational test, but are representative of the kinds of items students
experience on the Biology EOC. Each document includes a student section and a teacher
section with an answer key, rubrics for constructed response items, and examples of
student responses with scoring notes/annotations. The “Updates” documents can be
found on the Educator Resources page of the science assessment website:
http://www.k12.wa.us/Science/EducatorResources.aspx
The Teacher Resource Tool is a web-based tool that includes a description for each
operational item on the Biology EOC. In addition to the item descriptions, there is a brief
description of each scenario, the cognitive complexity of each item, and the state results
for each item. The tool can be accessed through the OSPI website:
http://www.k12.wa.us/TeacherResourceTool/default.aspx
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document. All other individual wishing to reproduce this document must contact OSPI.
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NON-SECURE MATERIALS MAY BE COPIED BY WASHINGTON STATE EDUCATORS FOR INSTRUCTIONAL USE
Working with Teachers



Use the Item Analysis Report available at https://eds.ospi.k12.wa.us/WASLTestItems/ in
conjunction with this Released Item Document. Add your district and school data to the
performance data table for each item. Some of the following questions may be useful as
you analyze the data:
o Do the students perform well on multiple-choice items?
o Which distractor (wrong answers) drew the greatest number of students?
o Do the students perform well on constructed response items?
o On items with attributes, is there a particular attribute where students scored
lower than at the state-level?
o What percentage of students left constructed response items blank or earned a
zero?
Use the Test and Item Specifications document and the Short-Answer Item Templates
on the science assessment website to supplement classroom materials:
o Test and Item Specifications—
http://www.k12.wa.us/Science/TestItemSpec.aspx
o Short Answer Item Templates—
http://www.k12.wa.us/Science/ItemTemplates.aspx
Form a collegial work team to develop a common classroom assessment. After students
have completed the assessment, reconvene the work team to score the assessments.
Consider including teachers from other content areas to strengthen cross-curricular
science skills.
Working with Students



Use the scenarios and items with students to familiarize them with the format of typical
scenarios and items and with writing responses on the Biology EOC.
Use the rubrics and student responses to show students how the Biology EOC is scored.
Teach students how to score their own work using the rubrics provided.
Teach students to write their own items and answers with the Short Answer Item
Templates using your classroom materials.
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The Moths and the Trees
Scenario Map & Answer Key
Title: The Moths and the Trees
Exam: Biology EOC
(used on 2012 and 2013 exams)
Description: Students observe a forest ecosystem.
Item Description
Item Type
Item Specification Code
Life Science
1
D
2
D
2
APPE
(1)
Cognitive
Level
A
Short Answer
Describe trade-offs and/or unintended
consequences for one or more given
4
solution(s) to a given technological
design problem.
Describe the possible combinations of
5 offspring in a simple Mendelian genetic
cross for two traits.
INQA
(1)
LS3A
(3)
Completion
Explain whether a given question can be
investigated scientifically.
Multiple Choice
3
LS2C
(1)
Biological
Evolution
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
SYSB
1 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.
SYSB
2 *Systems thinking can be especially
*
useful in analyzing complex situations. To
be useful, a system needs to be specified
as clearly as possible.
Ecosystems
Structures &
Functions
Application
Inquiry
Systems
Item Specification Text
SA
LS1I
(7)
D
3
2
*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 EOC, the strand with the content standard and
the asterisk (*) is the secondary reporting strand.
Copyright © 2013
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document. All other individual wishing to reproduce this document must contact OSPI.
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NON-SECURE MATERIALS MAY BE COPIED BY WASHINGTON STATE EDUCATORS FOR INSTRUCTIONAL USE
Title: The Moths and the Trees
Exam: Biology EOC
(used on 2012 and 2013 exams)
Description: Students observe a forest ecosystem.
Item Description
Item Type
Item Specification Code
Life Science
Cognitive
Level
Short Answer
Completion
Multiple Choice
LS1B
(3)
Biological
Evolution
Ecosystems
Describe the inputs and/or outputs of
6 matter and/or energy in cellular
respiration and/or in combustion.
