ISSISSIPPI
SUBJECT AREA TESTING PROGRAM,
SECOND EDITION
SATP2
Student/Parent
Information Guide
2013-2014 SchoolYear
PEARSON
MS00007410
This document has been produced under a contract with the Mississippi Department of Education. The Mississippi Department
of Education owns all right, 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.
Table of Contents
What's Important- School Year 2013-2014 .
4
General Information . . . . . . .
5
Performance Level Descriptors .
Performance Levels and Score Reports .
Purpose of Performance Level Descriptors .
6
6
6
Algebra I . . . . . . . . . . . . . . . . . . . .
Specific Information about the Algebra I Subject Area Test
Algebra I Content-Specific Performance Level Descriptors
Algebra I Sample Test Items.
7
7
Biology I . . . . . . . . . . . .
Specific Information about the Biology I Subject Area Test
Biology I Content-Specific Performance Level Descriptors
Biology I Sample Test Items.
.12
.12
.13
English II . . . . . . . . . . . .
Specific Information about the English II Subject Area Test
English II Content-Specific Performance Level Descriptors
English II Sample Test Items
.17
.17
.18
.20
U.S.HHistory . . . . . . . . . . .
Specific Information about the U.S. History Subject Area Test .
U.S. History Content-Specific Performance Level Descriptors .
U.S. History Sample Test Items .
.22
.22
.23
Student Reports . . . . . . . . . . .
Sample Student Report for U.S. History
Sample Student Report for English II . .
.27
.28
.29
8
9
.15
.25
Mississippi Student Performance Levels for Online Tests
(Old Frameworks) ....................................................................................................... 30
Mississippi Student Performance Levels for Paper/Pencil Tests
(New Frameworks) ...................................................................................................... 31
SATP2 2013-2014 Student/Parent Information Guide-Copyright © 2013MDE
3
What's Important-School Year 2013-2014
The purpose of this page is to familiarize you with changes in the Mississippi Subject Area Testing Program, Second Edition (SATP2) that are reflected in this document.
• Students enrolled in Algebra I and/or English II for the first time PRIOR to 2007-2008 MUST take
retests based upon the OLD framework curriculum-Mississippi Mathematics Framework 2000 and/
or Mississippi Language Arts Framework 2000, respectively. These retests are provided during online
administrations only.
• Students enrolled in Algebra I and/or English II for the first time in 2007-2008, and any subsequent
year, MUST take the tests and retests based upon the NEW framework curriculum-2007
Mississippi Mathematics Framework, Revised and/or 2006 Mississippi Language Arts Framework,
Revised, respectively. These tests and retest opportunities are provided during paper/pencil
administrations only.
• Students enrolled in Biology I for the first time PRIOR to 2010--2011 MUST take retests based upon
the OLD framework curriculum-Mississippi Science Framework 2001. These retests are provided
during online administrations only.
• Students enrolled in Biology I for the first time in 2010--2011, and any subsequent year, MUST
take the tests and retests based upon the NEW framework curriculum-2010 Mississippi Science
Framework. These tests and retest opportunities are provided during paper/pencil administrations
only.
• Students enrolled in U.S. History for the first time PRIOR to 2011-2012 MUST take retests based
upon the OLD framework curriculum-Mississippi Social Studies Framework 2004. These retests are
provided during online administrations only.
• In order to meet graduation requirements to earn a diploma, students must earn a passing score
on each Subject Area Test based upon the curriculum used for instruction the year they were first
enrolled in the course. Itis imperative that students participate in the appropriate retest opportunities
as described above.
• Students who are continuing to retest the OLD framework curriculum to earn a passing score for
Algebra I, Biology I, English II, and U.S. History MUST participate in the 2012-2013 September,
December, and March online administrations.
• Seniors' last opportunity to take a Subject Area Test before the May 2013 graduation will be the
online or Seniors Only paper/pencil administrations in March 2013.
• All seniors retesting in Algebra I, Biology I, English II, and/or U.S. History OLD framework
curriculum MUST participate in the online administration.
• All seniors retesting in Algebra I, Biology I, English II, and/or U.S. History NEW framework
curriculum MUST participate in the paper/pencil administration.
• In very few instances, seniors may be first-time test takers.
• If seniors are enrolled for the first time in Algebra I, Biology I, English II, or U.S.History, they
MUST participate in the paper/pencil administration.
Very Important
There are no online retests for the new curriculum for any Subject Area Tests. Students must earn a passing score on
each Subject Area Test based upon the curriculum used for instruction the year they were first enrolled in the course.
