,
SECOND EDITION
SATP2
2016–2017 School Year
BIOLOGY I
The Office of Student Assessment at the Mississippi Department of Education (MDE)
maintains a website that contains important information about
the Mississippi Subject Area Testing Program.
The following link contains the Biology I Test information:
www.mdek12.org/OSA/SATP2
This document has been produced under a contract with the Mississippi Department of Education. The Mississippi
Department of Education owns all rights, title and interest in and to this document including, without limitation, the
copyright thereto and all relevant intellectual property rights thereto. Because this document was produced with public funds
of Mississippi, it may be reproduced within the scope of its original purpose of educational development. Reproduction and
use for monetary gain are strictly prohibited.
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SATP2 2016–2017 Biology I Teacher’s Guide—Copyright © 2016 MDE
2016–2017 BIOLOGY I
Mississippi Subject Area Testing Program Teacher’s Guide
Table of Contents
Introduction to the SATP2 . . . . . . . . . . . . . . .4
Overview of the Biology I Test . . . . . . . . . . . . .4
Correlation of the Assessment to the Curriculum . . .5
Test Specifications . . . . . . . . . . . . . . . . . . .6
Test Blueprint . . . . . . . . . . . . . . . . . . . . . .7
Performance Level Descriptors . . . . . . . . . . . 11
Samples of Biology I Test Items . . . . . . . . . . . 15
Interpretation of Score Reports for Biology I . . . . 24
Glossary of Test Terms . . . . . . . . . . . . . . . . 29
SATP2 2016–2017 Biology I Teacher’s Guide—Copyright © 2016 MDE
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2016–2017 BIOLOGY I
Mississippi Subject Area Testing Program Teacher’s Guide
Introduction to the SATP2
In 1999 the Mississippi Senate approved the Mississippi Student Achievement Improvement Act, which states that
standards for high school graduation shall include student “mastery of minimum academic skills as measured by
assessments developed and administered by the State Board of Education”. To meet the intent of this legislation
subject area, end-of-course assessments were developed in Algebra I, Biology I, U.S. History, and English II. During
the 2016–2017 school year, the SATP2 will be administered to first-time testers and retesters in Biology I and U.S.
History. Participating in these assessments is a graduation requirement; however, additional graduation options
are available.
Overview of the Biology I Test
The Biology I Subject Area Test based on the 2010 Mississippi Science Framework measures a student’s knowledge
of basic biological concepts, the use of science skills, and the application of biology to real-world problem solving
and decision making. Students will interpret data, apply concepts, and draw conclusions in answering the questions.
The test consists of 70 multiple-choice items, which may include charts, diagrams, or graphs. Questions from the
following competencies are distributed throughout the test: Inquiry, Biochemical Basis of Life, Living Organisms
and Their Environment, Biological Organization, Heredity, and Diversity and Biological Change.
Additional information is provided in this guide to educate teachers about the test development process for the
Biology I Subject Area Test. Our hope is that the material contained in this guide will be useful to Biology I teachers
throughout the state of Mississippi in preparing their students for success on the Biology I Subject Area Test.
For more information pertaining to graduation policies, requirements, and options, see State Board Policies 3801, 3802, 3803,
and 3804 at http://www.mdek12.org/MBE/manual.
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SATP2 2016–2017 Biology I Teacher’s Guide—Copyright © 2016 MDE
2016–2017 BIOLOGY I
Mississippi Subject Area Testing Program Teacher’s Guide
Correlation of the Assessment
to the Curriculum
The Biology I Subject Area Test is aligned with the 2010 Mississippi Science Framework. The following chart shows
a direct relationship between the curriculum and the subject area test. This chart is useful as a tool to plan classroom
instruction and assessment.
The content strands are the reporting categories that are included on the Student Reports. Included below are the
associated competencies and descriptions of the competencies.
REPORTING CATEGORIES
Content Strand
Competency
Description of Competency
Inquiry
1. Inquiry
Apply inquiry-based and problem-solving processing and skills to scientific
investigations.
Physical Science
2. Biochemical Basis of
Life
Describe the biochemical basis of life and explain how energy flows within
and between the living systems.
Life Science
3. Living Organisms and
Their Environment
Investigate and evaluate the interaction between living organisms and their
environment.
Life Science
4. Biological
Organization
Analyze and explain the structures and function of the levels of biological
organization.
Life Science
5. Heredity
Demonstrate an understanding of the molecular basis of heredity.
Life Science
6. Diversity and
Biological Change
Demonstrate an understanding of principles that explain the diversity of
life and biological evolution.
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Mississippi Subject Area Testing Program Teacher’s Guide
Test Specifications
Test specifications are the guidelines used by the Mississippi Department of Education, test developers, and
members of the Biology I Teacher Committee in developing the Biology I Test. The test specifications were drafted
and finalized based upon the following information:
•
•
•
General Considerations—considerations used in developing each subject area test
Item Format—description of criteria for the development of the multiple-choice test items
Test Format—general information on how the test is presented
General Considerations
Item Format
•
Items will be written to measure the competencies
of the 2010 Mississippi Science Framework.
•
Options such as “none of the above,” “both A and
B,” and “all of the above” will NOT be used as
answer choices.
•
Items will be appropriate in terms of complexity,
interest, reading level, and experience.
•
The item stem and answer choices are on the same
screen however scrolling may be necessary.
•
Item stems will be in the form of a question.
•
Numerical answer choices will be arranged in
ascending or descending order. Answer choices will
be expressed as letters and arranged in alphabetical
order. In no case will a letter answer choice coincide
with its answer option.
•
Items included in the assessment will be reviewed
specifically for the purpose of eliminating
stereotyping and bias related to age, sex, ethnicity,
creed, economic status, geographic location,
disability, etc.
•
Test items will be machine-scorable multiple-choice
(MC) questions.