Structures &
Functions
Application
Inquiry
Systems
Item Specification Text
C
1
Scenario Point Total = 7
0
0%
1
14%
2
29%
4
57%
86%
14%
Total Biology EOC = 45 points
15%
2025%
1217%
45-50%
75%
25%
*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 EOC, the strand with the content standard and
the asterisk (*) is the secondary reporting strand.
Copyright © 2013
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document. All other individual wishing to reproduce this document must contact OSPI.
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NON-SECURE MATERIALS MAY BE COPIED BY WASHINGTON STATE EDUCATORS FOR INSTRUCTIONAL USE
The Moths and the Trees
Directions: Use the following information to answer questions 1 through 6.
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.
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1
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
Item Information
Correct Response:
A
EALR, Big Idea:
Life Science, Biological Evolution
Content Standard:
LS3A Biological evolution is due to: (1) genetic variability of offspring
due to mutations and genetic recombination, (2) the potential for a
species to increase its numbers, (3) a finite supply of resources, and (4)
natural selection by the environment for those offspring better able to
survive and produce offspring.
Item Specification:
LS3A(3) 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.
Crossed Content
Standard:
SYSB Systems thinking can be especially useful in analyzing complex
situations. To be useful, a system needs to be specified as clearly as
possible.
Performance Data
Use the space below to fill in student performance information for your school and district.
Item 1
Responses
* correct response
Item 1 Percent Distribution of Responses
School
District
State
A*
79.1
B
4.9
C
8.8
D
7.0
NR
(No Response)
0.2
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2
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
Item Information
Correct Response:
D
EALR, Big Idea:
Life Science, Ecosystems
Content Standard:
LS2C Population growth is limited by the availability of matter and
energy found in resources, the size of the environment, and the
presence of competing and/or predatory organisms.
Item Specification:
LS2C(1) Describe factors that limit growth of plant and/or animal
populations in an ecosystem.
Crossed Content
Standard:
SYSB Systems thinking can be especially useful in analyzing complex
situations. To be useful, a system needs to be specified as clearly as
possible.
Performance Data
Use the space below to fill in student performance information for your school and district.
Item 2
Responses
* correct response
Item 2 Percent Distribution of Responses
School
District
State
A
2.9
B
2.5
C
5.9
D*
88.4
NR
(No Response)
0.2
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3
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.
Item Information
Correct Response:
D
EALR, Big Idea:
Inquiry
Content Standard:
INQA Scientists generate and evaluate questions to investigate the
natural world.
Item Specification:
INQA(1) Explain whether a given question can be investigated
scientifically.
Performance Data
Use the space below to fill in student performance information for your school and district.
Item 3
Responses
* correct response
Item 3 Percent Distribution of Responses
School
District
State
A
14.5
B
6.4
C
8.3
D*
70.5
NR
(No Response)
0.3
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4
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:
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Item Information
Score Points:
2
EALR, Big Idea:
Application
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:
APPE(1) Describe trade-offs and/or unintended consequences for one
or more given solution(s) to a given technological design problem.
Performance Data
Use the space below to fill in student performance information for your school and district.
Item 4
Score Points
Item 4 Percent Distribution of Score Points
School
District
State
0
40.1
1
38.1
2
19.3
NR
(No Response)
Mean
2.4
0.79
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Scoring Rubric for Item 4: Moths and Trees Consequences
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:
Effect on a 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
Change in another part of the forest 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.
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.
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Annotated example of a 2-point response for item 4:
4
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
2
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Annotated example of a 1-point response for item 4:
4
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
1
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Annotated example of a 0-point response for item 4:
4
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
0
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5
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%
Item Information
Correct Response:
D
EALR, Big Idea:
Life Science, Structures and Functions of Living Organisms
Content Standard:
LS1I Egg and sperm cells are formed by a process called meiosis in
which each resulting cell contains only one representative
chromosome from each pair found in the original cell. Recombination
of genetic information during meiosis scrambles the genetic
information, allowing for new genetic combinations and
characteristics in the offspring. Fertilization restores the original
number of chromosome pairs and reshuffles the genetic information,
allowing for variation among offspring.
Item Specification:
LS1I(7) Describe the possible combinations of offspring in a simple
Mendelian genetic cross for two traits (e.g., given a Punnett square for
two traits, fill in one missing cell).