4
SATP2 2013-2014 Student/Parent Information Guide-Copyright @ 2013MDE
Dear Students and Parents,
The Mississippi Subject Area Testing Program, Second Edition (SATP2) consists of tests in
Algebra I, Biology I, English II, and U.S. History. All students enrolled in these courses for
the first time are required to take the subject area tests. A student's graduation requirements
are based on the year he or she enters the 9th grade.
The purpose of the Student/Parent Information Guide is to familiarize you with the SATP2.
The Mississippi Department of Education provides more information about the curriculwn
frameworks and other assessment-related topics on its website:http://www.mde.k12.ms.us/
osa. Additional information and sample items are provided in this guide to educate you
about each test. We hope that the material contained in this Student/Parent Information
Guide will be useful in informing you about the SATP2.
General Information
The SATP2 consists of four academic, end-of-course tests. Since the 2001-2002 school year, students
have been required to pass the subject area test(s) as a requirement for graduation. Students are assessed
on the content at the completion of the course in Algebra I, Biology I, English II, and U.S. History. The
English II Writing Assessment* was required until the year 2011-2012.Students who were required to
take this assessment are continuing to retest until they earn a passing score.
The blueprint for each content area is designed to assframework competencies and provides
the number of items in each area. Test items are in the form of multiple-choice questions. Advisory
committees of Mississippi teachers participated in all parts of the test-development process.
As part of the No Child Left Behind (NCLB) and Title I requirements, all students who are enrolled for
the first time in Algebra I, English II (Multiple-Choice only), and Biology must be tested. The scores
of all these first-time test takers must be included in the annual report cards.Additionally, scores from
Algebra I and English II are included inAdequate Yearly Progress (AYP) calculations to comply with
federal law.
Very Important
Students enrolled in English II prior to 2008-2009 participated in the Subject Area Testing Program English
II Writing Assessment; those students who still need to retest to earn a passing score for the SATP English II
Writing RETEST will participate in scheduled retest opportunities as noted on the 2012-2013 Test Calendar at
http://www.mde.k12.ms.us/student-assessment.
These administrations will be handled by the Office of Student Assessment at the Mississippi Department of
Education .
*To obtain information for the English II Writing Assessment (the writing component of the English II Subject
Arca Test), please access the Office of Student Assessment website at http://www.mde.kl2.ms.us/studentassessment.
SATP2 2013-2014 Student/Parent Information Guide-Copyright © 2013MDE
5
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 Mississippi Curriculum Frameworks. 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 an English II Student Report showing this information is on page 29 of this guide.
Purpose of Performance Level Descriptors
The performance level descriptors (PLDs) serve a dual pwpose:
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 NCLB Act requires that PLDs for at least three levels, including basic, proficient, and advanced, be set forth for the
NCLB-mandated assessments. The PLO for proficient must reflect the intended cognitive processes at the appropriate
grade level as set forth in the standards. The total description for the PLDs must reflect the full range of the content
standards in terms of the cognitive challenge, cognitive complexity, and cognitive depth of knowledge (DOK) level. DOK
is a measure of the cognitive demand of the task students are being asked to perform.
ContentSpecific 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 next-higher level of
performance, the student is assigned the lower level. The content-specific PLDs for each test appear before the sample
items.
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SATP2 2013-2014 Student/Parent Information Guide-Copyright @ 2013MDE
Algebra I
Specific Information about the
Algebra I Subject Area Test
The Algebra I Subject Area Test measures a student's
knowledge of and skill level in applied algebra. The test
consists of 65 multiple-choice items. Many multiple-choice
items contain charts, graphs, or diagrams that the student
will use to determine the correct answer. Questions from
the following five competencies are distributed throughout
the test: Number and Operations, Algebra, Geometry,
Measurement, and Data Analysis and Probability.
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 the required competencies. Students' scores
are derived from these items. The Algebra I Test blueprint is
based on the Algebra I competencies and objectives found
in the 2007Mississippi Mathematics Framework, Revised. The
test consists of 53 multiple-choice items that will determine
the students' scores and an additional 12 experimental items
that will not be scored.
Algebra I
Competency
Suggestions for Parents
Parents can help their children prepare for the Algebra I
Test by acknowledging the importance and relevance of
mathematics, and specifically algebra, in today's world. For
example, the manager of a large supermarket or discount
store must have knowledge of the algebraic formulas used
in spreadsheets to calculate expenses, income, and payrolls,
as well as to predict future sales.In fact, there are few
occupations available to young people in the 21st century
that do not require some knowledge of algebra. Because
of this, it is important that frequent, positive discussions
about mathematics and algebra, as well as about a student's
ability to succeed in the study of algebra, be held in homes
across the state of Mississippi. A positive attitude shared
by everyone in a student's home can make a significant
difference in that student's performance in mathematics.