•
When possible and appropriate, items will be
presented in a real-world context or will show
relationships to real-world situations. The term realworld is defined as “typical of an average person’s
actual life experiences.” Students will be expected to
demonstrate a refined ability to analyze, synthesize,
and correlate information to determine the correct
response to such test questions.
Test Format
•
Information will be presented through written text
or through visual materials such as graphs, tables,
maps, models, or other illustrations.
•
Items may require students to apply previously
acquired scientific knowledge. Other items will
provide information the student can use to answer
the item.
•
Some items
computations.
•
Decimal numbers less than 1 will be written with
leading zeros.
6
may
require
•
The test will be printed in black ink on white paper,
for accommodated forms.
•
Scenarios, graphic displays, corresponding items,
and answer choices will appear on the same or
facing pages, for accommodated forms.
•
The test will consist of 60 scorable and 10
experimental multiple-choice items.
mathematical
SATP2 2016–2017 Biology I Teacher’s Guide—Copyright © 2016 MDE
2016–2017 BIOLOGY I
Mississippi Subject Area Testing Program Teacher’s Guide
Test Blueprint
A test blueprint identifies the reporting categories, or competencies, of a test and the number of items assigned to each
competency. Test items are developed according to the blueprint, and students’ scores are derived from these items. The
Biology I Test blueprint is based on the competencies in the 2010 Mississippi Science Framework.
This blueprint serves as a guide for test developers to write test questions and construct test forms. It will be used
throughout the life of the testing program to design the test forms for each administration.
Blueprint Summary Table
Content Strand
Competency
Number of Scored
Multiple-Choice Items
Inquiry
1. Inquiry
7
Physical Science
2. Biochemical Basis of Life
7
Life Science
3. Living Organisms and Their Environment
11
Life Science
4. Biological Organization
14
Life Science
5. Heredity
14
Life Science
6. Diversity and Biological Change
7
60 items
Total Number of Core (Scorable) Multiple-Choice Items
Total Number of Field-Test (Experimental)
Multiple-Choice Items
Total Number of Test Items
*
60 *
10 * *
70
A student’s score will be based only on the 60 scored items.
** The remaining 10 items are field-test items embedded throughout the test. The number of field-test items may
vary across all reporting categories. Field-test items are not included in students’ scores.
SATP2 2016–2017 Biology I Teacher’s Guide—Copyright © 2016 MDE
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Biology I Blueprint (Expanded Version)
Strand
Competency
Objective
Objectives
Objective
Target
Items
Total RS
Points
Inquiry
7
7
7
7
1. Apply inquiry-based and problem-solving
processes and skills to scientific investigations.
7
7
7
7
a. Conduct a scientific investigation demonstrating safe
procedures and proper care of laboratory
equipment. (DOK 2)
1
0-2*
b. Formulate questions that can be answered through
research and experimental design. (DOK 3)
1
0-2*
1
0-2*
d. Construct and analyze graphs. (DOK 2)
1
0-2*
e. Analyze procedures, data, and conclusions to
determine the scientific validity of research. (DOK
3)
1
0-2*
1
0-2*
1
0-2*
c.
f.
Apply the components of scientific processes and
methods in classroom and laboratory
investigations. (DOK 2)
Recognize and analyze alternative explanations for
experimental results and to make predictions
based on observations and prior knowledge. (DOK
3)
g. Communicate and defend a scientific argument in
oral, written, and graphic form. (DOK 3)
Physical Science
7
7
7
7
2. Describe the biochemical basis of life and
explain how energy flows within and between
the living systems.
7
7
7
7
a. Explain and compare with the use of examples the
types of bond formation between or among atoms.
(DOK 2)
1
0-2*
b. Develop a logical argument defending water as an
essential component of living systems. (DOK 2)
1
0-2*
1
0-2*
c.
Classify solutions as acidic, basic, or neutral and
relate the significance of the pH scale to an
organism’s survival. (DOK 2)
7
d. Compare and contrast the structure, properties, and
principle functions of carbohydrates, lipids, proteins,
and nucleic acids in living organisms. (DOK 2)
1
0-2*
e. Examine the life processes to conclude the role
enzymes play in regulating biochemical reactions.
(DOK 2)
1
0-2*
1
0-2*
f.
8
7
Describe the role of adenosine triphosphate (ATP)
in making energy available to cells. (DOK 1)
SATP2 2016–2017 Biology I Teacher’s Guide—Copyright © 2016 MDE
2016–2017 BIOLOGY I
Mississippi Subject Area Testing Program Teacher’s Guide
Strand
Competency
Objective
Objectives
g. Analyze and explain the biochemical process of
photosynthesis and cellular respiration and draw
conclusions about the roles of the reactants and
products in each. (DOK 3)
Objective
Target
Items
1
0-2*
Total RS
Points
Life Science
16
16
46
46
3. Investigate and evaluate the interaction
between living organisms and their
environment.
3
3
11
11
a. Compare and contrast the characteristics of the
world’s major. (DOK 2)
2
2-5
b. Provide examples to justify the interdependence
among environmental elements. (DOK 2)
2
2-5
2
2-5
4
14
a. Differentiate among plant and animal cells and
eukaryotic and prokaryotic cells. (DOK 2)
2
2-5
b. Differentiate between types of cellular reproduction.
(DOK 1)
2
2-5
2
2-5
2
2-5
4
14
a. Analyze and explain the molecular basis of heredity
and the inheritance of traits to successive
generations by using the Central Dogma of
Molecular Biology. (DOK 3)
2
2-5
b. Utilize Mendel’s laws to evaluate the results of
monohybrid Punnett squares involving complete
dominance, incomplete dominance, codominance,
sex linked, and multiple alleles (including outcome
percentage of both genotypes and phenotypes.)