Performance Data
Use the space below to fill in student performance information for your school and district.
Item 5
Responses
* correct response
Item 5 Percent Distribution of Responses
School
District
State
A
2.2
B
21.4
C
13.1
D*
62.8
NR
(No Response)
0.5
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6
How do tussock moths obtain energy in cellular respiration?
o
A. By taking in water
o
B. By releasing oxygen
o
C. By breaking down glucose
o
D. By inhaling carbon dioxide
Item Information
Correct Response:
C
EALR, Big Idea:
Life Science, Structures and Functions of Living Organisms
Content Standard:
LS1B The gradual combustion of carbon-containing compounds within
cells, called cellular respiration, provides the primary energy source of
living organisms; the combustion of carbon by burning of fossil fuels
provides the primary energy source for most of modern society.
Item Specification:
LS1B(3) Describe the inputs and/or outputs of matter and/or energy in
cellular respiration and/or in combustion (i.e., inputs include glucose
or large carbohydrates and oxygen, outputs include carbon dioxide,
water, and energy/ATP).
Performance Data
Use the space below to fill in student performance information for your school and district.
Item 6
Responses
* correct response
Item 6 Percent Distribution of Responses
School
District
State
A
4.4
B
7.8
C*
69.7
D
17.6
NR
(No Response)
0.6
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Along a Stream
Scenario Map & Answer Key
Exam: Biology EOC
(used on 2012 and 2013 exams)
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 Type
Item Specification Code
Life Science
Cognitive
Level
Short Answer
Completion
Describe how sustainable development
could help with a current resource issue.
Multiple Choice
A
2
LS2B
(3)
A
2
LS2E
(2)
D
2
B
2
B
1
C
2
INQG
(1)
Describe that genes in very different
11 organisms can be similar because the
organisms all share a common ancestor.
12
Biological
Evolution
Explain inconsistencies in findings from a
given investigation.
Ecosystems
10
Structures &
Functions
Identify a testable prediction or
hypothesis that can be generated from a
INQE
7
given model, theory, or new condition in
(1)
an existing model.
Calculate population density given an
area or volume and the number of a
8
given organism within the area or
volume.
Describe interrelationships of organisms
that affect the stability of a given
ecosystem.
SYSB
9 *Systems thinking can be especially
*
useful in analyzing complex situations. To
be useful, a system needs to be specified
as clearly as possible.
Application
Inquiry
Systems
Item Specification Text
LS3C
(3)
LS2F
(2)
*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 EOC, the strand with the content standard and
the asterisk (*) is the secondary reporting strand.
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Exam: Biology EOC
(used on 2012 and 2013 exams)
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 Type
Item Specification Code
Life Science
Cognitive
Level
INQB
(2)
Short Answer
Completion
Multiple Choice
Biological
Evolution
Ecosystems
Structures &
Functions
Application
Describe a plan to answer a given
question for a field study.
Inquiry
13
Systems
Item Specification Text
SA
3
Scenario Point Total = 8
0
0%
4
50%
0
0%
4
50%
88%
12%
Total Biology EOC = 45 points
15%
2025%
1217%
45-50%
75%
25%
*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 EOC, the strand with the content standard and
the asterisk (*) is the secondary reporting strand.
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Along a Stream
Directions: Use the following information to answer questions 7 through 13.
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?
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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
Distance from Stream
(per 1-meter square)
(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
*H igh flow line
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7
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.
Item Information
Correct Response:
A
EALR, Big Idea:
Inquiry
Content Standard:
INQE The essence of scientific investigation involves the development
of a theory or conceptual model that can generate testable predictions.
Item Specification:
INQE(1) Identify a testable prediction or hypothesis that can be
generated from a given model, theory, or new condition in an existing
model.
Performance Data
Use the space below to fill in student performance information for your school and district.
Item 7
Responses
* correct response
Item 7 Percent Distribution of Responses
School
District
State
A*
69.1
B
7.3
C
8.5
D
14.6
NR
(No Response)
0.5
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8
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
Item Information
Correct Response:
A
EALR, Big Idea:
Life Science, Ecosystems
Content Standard:
LS2B Living organisms have the capacity to produce very large
populations. Population density is the number of individuals of a
particular population living in a given amount of space.