In order to offer help and encouragement throughout the
academic year, parents should be involved in their children's
daily algebra assignments. They should know when tests and
quizzes are scheduled and, when possible, offer to help with
their sons' or daughters' preparations for the test or quiz. It is
also critical for parents to inquire about the results after these
assessments are administered and to assist in planning for
remedial sessions if necessary.
Other ways that parents can be involved include:
Multlple-Cholce Items
1. Number and Operations
7
2. Algebra
24
3. Geometry
7
4. Measurement
8
5. Data Analysis and
Probability
7
Total
53
• encouraging their children to stay current with their
study of algebra and their assignments;
• learning (with their son or daughter as the teacher) the
many uses of a graphing calculator;
• making sure that their children take advantage of help
and study resources at school, such as early morning
help sessions, after-school tutoring sessions, or even
special classes;
• being aware of resources available on the Mississippi
Department of Education website;
• exploring other algebra resources on the Internet;
• emphasizing to their children that consistent study and
work throughout the year are far more effective than
"cramming";
• ensuring that their children are not exhausted and have
not skipped meals before the Algebra I Subject Area Test
and aU other important assessments; and
• believing in their children's ability to succeed.
SATP2 2013-2014 Student/Parent Information Guide-Copyright © 2013MDE
7
Algebra I Content-Specific Performance Level Descriptors
The table below shows the content-specific PLDs for Algebra I.
Algebra I Mathematics Performance Level Descriptors
Advanced
Students performing at the advanced level:
In Number and Operations: Justify solutions to mathematical situations involving matrices.
In Algebra: Evaluate algebraic and graphical methods used to solve systems of linear equations and inequalities.
In Geometry: Justify solutions of problems that involve interpreting slope as a rate of change.
In Measurement: Justify the representation of polynomial operations with area models.
In Data Analys.U and Probability: Justify conclusions and predictions made from scatter plots.
Proficient
Students performing at the proficient level:
In Number and Operations: Use matrices to solve mathematical situations and contextual problems.
In Algebra: Solve and graph multi-step linear equations and inequalities in one variable. Solve and graph absolute
value equations and inequalities in one variable. Analyze the relationship between x and y values, determine
whether a relation is a function, and identify domain and range. Explain and illustrate how a change in one
variable may result in a change in another variable and apply to the relationships between independent and
dependent variables. Graph and analyze linear functions. Use algebraic and graphical methods to solve systems
of linear equations and inequalities in mathematical and real-world situations. Multiply and divide polynomial
expressions. Factor polynomials by using Greatest Common Factor (GCF) and factor quadratics that have only
rational roots.Justify why some polynomials are prime over the rational number system. Graph and analyze
absolute value and quadratic functions. Analyze inequalities in two variables.
In Geometry: Apply the concept of slope to determine if lines in a plane are parallel or perpendicular. Solve
problems that involve interpreting slope as a rate of change.
In Measurement: Explain and apply the appropriate formula to determine length, midpoint, and slope of a
segment in a coordinate plane. Represent polynomial operations with area models.
In Data.Analys.U and Probability: Use linear regression to determine the line-of-best-fit from a given set of data.
Draw conclusions and make predictions from scatter plots.
Basic
Students performing at the basic level:
In Number and Operatioru: Apply properties of real numbers to simplify algebraic expressions .
In Algebra: Check multi-step linear inequalities in one variable. Write and graph inequalities in two variables .Add
and subtract polynomial expressions. Determine the solutions to quadratic equations.
In Measurement: Solve real world problems involving formulas for perimeter, area, distance and rate.
Mlnlmal
8
Students performing at the minimal level inconsistently demonstrate the knowledge or skills that define basic level
performance .
SATP2 2013-2014 Student/Parent Information Guide-Copyright @ 2013MDE
Algebra I Sample Test Items
* Indicates correct answer
Competency: Number and Operations
Depth of Knowledge Level: 1
Performance Level: Basic
Competency: Algebra
Depth of Knowledge Level: 2
Performance Level: Proficient
Smnpk Item #1
Smnpk Item #3
Which is equivalent to the expression below?
Mrs.Delgado purchased notebooks at a price of 2 for
$6 and pens at $2 per package. She spent $19 for a total
of 7 items.
5 -2 (3x + 7)
A
B
C
D
--6x + 12
--6x - 9 *
9x + 7
9x + 21
What is the number of notebooks that Mrs.Delgado
purchased?
A 2
B 3
c
4
D 5*
Competency: Algebra
Depth of Knowledge Level: 2
Performance Level: Proficient
Smnpk Item #2
For a bakery,the cost of making each day's batch of
doughnuts is given by the equation below,where C is the
total cost in dollars of making a batch of doughnuts and
N is the number of doughnuts inthe batch.