(DOK 2)
2
2-5
2
2-5
2
2-5
5
7
c.
4.
c.
Examine and evaluate the significance of natural
events and human activities on major ecosystems.
(DOK 2)
Analyze and explain the structures and function
of the levels of biological organization.
4
Describe and differentiate among the
organizational levels of organisms (DOK 1)
d. Explain and describe how plant structures
(vascular and nonvascular) and cellular functions
are related to the survival of plants. (DOK 1)
5. Demonstrate an understanding of the molecular
basis of heredity.
c.
4
Examine inheritance patterns using current
technology. (DOK 2)
d. Discuss the characteristics and implications of both
chromosomal and gene mutations. (DOK 2)
6. Demonstrate an understanding of principles
that explain the diversity of life and biological
evolution.
SATP2 2016–2017 Biology I Teacher’s Guide—Copyright © 2016 MDE
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11
14
14
14
14
7
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2016–2017 BIOLOGY I
Mississippi Subject Area Testing Program Teacher’s Guide
Strand
Competency
Objective
Objective
Target
Items
a. Draw conclusions about how organisms are
classified into a hierarchy of groups and subgroups
based on similarities that reflect their evolutionary
relationships. (DOK 2)
1
0-3*
b. Critique data used by scientists to develop an
understanding of evolutionary processes and
patterns. (DOK 3)
1
0-3*
1
0-3*
d. Analyze and explain the roles of natural selection,
including the mechanisms of speciation and
applications of speciation. (DOK 3)
1
0-3*
e. Differentiate among chemical evolution, organic
evolution, and the evolutionary steps along the way
to aerobic heterotrophs and photosynthetic
autotrophs. (DOK 2)
1
0-3*
c.
Research and summarize the contributions of
scientists, (including Darwin, Malthus, Wallace,
Lamarck, and Lyell) whose work led to the
development of the theory of evolution. (DOK 2)
Objectives
Total RS
Points
7
Note: RS = Raw Score; *Not all objectives of competencies 1, 2, and 6 are measured on a given administration.
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2016–2017 BIOLOGY I
Mississippi Subject Area Testing Program Teacher’s Guide
Performance Level Descriptors
Performance Levels and Score Reports
The Student Report* for the Mississippi Subject Area Tests provides information regarding how well a student has
demonstrated mastery of the skills and content outlined in the 2010 Mississippi Science Framework. In addition to
numerical scores, the report will specify the student’s performance level, which is based on the student’s scale score.
Those levels are as follows: advanced, proficient, basic, and minimal. The range for each level is determined by the
standard setting for each subject area.
*A sample copy of the Biology I Student Report showing this information is on page 28 of this guide.
Purpose of Performance Level Descriptors
The performance level descriptors (PLDs) serve a dual purpose:
1. to guide the development of the assessments, help establish cut scores during standard setting, and act as
descriptors, as well as
2. to guide teachers’ instructional efforts to ensure that students reach the proficient level of performance on
the content standards.
The PLD for proficient reflects the intended cognitive processes at the appropriate grade level as set forth in the
standards. The total description for the PLDs reflects the full range of the content standards in terms of the cognitive
challenge, cognitive complexity, and cognitive depth indicated by the depth of knowledge (DOK) level. DOK is a
measure of the cognitive demand of the task students are being asked to perform.
Content-Specific Performance Level Descriptors
At a specific performance level, the student must demonstrate the performance described at that level. The student
may be able to do more, but until the student is able to demonstrate mastery of what is described in the nexthigher level of performance, the student is assigned the lower level. The following pages show the content-specific
performance level descriptors for Biology I.
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2016–2017 BIOLOGY I
Mississippi Subject Area Testing Program Teacher’s Guide
Biology I Content-Specific Performance Level Descriptors
The table below shows the content-specific performance level descriptors for Biology I based on the competencies
in the 2010 Mississippi Science Framework.
Performance
Level
Descriptors for Inquiry Content Strand
Competency 1: Inquiry
Advanced
1c. Evaluate a question or hypothesis to develop an experimental design for a scientific investigation.
1d. Justify a prediction based upon the analysis of a graph or data.
Proficient
1a. Conduct a scientific investigation with accuracy and precision demonstrating safe procedures and proper use
and care of laboratory equipment.
1b. Formulate questions that can be answered through research and experimental design.
1c. Apply the components of scientific processes and methods in classroom and laboratory investigations.
1d. Analyze graphs.
1e. Analyze procedures, data, and conclusions to determine the scientific validity of research.
1f. Recognize and analyze alternative explanations for experimental results and to make predictions based on
observations and prior knowledge.
1g. Defend a scientific argument in oral, written, and graphic form.
Basic
Minimal
Performance
Level
1a. Identify and recognize the following in a scientific investigation: safe procedures (safety rules, chemical use and
symbols), proper use and care of laboratory equipment (goggles, aprons, compound light microscope, slides,
balance, beaker, thermometers, graduated cylinders and rulers).
1c. Recognize the components of scientific processes and methods in classroom and laboratory investigations (e.g.
hypothesis, experimental design, observations, data analyses, interpretations, theory development).
1d. Construct a graph.
1g. Communicate conclusions based on experiments in oral, written, and graphic form using appropriate
terminology.
Students performing at the minimal level inconsistently demonstrate the knowledge or skills that define basic
level performance.
Descriptors for Physical Science Content Strand
Competency 2: Biochemical Basis of Life
Advanced
2e. Predict the effect of pH, temperature, and concentration on enzymatic reaction rates.
2f. Explain how energy from ATP is made available for specific processes in an organism, such as in the sodiumpotassium pump.
Proficient
2a. Explain and compare the types of bonds between atoms based on the subatomic particles and their
arrangement; connect the importance of ions to biological process.
2b. Utilize the properties of water to defend water as an essential component of living systems.