Item Specification:
LS2B(3) Calculate population density given an area or volume and the
number of a given organism within the area or volume.
Performance Data
Use the space below to fill in student performance information for your school and district.
Item 8
Responses
* correct response
Item 8 Percent Distribution of Responses
School
District
State
A*
92.9
B
2.4
C
1.9
D
2.3
NR
(No Response)
0.5
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9
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.
Item Information
Correct Response:
D
EALR, Big Idea:
Life Science, Ecosystems
Content Standard:
LS2E Interrelationships of organisms may generate ecosystems that
are stable for hundreds or thousands of years. Biodiversity refers to
the different kinds of organisms in specific ecosystems or on the planet
as a whole.
Item Specification:
LS2E(2) Describe interrelationships of organisms that affect the
stability of a given ecosystem (e.g., nutrient cycles, food relationships,
use of resources and succession).
Crossed Content
Standard:
SYSB Systems thinking can be especially useful in analyzing complex
situations. To be useful, a system needs to be specified as clearly as
possible.
Performance Data
Use the space below to fill in student performance information for your school and district.
Item 9
Responses
* correct response
Item 9 Percent Distribution of Responses
School
District
State
A
3.4
B
9.5
C
1.9
D*
84.7
NR
(No Response)
0.5
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10 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.
Item Information
Correct Response:
B
EALR, Big Idea:
Inquiry
Content Standard:
INQG Public communication among scientists is an essential aspect of
research. Scientists evaluate the validity of one another’s
investigations, check the reliability of results, and explain
inconsistencies in findings.
Item Specification:
INQG(1) Explain inconsistencies in findings from a given
investigation.
Performance Data
Use the space below to fill in student performance information for your school and district.
Item 10
Responses
* correct response
Item 10 Percent Distribution of Responses
School
District
State
A
5.0
B*
73.8
C
13.2
D
7.4
NR
(No Response)
0.6
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11 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.
Item Information
Correct Response:
B
EALR, Big Idea:
Life Science, Biological Evolution
Content Standard:
LS3C The great diversity of organisms is the result of more than 3.5
billion years of evolution that has filled available ecosystem niches on
Earth with life forms.
Item Specification:
LS3C(3) Describe that genes in very different organisms can be
similar because the organisms all share a common ancestor.
Performance Data
Use the space below to fill in student performance information for your school and district.
Item 11
Responses
* correct response
Item 11 Percent Distribution of Responses
School
District
State
A
2.7
B*
68.2
C
12.7
D
15.9
NR
(No Response)
0.6
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12 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
Item Information
Correct Response:
C
EALR, Big Idea:
Life Science, Ecosystems
Content Standard:
LS2F The concept of sustainable development supports adoption of
policies that enable people to obtain the resources they need today
without limiting the ability of future generations to meet their own
needs. Sustainable processes include substituting renewable for
nonrenewable resources, recycling, and using fewer resources.
Item Specification:
LS2F(2) Describe how sustainable development could help with a
current resource issue (e.g., using renewable rather than
nonrenewable resources, using recycled resources).
Performance Data
Use the space below to fill in student performance information for your school and district.
Item 12
Responses
* correct response
Item 12 Percent Distribution of Responses
School
District
State
A
13.8
B
1.3
C*
50.2
D
34.1
NR
(No Response)
0.6
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NON-SECURE MATERIALS MAY BE COPIED BY WASHINGTON STATE EDUCATORS FOR INSTRUCTIONAL USE
13 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:
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NON-SECURE MATERIALS MAY BE COPIED BY WASHINGTON STATE EDUCATORS FOR INSTRUCTIONAL USE
Item Information
Score Points:
2
EALR, Big Idea:
Inquiry
Content Standard:
INQB Scientific progress requires the use of various methods
appropriate for answering different kinds of research questions, a
thoughtful plan for gathering data needed to answer the question, and
care in collecting, analyzing, and displaying the data.