Competency: Algebra
Depth of Knowledge Level: 2
Performance Level: Proficient
Smnpk Item #4
The following is a list of four ordered pairs that represent
a relation of points (x,y) on a coordinate plane.
C = 0.05N + 60
If the number of doughnuts in a batch is increased by
20 doughnuts, by how much will the cost of a batch
increaseP
A $0.95
B $1.00 *
c $10.00
D $61.00
(n,3), (n, 6) , (n, 9) , (n, 12)
The domain of the relation consists of a number n, which
is a constant.
Which of these statements about the relation is TRUEP
A
B
C
D
The relation is a function.
The relation is not a function. *
The relation has a constant value for y.
The graph of the relation is a horizontal line.
SATP2 2013-2014 Student/Parent Information Guide-Copyright © 2013MDE
9
Competency: Algebra
Depth of Knowledge Level: 2
Performance Level: Proficient
Competency: Geometry
Depth of Knowledge Level: 1
Performance Level: Proficient
Sttmpk Item #5
Sttmpk Item #7
Which of the following graphics best represents the
solution to the inequality shown bela'Wl
IfPQhas endpoints (5,-8) and (-5, 8), what is the slope
of PQ?
-(x + 4) >-7
A
• I I I I I I I I I
-a
B
c
D
-7
-a
--4
"' -Ia -7I -6I I --4I
• I I I I I
-a
"" -Ia
-7 -6
--4
-3 -2
•I
-1
I I
- 3 -2 -1
•
0
0
I I I
-3 -2 -1
0
I I I I I I I I
-7
-a
--4
-3 -2
-1
0
I
2
•
3
A
I I I I I
4
5
6
7
)o
I I 4I I I 7I I •
3
5 6
6
I I I I I I I .,
2
2
I
2
3
•
3
4
5
6
7
*
B
6
6
Undefined
8
--*
5
c
D
0
8
-
5
I I I I I•
5
6
7 6
4
Competency: Geometry
Depth of Knowledge Level: 2
Performance Level: Proficient
Sttmpk Item #6
Which equation represents a line that will be
perpendicular to the graph of 2x- 4y = 12?
Competency: Measurement
Depth of Knowledge Level: 2
Performance Level: Basic
Sampk Item #8
Matthew took a 1O-inch-by-10-inch square piece of
cardboard and cut an x-inch-by-x-inch square &om
each comer.
iO in..-l
A y = 2x + 6
%
%
----·-·------·-·------·-·-----%
%
B y = -2x - 6 *
1
10in..
1
C J = -2X + 3
·-·------·-·------·-·------·-·-
x
1
D y = - x-3
2
TI
%
%
Ifhe folds up the sides to make an open box,which
expression represents its volume in cubic inches?
A x2(40 - Bx)
2
B x (40 - Bx)
c x2(10 -2x)
D x (l0 - 2x)2 *
10
SATP2 2013-2014 Student/Parent Information Guide-Copyright @ 2013MDE
Competency: Measurement
Depth of Knowledge Level: 2
Performance Level: Proficient
The following link contains additional information
about the mathematics test item speci6cations:
Sttmpk Item #!J
http:l/www.mde.k 12.ms.us/student-assessment
The perimeter of the square shown below is 36 inches.
What is J, the length of its diagonaU
A
18 in...J
B
9 .J2 in.*
c
12 in.
D
6.J2 in.
Competency: Data Analysis and Probability
Depth of Knowledge Level: 2
Performance Level: Proficient
Sttmpk Item #10
Mrs.Johnson asked her students to list the number of
minutes they spent studying and the scores they made on
their Algebra test. She then told them to create a scatter
plot with the data they collected.
t
Score on Test
15
12
20
30
25 40
60 50
55
45
65
68
75
80
79
97
88
73
85
80
Based on the information above, approximately how
many minutes should they have studied ifthey wanted to
score 100 on her tesd
A
B
C
D
SO minutes
60 minutes
70 minutes
80 minutes*
SATP2 2013-2014 Student/Parent Information Guide-Copyright © 2013MDE
11
Biology I
Specific Information about the
Biology I Subject Area Test
The more you can make science relevant to your children's
lives, the more they will appreciate their science courses in
school. Making science fun and interesting at home will
help to diffuse any science myths they may have picked up
from other people. The more interested they are in a variety
of science topics, the more likely they are to succeed in their
science courses. Success there will pave the way for success
on the Biology I Subject Area Test.
The Biology I Subject Area Test measures a student's
knowledge of basic biological concepts, the use of
science skills (questioning, observing, measuring), 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.