2c. Classify solutions as acidic, basic or neutral and relate the significance of an organism’s pH to its survival.
2d. Compare and contrast the four major organic macromolecules in terms of structure, and function in living
organisms.
2e. Explain the role enzymes play in regulating biochemical reactions.
2f. Describe the structure and function of ATP and its role in making energy available to the cell.
2g. Analyze and connect the roles of reactants and products in the biochemical process of photosynthesis and
cellular respiration.
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SATP2 2016–2017 Biology I Teacher’s Guide—Copyright © 2016 MDE
2016–2017 BIOLOGY I
Basic
Minimal
Performance
Level
Mississippi Subject Area Testing Program Teacher’s Guide
2a. Identify types of bond formation (e.g. covalent, ionic, hydrogen, etc.)
2b. Identify the unique properties of water.
2d. Identify examples of carbohydrates, proteins, lipids, and nucleic acids.
Students performing at the minimal level inconsistently demonstrate the knowledge or skills that define basic
level performance.
Descriptors for Life Science Content Strand
Competency
Competency
Competency
Competency
3:
4:
5:
6:
Living Organisms and Their Environment
Biological Organization
Heredity
Diversity and Biological Change
Advanced
3a. Evaluate the relationship between the adaptations of organisms to the biome in which they live.
3c. Predict possible adaptations and impacts that will occur when an organism is introduced in a new
environment.
4d. Analyze how plant structures and cellular functions are related to the survival of plants.
5b. Predict the results of a given parental dihybrid cross.
5c. Analyze a pedigree to determine unknown traits and genotypes in past or future generations
6a. Given an organism, predict its evolutionary relationship to other given species.
Proficient
3a. Compare and contrast the characteristics of the world’s major biomes.
3b. Provide examples that demonstrate the interdependence of organisms and their environment (biotic and
abiotic).
3c. Evaluate the significance of natural events and human activities on the biosphere.
4a. Differentiate among types of cells and describe the functions and structures of major cell organelles including
cell parts for mobility.
4b. Differentiate between the types of cellular reproduction and the results of each type.
4c. Differentiate among the organizational levels of organisms.
4d. Explain and describe how vascular and nonvascular plant structures and cellular functions are related to the
survival of plants.
5a. Analyze and explain the molecular basis of heredity and the inheritance of traits to successive generations using
the Central Dogma of Molecular Biology.
5b. Utilize Mendel’s laws and Punnett squares to evaluate results and predict percentage outcomes of monohybrid
crosses involving complete dominance, incomplete dominance, codominance, sex-linked, and multiple alleles.
5c. Examine inheritance patterns using current technology.
5d. Describe the characteristics and implications of both chromosomal and gene mutations.
6a. Draw conclusions about how organisms are classified into hierarchy of groups and sub groups based on
similarities that reflect their evolutionary relationships (including body plans and methods of reproduction).
6b. Critique data used by scientists (e.g. Redi, Needham, Spallanzani, and Pasteur) to explain evolutionary
processes and patterns.
6c. Analyze research in relation to the contributions of scientists whose work led to the development of the theory
of evolution.
6d. Analyze and explain the role of natural selection in speciation and applications of speciation.
6e. Differentiate among chemical evolution, organic evolution, and the evolutionary steps along the way to aerobic
heterotrophs and photosynthetic autotrophs.
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Basic
Minimal
14
Mississippi Subject Area Testing Program Teacher’s Guide
3a.
4a.
5a.
5d.
6a.
Identify the major biomes and their characteristics.
Identify function of basic cell organelles.
Label the structure of DNA and explain the differences between DNA and RNA.
Identify types of chromosomal and gene mutations.
List the taxonomic levels from broadest to specific and place organisms into the correct kingdom based on
characteristics.
6c. Summarize the contributions of scientists whose work led to the development of the theory of evolution.
6d. Identify examples that demonstrate the role that natural selection, speciation, diversity, adaptation, and
extinction play a role in evolution.
Students performing at the minimal level inconsistently demonstrate the knowledge or skills that define basic
level performance.
SATP2 2016–2017 Biology I Teacher’s Guide—Copyright © 2016 MDE
2016–2017 BIOLOGY I
Mississippi Subject Area Testing Program Teacher’s Guide
* indicates correct answer
Inquiry
1. Inquiry: Apply inquiry-based and problem-solving processes and skills to
scientific investigations.
Objective 1a:
Conduct a scientific investigation with accuracy and precision demonstrating safe
procedures and proper use and care of laboratory equipment.
Performance Level: Proficient
Depth of Knowledge Level:
2
Content Strand:
Competency:
Sample Item #1
A student plans to use the highest magnification possible to view the cell walls of living onion root cells.
Which microscope should the student use to view the cell walls with the highest magnification?
*
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Mississippi Subject Area Testing Program Teacher’s Guide
Inquiry
1. Inquiry: Apply inquiry-based and problem-solving processes and skills to
scientific investigations.
Objective 1d:
Justify a conclusion or prediction based upon the analysis of a graph or data.
Performance Level: Advanced
Depth of Knowledge Level:
2
Content Strand:
Competency:
Sample Item #2
The graph shows the concentration of substances in human blood before and after exercising.
What conclusion is justified by the information in the graph?
A
B
C
D
16
The body uses carbon dioxide to produce energy during exercise.
An increase in blood oxygen causes an increase in the breathing rate.
As blood oxygen levels increase, lactic acid production increases.
As the body exercises, muscle metabolism produces lactic acid.*
SATP2 2016–2017 Biology I Teacher’s Guide—Copyright © 2016 MDE
2016–2017 BIOLOGY I
Mississippi Subject Area Testing Program Teacher’s Guide
Physical Science
2. Biochemical Basis of Life: Describe the biochemical basis of life and explain
how energy flows within and between the living systems.