Item Specification:
INQB(2) Describe a plan to answer a given question for a field
study with the following attributes:
 Method for collecting data (controlled variable)
 Conditions to be compared (independent/manipulated variable)
 Data to be collected (dependent/responding variable)
 Data to be gathered and recorded from multiple observations
 Environmental conditions recorded
 Logical steps
Performance Data
Use the space below to fill in student performance information for your school and district.
Item 13
Score Points
Item 13 Percent Distribution of Score Points
School
District
State
0
27.1
1
40.4
2
27.6
NR
(No Response)
Mean
4.8
1.01
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Scoring Rubric for Item 13: Along a Stream New Field Study (page 1 of 2)
Performance Description
Attributes
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.
6-7
A 1-point response demonstrates the student has partial understanding of the Content Standard.
3-5
A 0-point response demonstrates the student has little to no understanding of the Content Standard.
0–2
Attributes of a Procedure for a Field Study
Attribute Name
Description
Method for
Collecting Data
The procedure states or implies a consistent sampling strategy or technique
(e.g., same stream, single day, same time of day).
1
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
The data collected to answer the question (water temperature) is identified
or implied in the procedure or data table (if given).
1
(Controlled Variable)
Conditions to be
Compared
(Independent Variable)
Data to be
Collected
(Dependent Variable)
Attribute
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
Logical Steps
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).
1
1
1
Attribute Notes:
1. 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
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1
7
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Scoring Rubric for Item 13: Along a Stream New Field Study (page 2 of 2)
General Notes:
1. 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:
a) Repeats the procedure from the scenario
b) Measures only one condition (therefore cannot establish the controlled or independent variables)
c) N/A
d) Writes a procedure that is too vague to possibly be appropriate
e) Writes a prediction instead of a procedure
2. Naming Attributes: If the response names a bulleted attribute listed after “Be sure your procedure
includes:” without including that attribute in the procedure, the attribute point cannot be credited. When a
bulleted attribute is named and implied in the response, both must be correct to be credited.
3. Clarifying Vagueness in Procedures:
a) 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.
b) The term “repeat” at the end of a step refers to that step only.
c) The term “repeat” as a separate step (or in a new paragraph) refers to the whole procedure.
d) The term “repeat,” when qualified, cannot be credited for multiple trials (e.g. repeat if necessary,
repeat as desired).
e) 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.
f) 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.
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Performance Data for Item 13 Attributes of a Procedure
Use the space below to fill in student performance information for your school and district.
Item 13
Attributes of a
Procedure
Method for
Collecting Data
Item 13 Percent Distribution of Attributes
School
District
State
29.3
(Controlled Variable)
Conditions to be
Compared
42.5
(Independent Variable)
Data to be Collected
(Dependent Variable)
70.0
Record
Measurements
64.7
Observations are
Repeated
59.0
Record Environmental
Conditions
28.9
Logical Steps
59.0
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Annotated example of a 2-point response to item 13.
13 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
7. Repeat steps 3-6…
2 Score Points
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Annotated example of a 1-point response to item 13.
13 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
Credit
Annotation
Method for
Collecting Data
0
None
1
3 conditions: 1)…different depths of the stream (3ft, 5ft, 10ft).
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
(Controlled Variable)
Conditions to be
Compared
(Independent Variable)
Data to be Collected
(Dependent Variable)
1 Score Point
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Annotated example of a 0-point response to item 13.
13 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
0
(Controlled Variable)
Conditions to be
Compared
0
(Independent Variable)
Data to be Collected
(Dependent Variable)
0
Record
Measurements
0
Observations are
Repeated
0
Record Environmental
Conditions
0
Logical Steps
0
Total Attributes
0
0 Score Points
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Resources
Science Assessment Webpage:
http://www.k12.wa.us/Science/Assessments.aspx
Contact Information:
Elementary
Kara Monroe
OSPI Science Assessment Specialist
[email protected]
(360) 725-4979
Secondary
Dawn Cope
OSPI Science Assessment Specialist
[email protected]
(360) 725-4989
Get involved and keep informed
SALT (Science Assessment Leadership Team)
Science educators in Washington are invited to participate on the Science Assessment Leadership Team
to provide content and grade-level expertise throughout the process of developing state tests. To get
more information and to join the team, please send a request to [email protected].
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 [email protected].
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37