Test Blueprint
A test blueprint identifies the reporting categories, or
competencies, of a test and the number of items assigned
to each. Test items are developed according to the blueprint
and the required competencies. Students' scores are derived
&om these items. The Biology I Test blueprint is based on
the Biology I competencies and objectives found in the 2010
Mississippi Science Framework. The test consists of 60 items
that will determine the students' scores and an additional 10
experimental items that will not be scored.
Suggestions for Parents
Science is about asking questions and seeking answers.
Parents can stimulate their children's interest in science by
exposing them to the practical aspects of science in everyday
life. Science is everywhere; take advantage of opportunities
to ask questions that stimulate thought and analysis in your
children.
Biology I
Keep in touch with what your children are currently
studying in science. Use that information to create additional
learning experiences. Let them teach you what they are
learning. For example, ifyou know they are studying plants,
get a variety of easily obtained seeds; such as bean, corn,
and radish. Have your child plant the seeds in a small glass
container. Arrange the seeds so that they may be seen against
the glass and held in place by soil. As the seeds sprout and
grow, let your child measure the heights of the plants. While
they are educating you, they will be learning too.This will
also help to instill in them an appreciation for nature.
Encourage your children to watch educational programs on
TV and videos related to nature and scientific topics. Watch
with your children and discuss the material.Show genuine
interest and your children will be encouraged to learn.
Encourage them to do some research in the library or on
the Internet.
Competency
Inquiry
7
Physical
Science
2. Biochemical Basis of Life
Describe the biochemical basis
of life and explain how energy
flows within and between the living
systems.
7
Life Science
3. Living Organisms and Their
Environment
Investigate and evaluate the
interaction between living
organisms and their environment.
11
4. Biological Organization
Life Science
Analyze and explain the structures
and function of the levels of
biological organization.
5. Heredity
Demonstrate an understanding of
the molecular basis of heredity.
14
14
6. Diversity and Biological Change
Life Science
Demonstrate an understanding of
principles that explain the diversity
of life and biological evolution.
Total
12
Cholce
Items
1. Inquiry
Apply inquiry-based and problemsolving processing and skills to
scientific investigations.
Life Science
At least once a week, ask your children what they are
studying in science. Share with them any special knowledge
you may have on the subject. Ifit is a topic you know little
about, let your children know that you would be interested
in hearing what they have been learning about it. Think of
stimulating questions related to their studies and ask them.
Multlple-
Content
Strand
SATP2 2013-2014 Student/Parent Information Guide-Copyright @ 2013MDE
7
60
Students who were enrolled in Biology I prior to the 2010--2011 school year were taught from the 2001 Mississippi Science
Framework. Two categories of students will continue to be assessed based upon the 2001 Mississippi Science Framework:.
1) students who were unable to participate in any previous primary administration due to extenuating circumstances and 2)
students who tested prior to the 2010--2011school year but did not obtain a passing score. These students will receive reports
that show content strands from the 2001 Mississippi Science Framework. Additional information on the 2001 Mississippi
Science Framework can be found on the following website: http://www.mde.k.12.ms.us/osa.
Biology I Content-Specific Performance Level Descriptors
The table below shows the content-specific PLDs for Biology I in the 2010 Mississippi Science Framework.
Performance
Level
Descriptors for Inquiry Content Strand
Competency I: Inquiry
Advanced le. Evaluate a question or hypothesis to develop an experimental design for a scientific investigation.
Id. Justify a prediction based upon the analysis of a graph or data.
Proficient la. Conduct a scientific investigation with accuracy and precision demonstrating safe procedures and proper use and care
of laboratory equipment.
lb. Formulate questions that can be answered through research and experimental design.
le. Apply the components of scientific processes and methods in classroom and laboratory investigations.
ld. Analyze graphs.
le. Analyze procedures, data, and conclusions to determine the scientific validity of research.
If. Recognize and analyze alternative explanations for experimental results and to make predictions based on observations
and prior knowledge.
lg. Defend a scientific argument in oral, written, and graphic form.
Basic
la. Identify and recognize the following in a scientific investigation: safe procedures (safety rules, chemical use and
symbols), proper use and care oflaboratory equipment (goggles, aprons, compound light microscope, slides, balance,
beaker, thermometers, graduated cylinders and rulers).
le. Recognize the components of scientific processes and methods in classroom and laboratory investigations (e.g.,
hypothesis, experimental design, observations, data analyses, interpretations, theory development).
Id. Construct a graph.
lg. Communicate conclusions based on experiments in oral, written, and graphic form using appropriate terminology.
Mlnlmal
Students performing at the minimal level inconsistently demonstrate the knowledge or skills that define basic level
performance.
Performance
Level
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, suc:h 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.
Basic
I
•
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.