Objective 2d:
Identify examples of carbohydrates, proteins, lipids, and nucleic acids.
Performance Level: Basic
Depth of Knowledge Level:
2
Content Strand:
Competency:
Sample Item #3
Which diagram represents a carbohydrate?
A
B
C
D
SATP2 2016–2017 Biology I Teacher’s Guide—Copyright © 2016 MDE
*
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2016–2017 BIOLOGY I
Mississippi Subject Area Testing Program Teacher’s Guide
Physical Science
2. Biochemical Basis of Life: Describe the biochemical basis of life and explain
how energy flows within and between the living systems.
Objective 2e:
Predict the effect of pH, temperature, and concentration on enzymatic reaction
rates.
Performance Level: Advanced
Depth of Knowledge Level:
2
Content Strand:
Competency:
Sample Item #4
In a certain environment, the enzyme peroxidase functions best in a temperature range of 35°C to 55°C.
Which of the following will happen if the temperature of the environment increases from 20°C to 40°C?
A
B
C
D
Peroxidase will work faster than before.*
Peroxidase will bind to additional substrates.
Peroxidase will break apart into many pieces.
Peroxidase will form different amino acid chains.
Life Science
3. Living Organisms and Their Environment: Investigate and evaluate the
interaction between living organisms and their environment.
Objective 3a:
Identify the major biomes and their characteristics.
Performance Level: Basic
Depth of Knowledge Level:
1
Content Strand:
Competency:
Sample Item #5
Deer, elk, squirrels, and black bears are characteristic animal species found in which biome?
A
B
C
D
18
Tropical rainforest
Temperate forest *
Grassland
Desert
SATP2 2016–2017 Biology I Teacher’s Guide—Copyright © 2016 MDE
2016–2017 BIOLOGY I
Mississippi Subject Area Testing Program Teacher’s Guide
Life Science
4. Biological Organization: Analyze and explain the structures and function of the
levels of biological organization.
Objective 4a:
Differentiate among types of cells and describe the functions and structures of
major cell organelles including cell parts for mobility.
Performance Level: Proficient
Depth of Knowledge Level:
2
Content Strand:
Competency:
Sample Item #7
A biologist studied a cell with an electron microscope. The cell contained an endoplasmic reticulum, chloroplasts,
and a cell wall.
The biologist observed a cell from which of the following groups?
A
B
C
D
Plant *
Animal
Fungus
Bacteria
Life Science
4. Biological Organization: Analyze and explain the structures and function of the
levels of biological organization.
Objective 4b:
Differentiate between the types of cellular reproduction and the results of each
type.
Performance Level: Proficient
Depth of Knowledge Level:
1
Content Strand:
Competency:
Sample Item #8
What structure results from an inward pinching of the cell membrane during cytokinesis of an animal cell?
A
B
C
D
Cell plate
Chromosome
Cleavage furrow *
Nuclear envelope
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Life Science
3. Living Organisms and Their Environment: Investigate and evaluate the
interaction between living organisms and their environment.
Objective 3b:
Provide examples that demonstrate the interdependence of organisms and their
environment (biotic and abiotic).
Performance Level: Proficient
Depth of Knowledge Level:
2
Content Strand:
Competency:
Sample Item #6
A food web from a pond ecosystem is represented in the diagram below.
Which organism receives the smallest percentage of energy from the cattails?
A
B
C
D
20
Trout
Muskrat
Raccoon*
White Suckerfish
SATP2 2016–2017 Biology I Teacher’s Guide—Copyright © 2016 MDE
2016–2017 BIOLOGY I
Mississippi Subject Area Testing Program Teacher’s Guide
Life Science
5. Heredity: Demonstrate an understanding of the molecular basis of heredity.
Analyze and explain the molecular basis of heredity and the inheritance of traits
to successive generations using the Central Dogma of Molecular Biology.
Performance Level: Proficient
Depth of Knowledge Level:
3
Content Strand:
Competency:
Objective 5a:
Sample Item #9
An mRNA codon chart is shown below.
Which of the following is a DNA base sequence that codes for the protein sequence of amino acids
Arg-Asn-Cys-Met?
A
B
C
D
GCC
CGU
TCT
CGU
GTA
CGT
TTA
GTA
CCC
CCA
ACG
AGC
TTT
CTT
TAC *
CCT
SATP2 2016–2017 Biology I Teacher’s Guide—Copyright © 2016 MDE
21
2016–2017 BIOLOGY I
Mississippi Subject Area Testing Program Teacher’s Guide
Life Science
5. Heredity: Demonstrate an understanding of the molecular basis of heredity.
Analyze a pedigree to determine unknown traits and genotypes in past or future
generations.
Performance Level: Advanced
Depth of Knowledge Level:
2
Content Strand:
Competency:
Objective 5c:
Sample Item #10
The inheritance of a disorder within a family is shown in the pedigree below.
If R represents the dominant allele and r represents the recessive allele, what is the genotype of Individual 1?
A
B
C
D
22
XRY
XrY
XrXr
XRXr *
SATP2 2016–2017 Biology I Teacher’s Guide—Copyright © 2016 MDE
2016–2017 BIOLOGY I
Mississippi Subject Area Testing Program Teacher’s Guide
Life Science
6. Diversity and Biological Change: Demonstrate an understanding of principles
that explain the diversity of life and biological evolution.
Objective 6a:
List the taxonomic levels from broadest to specific and place organisms into the
correct kingdom based on characteristics.
Performance Level: Basic
Depth of Knowledge Level:
1
Content Strand:
Competency:
Sample Item #11
Single-celled, eukaryotic organisms are classified in what kingdom?
A
B
C
D
Animalia
Protista *
Archaea
Plantae
Life Science
6. Diversity and Biological Change: Demonstrate an understanding of principles
that explain the diversity of life and biological evolution.