SATP2 2013-2014 Student/Parent Information Guide-Copyright © 2013MDE
13
Minimal
Students performing at the minimal levd inconsistently demonstrate the knowledge or skills that define basic levd
performance.
Descriptors for Life Science Content Strand
Competency 3: Living Organisms and Their Environment
Competency 4: Blologlcal Organization
Competency 5: Heredity
Competency 6: Diversity and Blologlcal Change
Performance
Level
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 cdlular functions are related to the survival of plants.
Sb. Predict the results of a given parental dihybrid cross.
Sc. 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 cdl 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 levds of organisms.
4d. Explain and describe how vascular and nonvascular plant structures and cdlular functions are rdated to the survival of
plants.
Sa. Analyu: and explain the molecular basis of heredity and the inheritance of traits to successive generations using the
Central Dogma of Molecular Biology.
Sb. Utilize Mendd'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 alldcs.
Sc. Examine inheritance patterns using current technology.
Sd. 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 rdationships (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. Analyu: 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.
Basic
Mlnlmal
14
Identify the major biomes and their characteristics.
Identify function of basic cdl organelles.
Label the structure of DNA and explain the differences between DNA and RNA.
Identify types of chromosomal and gene mutations.
List the taxonomic levds 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 in evolution.
3a.
4a.
Sa.
Sd.
6a.
Students performing at the minimal level inconsistently demonstrate the knowledge or skills that define basic level
performance.
SATP2 2013-2014 Student/Parent Information Guide-Copyright @ 2013MDE
Biology I Sample Test Items
* Indicates correct answer
Competency: 2.Biochemical Basis of Life
Depth of Knowledge Level:2
Performance Lewi:Proficient
Sample Item #2
C.Ompetency: L Inquiry
Depth of Knowledge Level:2
Performance Level:Basic
Sample Item#1
Stud.c.ot1 collected ttuh on a beach over aone-yar period
and organi:r.ed the data in the table below.
BeachTrash Coll tion Data
Type 01Ma el'!al
Foam
6900
Glass
400
500
5500
5850
1000
Paper
Pl11sttc
Wood
B
c
A
g
eooo
5000
:g
l
JOOO
t 1
-\r
f
!d
3000
2000
::: 1000
c
Environment
0!7000.-.=;,..-
Depth of Knowledge Level:2
Performance Level:Advanced
_i
----.
€. 6000
al 6000
'5
o
ilf' .b
<I""'ci,/?
' .,i,lt (<cfii'
"'<.
<¥
q§' <:3>"4'
·"'/
Type of Matetlat
A The leaves reduce water loss of the plants.*
B The leaves protect rh.e plants from consumers.
#/
Type of Material
D
Glass
400
pounds
Metal-t::::::=
500
pounds
Wood
1000
pounds
C The leaves absorb more sunlight for the plants.
D The leaves increase the reproduction rate of the plants.
Beach Trash Data
BeachTrash Data
B
* How do small, .narrow lawa help planta smvive in hot,
;jWJ
., 1000
0
Sample Item #3
dry c.nvironmc.ntsl
4000
() 2000
I
Carbohydrate
Nucleic acid
Competency: 3.Living Organisms and Their
BeachTrash Data
Beach Trash Data
Protein
D Lipid *
Which graph is best to display the data shown in the
table?
7000
backbone?
A
Amount Collected
(lbs)
Metal
The structlU"C ofwhkh molecule contains a glycuol
() MetaI 8, Glass I"'
?:' Foam I I
'\#
#"#'
Wwd
i) PIHt.c
Popor
,§\#
TrashCollected (lbs)
Competency: 4. Biological Organization
Depth of Knowledge Level:1
Performance Level:Proficient
Sample Item #4
Which process results in offspring that haft a
combination of genes &om two clilfcrent individuals?
A
Budding
B Binary fusion
c
Pollination *
D Propagation
SATP2 2013-2014 Student/Parent Information Guide-Copyright© 1013MDE
15
Competency: 5. Heredity
Depth of Knowledge Level: 2
Performance Level: Advanced
Additional Biology I sample itell15 can be obtained
through:
Sttmpk Item #5
http:l/www.mde.k 12.m.s.us/student-assessment
Inhumans, the allele for straight thumbs (T) is dominant
to the allele for bent thumbs (t). A pedigree showing the
inheritance of thumb type is shown below.
t
2
:SlralghtThumb
8
BentThumb
What are the genotypes of individuals 4 and 5?
A
B
C
D
Tf and TI
Tt and tt *
tt and tt
Tf and tt
Competency: 6. Diversity and Biological Change
Depth of Knowledge Level: 2
Performance Level: Basic
Sttmpk Item #6
Scientists'decisions on which kingdoms to classify
organisms in are based on which of the following?