Objective 6d:
Analyze and explain the role of natural selection in speciation and applications of
speciation.
Performance Level: Proficient
Depth of Knowledge Level:
3
Content Strand:
Competency:
Sample Item #12
Larvae of the diamondback moth feed on cauliflower plants. The larvae of the diamondback moth are now
resistant to various types of pesticides.
Which statement describes how the larvae became resistant?
A
B
C
D
The pesticide is only effective against the larvae at certain times of the year.
Natural variations in plants neutralize the pesticide before it reaches the larvae.
Natural variations in diamondback moth genes allowed some individuals to survive.*
The pesticide is not effective against adult diamondback moths while they hibernate in the adult plant.
SATP2 2016–2017 Biology I Teacher’s Guide—Copyright © 2016 MDE
23
2016–2017 BIOLOGY I
Mississippi Subject Area Testing Program Teacher’s Guide
Interpretation of
Score Reports for Biology I
Several different score reports are available following administrations of the Mississippi Subject Area Tests:
The Student Report gives the scores for an individual student.
The Class Performance Report gives the scores for all students in a particular class.
The Class Summary Report displays the total performance of an entire classroom.
The School Summary Report by Competency displays the total performance of an entire school.
The School Summary Report Combined Standard Administrations gives a summary of all the scores for
students in a school who participated for the first time in the fall and spring administrations.
Because the most immediate interest for a classroom teacher is the performance of his or her own students, the
following discussion explains how to interpret the information contained in the Class Performance Report and
the Student Report. A sample Class Performance Report and a sample Student Report appear on pages 26 and 28,
respectively.
•
•
•
•
•
Score Report Information for 2016–2017
Students who are enrolled in Biology I for the first time during the 2016–2017 school year will be taught and tested
on materials from the 2010 Mississippi Science Framework.
Class Performance Report
The Class Performance Report shows the scores for
each student within a classroom who takes the Biology
I test during the 2016–2017 school year. Two copies are
provided for each school.
•
The top portion of the report displays the teacher’s
name, administration name, school name, district
name, and district and school code.
•
The top-left portion of the report labeled
SUMMARY shows the following information for
included students: the TOTAL N-COUNT (the
number of students within the classroom who took
the test), the number of students included in the
SUMMARY, the mean scale score, the number
of students who passed, and the percentage of
students who passed.
24
•
Below the SUMMARY information is an
alphabetical list of the students in the class who
took the Biology I test. Each student’s MSIS
identification number, as recorded on the student’s
answer sheet at the time of testing is also displayed.
The data portion of the Class Performance Report includes
the SCALE SCORE, the Summary Exclusion Flag,
the PASS/FAIL STATUS, and the raw scores for
MULTIPLE CHOICE ITEMS.
•
The SCALE SCORE is each student’s total test
score. Each student’s total raw score is converted
to a scale score.
SATP2 2016–2017 Biology I Teacher’s Guide—Copyright © 2016 MDE
2016–2017 BIOLOGY I
A raw score is the number of points earned for a
competency. Scale scores represent approximately
equal units on a continuous scale of numbers. The raw
scores from different forms may not be comparable
because forms can vary in difficulty. Because the raw
scores may not be comparable across forms, they are
converted to scale scores through a statistical process
that adjusts for any differences in test difficulty between
forms. For this reason, the scale scores are especially
suitable for comparing student performance across
years and for ensuring that the same level of difficulty
of a performance standard is maintained across years.
On the Class Performance Report, the scale score is each
student’s total test score. A scale score is provided only
if the student attained a valid raw score.
•
The Summary Exclusion Flag indicates if the
student’s score is not included in the SUMMARY.
An explanation of the status codes assigned to
students who are not included in the SUMMARY
is shown at the bottom of the report in the Legend
section.
•
Next to the Summary Exclusion Flags is a column
indicating PASS/FAIL STATUS. This status
indicates the comparison of the student’s scale score
to the passing score 645 for the test. If a student’s
scale score is equal to or greater than the passing
score, this column indicates PASS. If the student’s
scale score is less than the passing score, this column
indicates FAIL.
•
The columns beneath the Content Strand/
Competency heading provide information on the
tested competencies from the 2010 Mississippi
Science Framework. The top of the first column
shows the Total Number Correct (the maximum
number of points possible). Points are based on the
number of correct answers. Each student’s Total
Number Correct is displayed in this column. If the
student did not obtain a score then a condition code
is displayed. The tops of the remaining columns
show the content strands being tested and the
maximum number of points possible for each
content strand. Total Number Correct within each
content strand for each student are displayed in
these columns. If the student did not obtain a score,
then a condition code is displayed.
SATP2 2016–2017 Biology I Teacher’s Guide—Copyright © 2016 MDE
Mississippi Subject Area Testing Program Teacher’s Guide
•
At the bottom of the table, the AVERAGE
NUMBER CORRECT and AVERAGE
PERCENT CORRECT values are listed by content
strand. The AVERAGE NUMBER CORRECT
and AVERAGE PERCENT CORRECT values
are calculated only for first-time test takers who
are included in the SUMMARY. The AVERAGE
NUMBER CORRECT is the raw score of the
students included in the SUMMARY. The
AVERAGE PERCENT CORRECT is the
average raw score per content strand divided by
the maximum number of points possible for that
content strand.
25
2016–2017 BIOLOGY I
Mississippi Subject Area Testing Program Teacher’s Guide
Sample Biology I Class Performance Report
SATP2 - Mississippi Subject Area Testing Program, Second Edition
For the classroom of
SATP2 - Mmmm 20YY
TEACHER NAME
School Name: <SCHOOL NAME>
District Name: <DISTRICT NAME>
Code: ####-###
Class Performance Report — Biology I
2010 Mississippi Science Framework
SUMMARY:
TOTAL N-COUNT
NUMBER INCLUDED
MEAN SCALE SCORE
NUMBER PASSING
PERCENT PASSING
BIOLOGY I
#####
#####
###.#
#####
###.#%
Content Strand/Competency
Total
Number
Correct
Number
Possible
I
I
I
I
I
MSIS ID
#########
#########
#########
#########
#########
SCALE PASS/FAIL
SCORE STATUS
###
PASS
INV E
###
PASS
### R
FAIL
04
FAIL
FIRSTNAME
FIRSTNAME
FIRSTNAME
FIRSTNAME
FIRSTNAME
I
I
I
I
I
#########
#########
#########
#########
#########
###
### E
###
###
DNF
FIRSTNAME
FIRSTNAME
FIRSTNAME
FIRSTNAME
FIRSTNAME
I
I
I
I
I
#########
#########
#########
#########
#########
05
###
DNA
INV C
###
STUDENT NAME
LASTNAME FIRSTNAME
LASTNAME FIRSTNAME
LASTNAME FIRSTNAME
LASTNAME FIRSTNAME
LASTNAME FIRSTNAME
LASTNAME
LASTNAME
LASTNAME
LASTNAME
LASTNAME
LASTNAME
LASTNAME
LASTNAME
LASTNAME
LASTNAME
Legend:
E= Excluded from Summary
DNF = Did Not Finish
Biochemical
Basis
of Life
7
7
Living
Organisms
and Their
Environment
Biological
Organization
Heredity
Diversity and
Biological
Change
11
14
14
7
Number Correct
###
INV
###
###
04
###
INV
###
###
04
###
INV
###
###
04
###
INV
###
###
04
###
INV
###
###
04
###
INV
###
###
04
###
INV
###
###
04
FAIL
####
####
####
###
###
###
###
DNF
###
###
###
###
DNF
###
###
###
###
DNF
###
###
###
###
DNF
###
###
###
###
DNF
###
###
###
###
DNF
###
###
###
###
DNF
FAIL
FAIL
05
###
DNA
INV
###
05
###
DNA
INV
###
05
###
DNA
INV
###
05
###
DNA
INV
###
05
###
DNA
INV
###
05
###
DNA
INV
###
05
###
DNA
INV
###
FAIL
AVERAGE NUMBER CORRECT
##.#
##.#
AVERAGE PERCENT CORRECT
###.#
###.#
R = Retest, Excluded from Summary
INV = Invalid Test
04 = Student Refused to Take Test
05 = Unfair Advantage
Copy: 01
26
60
Inquiry
##.#
##.#
##.#
##.#
##.#
###.#
###.#
###.#
###.#
###.#
DNA = Did Not Attempt
M = Maximum Number Correct
INV C = MDE Invalidated Test; Excluded from Summary; Counted as Not Tested
Page X of Y
mmddyy-Z0000000-000000000-0000001
SATP2 2016–2017 Biology I Teacher’s Guide—Copyright © 2016 MDE
2016–2017 BIOLOGY I
Mississippi Subject Area Testing Program Teacher’s Guide
Student Report
The Student Report (two copies per student) provides
the scores for each student who takes the Biology I
Subject Area Test.
•
•
The top-center portion of the Student Report
displays the student’s name, MSIS identification
number, and date of birth as recorded on the
student’s answer sheet at the time of testing.
•
The Scale Score represents the student’s total
test score. The raw score on the total test is
converted to a scale score. A scale score is given
only if the student attains a valid raw score. If a
valid score is not attained, then one of the condition
codes is printed instead of a scale score.
•
A Performance Level is indicated and explained
in the right column, unless the student receives a
condition code of DNA, INV, INV C, DNF, 04,
or 05. The four performance levels are advanced,
proficient, basic, and minimal. The scale score
range for each performance level is described in the
table below.
•
The comparison begins with Your Score followed
by the School average, District average, and State
average for first-time test takers. (For students who
participate as retesters in any test administration,
the comparison of Your Score is made to the State
average from the previous spring administration.
No sample provided.)
The top-right portion of the page contains the
administration name, Class Name, School Name,
District Name, and district Code.
The top table of the Student Report includes the subject
area Passing Score and the student’s Pass/Fail Status,
Scale Score, Performance Level, and a comparison
of the student’s score to other students testing for the
first time within his or her school, district, and state.
The bottom table of the Student Report includes the
student’s performance by content strand.
TOP TABLE
•
•
The Passing Score is the scale score required to
pass the test. The passing score was determined
by a committee of educators from Mississippi who
recommended a total test raw score to indicate
passing. This total test raw score is converted to a
scale score, which is displayed as the passing score.
The Pass/Fail Status represents the comparison of
the student’s scale score to the passing score. If the
student’s scale score is equal to or greater than the
passing score, the status is Pass. If the student’s
scale score is less than the passing score, the status
is Fail.
BOTTOM TABLE
•
The bottom table provides information for the
tested competencies from the 2010 Mississippi
Science Framework. To the right of this information
is the maximum number of points possible, the
number of points correct (raw score), and the
percentage of correct answers the student achieved
for each competency.
Mississippi Student Performance Levels for 2010 Mississippi Science Framework
Subject
Performance Level
Scale Score Values
Biology I
Advanced
Proficient
Basic
Minimal
665 and above
650–664
640–649
639 and below
SATP2 2016–2017 Biology I Teacher’s Guide—Copyright © 2016 MDE
27
2016–2017 BIOLOGY I
Mississippi Subject Area Testing Program Teacher’s Guide
Sample Biology I Student Report
SATP2 - Mmmm 20YY
For the family of
STUDENT
REPORT
FIRSTNAME I. LASTNAME
MSIS ID: 123456789
Class Name: <CLASS NAME>
School Name: <SCHOOL NAME>
Birth Date: mm/dd/yyyy
District Name: <DISTRICT NAME>
Code: <####-###>
FIRSTNAMEʼs Biology I Performance
2010 Mississippi Science Framework
This report provides specific information about your performance on the Subject Area Testing Program, Second
Edition (SATP2). Students are assessed as first time testers on the Biology I and U.S. History content at the
completion of the course. Retesters are assessed on the Biology I and U.S. History content during each retest
administration. As part of the requirements of Federal and State policies, eligible students who are or were enrolled
in Biology I and U.S. History must be tested. The scores of all first time testers may be included in the Mississippi
Statewide Accountability System and annual report cards.