A The color of the organism
B The diet of the organism
C The size of the organism
D The structure of the organism
16
*
SATP2 2013-2014 Student/Parent Information Guide-Copyright @ 2013MDE
English II
English II
Specific Information about the
English II Subject Area Test
Competency
Multiple-Choice Items
1. Vocabulary
The English II Subject Area Test measures knowledge
oflanguage arts, reading comprehension, and effective
writing skills according to competencies found in the 2006
Mississippi Langua.ge Arts Framework, Revised for Tenth
Grade. The English II Writing Assessment was required until
the year 2011-2012. Students who were required to take this
assessment are continuing to retest until they earn a passing
score.
The student will develop and
apply expansive knowledge of
words and word meanings to
communicate.
7
2. Reading Comprehension
The student will comprehend,
respond to, interpret, or
evaluate a variety of texts of
increasing length, difficulty,
and complexity.
The multiple-choice component of the English II Subject
Area Test contains items that measure the four competencies
addressing vocabulary, reading comprehension, writing, and
grammar.
26
3. Writing
The student will produce,
analyze, and evaluate
effective communication.
23
4. Grammar
Test Blueprint
A test blueprint identifies the competencies, or assessment
strands, of a test and the number of items assigned to each
competency.Test items are developed according to the
blueprint and the required competencies. Students' scores
are derived from these items. The English II Test blueprint
is based on the 2006Mississippi La.ngua.ge Arts Framework,
Revised for Tenth Grade. The test consists of 66 multiplechoice items that will determine the students' scores and an
additional 12 experimental items that will not be scored.
The blueprint for the English II Test is broken down into
reporting categories for each of the four competencies.
Separate scores for the competencies will appear on the
students' score reports.
The student will use standard
English grammar,mechanics,
and sentence structure to
communicate.
Total
10
66
Suggestions for Parents
Success on the English II Test is best achieved with a
long-term approach. Last-minute cramming is not a good
strategy.The test assesses the skills that are included in the
2006Mississippi La.ngua.ge Arts Framework, Revised for Tenth
Grade. Any student who wishes to succeed on the English II
Test should regularly attend English I and English II classes
and complete all assignments. In addition to this, students
should read widdy and write often in their English classes.
You can hdp your child succeed by making sure that
challenging and interesting reading material is available, by
closely monitoring your child's progress in school, and by
maintaining contact with your child's English teacher. You
should also know the dates of the English II Tests and make
sure that your child has adequate rest the night before the
tests.
SATP2 2013-2014 Student/Parent Information Guide-Copyright © 2013MDE
17
English II Content-Specific Performance Level Descriptors
The following table shows the content-specific PLDs for English II.
Note: The Pills for this grade do not contain numbered items/sub-objectives listed for earlier grades; only those new to this grade are
incorporated. However, for state assessments, students arc responsible fur objectives and numbered items/sub-objectives in earlier grades.
With a high-stakes graduation exit exam required of English II students, the Mississippi Language Arts high school framework committee
purposefully designed similar objectives in grades 9 and 10; therefore, the PLDs for both grades are very similar.
English II Language Arts Performance Level Descriptors
Advanced
Students performing at the advanced level:
In Vocabulary: Justify the use of analogical statements to infer word meaning. Justify the author's use of
figurative language in multiple texts to affect setting, tone, characterization, and mood. Justify author's use
of connotative words to affect purpose.
In Reading Comprehension: Using text of increased length, complexity, and difficulty, justify analysis of text
features as clarification of meaning and of text structures in their effect on theme, author's purpose, etc.
Justify inferences based on textual evidence to predict, draw conclusions, or determine author's purpose.
Justify synthesis, precis, or explication, citing text. Justify analysis of the effect ofliterary elements for their
effect on meaning.
In Writing: Justify the use of an appropriate composing process to produce, analyze, and evaluate effective
communication of increased length and complexity in a determined mode for a specific audience and purpose.
In Grammar: Analyze text to justify Standard English grammar (objective complements) used to achieve a
purpose. Analyze text to justify the purposeful use of advanced mechanics. Justify the manipulation of
sentence structure (parallel structure and subordination) to achieve a purpose.
Proficient
Students performing at the proficient level:
In Vocabulary: Analyze the relationships of pairs of words in analogical statements to infer word meaning.
Analyze the author's use of figurative language in multiple texts in the creation of setting, tone, atmosphere,
characterization, and mood. Analyze word choice and diction (including formal and/or informal language)
to determine the author's purpose. Analyze text to determine how the author's use of connotative words
affects the author's purpose.
In Reading Comprehension: Apply understanding of text features to verify, support, or clarify meaning.