MINIMAL
Passing Score
645
Your Score
XXX
Pass/Fail Status
PASS
Performance Level
Proficient
605
BASIC
639
640
PROFICIENT
649
Your Score
School
District
State
650
u
ADVANCED
664
u
u
665
695
u
FIRSTNAMEʼs overall performance is shown above. Your score is defined by the total number of questions answered correctly. The graph also provides a
comparison of your score to other students within your school, district, and state.
Your score is represented by a solid diamond. On another day or with a different set of questions, you might obtain a slightly different score but still obtain a
score within the range represented by the horizontal line. The horizontal line across the diamond represents where your true score should be about two-thirds of
the time (standard error of measurement). Any bar crossing performance levels represents equal scale score points even if the length of the bar on either side of
the diamond differs.
Performance by Competency
Number
Possible
Content Strand/Competency
Inquiry
Number
Correct
Percent
Correct
7
5
71.4%
7
5
71.4%
Living Organisms and Their Environment
- Investigate and evaluate the interaction between living organisms
and their environment.
11
8
72.7%
Biological Organization
- Analyze and explain the structures and function of the levels of
biological organization.
14
11
78.6%
Heredity
- Demonstrate an understanding of the molecular basis of heredity.
14
10
71.4%
7
6
85.7%
60
45
Inquiry
- Apply inquiry-based and problem-solving processes and skills to
scientific investigations.
Physical Science
Biochemical Basis of Life
- Describe the biochemical basis of life and explain how energy
flows within and between the living systems.
Life Science:
Diversity and Biological Change
- Demonstrate an understanding of principles that explain the
diversity of life and biological evolution.
Total
0
25
50
75
100
Performance Level Descriptors (PLDs) are provided on the back of this page.
Copy: 01
28
mmddyy-Z0000000-0000000-0000001
SATP2 2016–2017 Biology I Teacher’s Guide—Copyright © 2016 MDE
2016–2017 BIOLOGY I
Mississippi Subject Area Testing Program Teacher’s Guide
Glossary of Test Terms
Assessment strands/Competencies: Competencies are
used for test-construction and reporting purposes. The
test items are written to the competencies, not to the
content strands.
Blueprint: The blueprint indicates the number of items
from each content strand that must appear on a test.
Competency/item match: There must be alignment
between a given competency and an item that measures
the competency. During item review, each item must
match the competency or the item will be moved to the
appropriate competency.
Forms: Different test forms are used at each
administration. All forms are constructed so that they
have the same number of items in each of the content
strands. In addition, they have the same statistical
qualities; that is, they have the same degree of difficulty.
(See Equating.)
Item: This term refers to a single question or problem
in a test.
Lead art: This term refers to the graphic portion of the
item that precedes the written portion of the item. Lead
art is different from the art that may be used as options.
Content strand: This term refers to a set of understandings/
competencies and objectives that focus on specific
contents of a course.
Linking items: This term refers to items that are found
across more than one test form. They are used for
equating forms and must be identical on all test forms.
Core items: This term refers to the scorable test items
that count toward the student’s score.
Multiple-choice items: This term refers to items that ask
students to choose the correct answer from several given
answers or options.
Criterion-Referenced Test (CRT): CRTs are constructed
to assess a student’s understanding of given competencies
or objectives. The Mississippi Subject Area Tests are
criterion-referenced tests.
Depth of Knowledge (DOK): DOK measures the cognitive
demand of the task students are being asked to perform.
Distractors: This term refers to the incorrect choices to a
multiple-choice item.
Enhanced multiple-choice items: This term refers to test
items that ask the student to use graphic information or
to use information provided about the world outside of
the school setting.
Equating: This term refers to the process that uses
linking items to construct different forms of a test so
that each form has the same degree of difficulty.
Field-test items: Field-test items have never been on a
previous test. These items have no statistical data and
are not counted for or against the student’s score. Once
these items have been tested and statistically evaluated,
they may appear on new forms of the test, or they may
be deleted. Because field-test items are not identified on
the test, students will not know which items count and
which do not.
SATP2 2016–2017 Biology I Teacher’s Guide—Copyright © 2016 MDE
Objective: This term refers to the knowledge, skill,
process, or strategy that an item measures.
Options: This term refers to the possible responses in
multiple-choice items, including the correct response
and all distractors. Some options will appear as art.
Performance Level Descriptors (PLD): These descriptors
provide information regarding how well a student has
demonstrated mastery of the skills and content being
assessed. The levels are as follows: advanced, proficient,
basic, and minimal.
Selected-response item: This is another term for a
multiple-choice item.
Standardized test: This term refers to a test that contains
the same content administered in the same way for
everyone taking the test.
Stem: The item stem states the problem and can be
posed as a question.
Stimulus: This term refers to the item stem, piece of art,
or referent that prompts a response.
Test construction: This term refers to the selection of
the items that go into each form of a test and to the
arrangement of the items in an appropriate sequence.
29
MISSISSIPPI
SUBJECT AREA TESTING PROGRAM,
SECOND EDITION
SATP2
Biology I Teacher’s Guide
2016–2017
School Year
1107153
1 2 3 4 5 A B C D E
Printed in the USA
ISD15748