Analyze organizational text structures to determine their effects. Make inferences based on textual evidence
(details, organization, and language) to predict, draw conclusions, or determine author's purpose. Analyze
texts to generate a summary, precis, or explication. Analyze literary elements in multiple texts from various
genres and media to determine their effect on meaning. Distinguish fact from opinion in different media.
Apply understanding of electronic text features to summarize findings from multiple sources.
In Writing: Use an appropriate composing process to produce or evaluate text in the narrative mode clearly
relating an event, telling explicitly what happened within a time frame defined by the event; to produce or
evaluate text in the informative mode (responses to literature, position papers, expository essays), clearly
expressing a main idea thoroughly developed by relevant supporting details, which are well-elaborated and
sufficient in number; to produce or evaluate text in the persuasive mode using facts and opinions; and to
produce or evaluate text presenting findings that compare and/or contrast information from a variety of
sources.
In Grammar: Analyze text to determine the appropriate use of advanced gram.mar (perfect and emphatic
tenses, active and passive voice, ambiguous pronoun reference, objective complements, and subjectvcrb agreement) in sentences containing collective nouns, indefinite pronouns, compound subjects, and
prepositional phrases separating subject and verb and the use of advanced mechanics (capitalizing regions
of countries, inserting semicolons to separate items in a series when items include commas, using commas
to avoid misreading, using commas with coordinate adjectives, using single quotation marks to identify
quotes-within-quotes) to compose or edit. Manipulate sentence structure (problems with parallelism,
misplaced modifiers, and subordination) to clarify, define, or emphasize.
18
SATP2 2013-2014 Student/Parent Information Guide-Copyright @ 2013MDE
Basic
Students performing at the basic level:
InVocabulary: Recognize and identify pairs of words in analogical statements and determine their meaning
based on context. Recognize and identify the author's use of figurative language and determine the effect of
that language on literary elements. Recognize and identify connotative words and determine their effect on
the author's purpose.
InReading Comprehension: Apply understanding of text features to determine meaning. Recognize and
identify organizational text structures to determine author's purpose. Make inferences based on text to
determine author's purpose. Evaluate text to generate a summary. Recognize the use of literary elements
in various genres and media to determine their effects. Recognize and identify fact and opinion. Employ
electronic text features to present findings.
InWritin Use an appropriate composing process to produce text in the narrative mode clearly relating an
event, to produce text in the informative mode (responses to literature, position papers, expository essays),
to produce text in the persuasive mode, and to produce findings from research from avariety of sources.
InGrammar: Recognize the use of advanced grammar (perfect and emphatic tenses, active and passive voice,
ambiguous pronoun reference, objective complements, and subject-verb agreement) and the use of advanced
mechanics (capitalizing regions of countries, inserting semicolons to separate items in a series when items
include commas, using commas to avoid misreading, using commas with coordinate adjectives, using
single quotation marks to identify quotes-within-quotes). Recognize problems with parallelism, misplaced
modifiers, and subordination .
Mlnlmal
Students performing at the minimal level inconsistently demonstrate the knowledge or skills that define basic
level performance.
SATP2 2013-2014 Student/Parent Information Guide-Copyright © 2013MDE
19
English II Sample Test Items
* Indicates correct answer
On the actual test, studenu will also need to refer to a pa.uage
(not provided with the following samples) to answer some of
the items.
Competency: Reading Comprehension
Depth of Knowledge Level: 2
Performance Level: Proficient
Sample Item #2
Competency: Vocabulary
Depth of Knowledge Level: 2
Performance Level: Basic
Eu.mine the Table of Contents in the box below.
Sample Item #1
TABLE OFCONTENTS
Read the following sentences.
Preface
Chapter 1:A Boy's Dream
Chapter 2: A Young Man's Search
Chapter 3:Overcoming Obstacles
Chapter 4: Beginning the Climb
Chapter 5: Reaching the Pinnacle
Chapter 6: Descent
Chapter 7: Worldwide Fame
Sentence 1:The good news of the evening mitigated
the morning's bad news just as anesthesia acts
against pain.
Sentence 2:The lawyer's pleading did not mitigate
the harsh sentence of the judge; indeed, the
lawyer's pleading only exacerbated the extent of the
punishment as if throwing fuel into fire.
Which explanation below shows the relationship between
mitigate and exacerbate as they are used in the contexts
above
A Mitigate is to exacerbate as listen is to hear.
B Mitigate is to exacerbate as explain is to learn.
C Mitigate is to exacerbate as oppose is to agree.
D Mitigate is to exacerbate as soften is to intensify. *
Page
Numbers
i-xi
1-15
16-27
28-39
40-61
62-74
75-88
89-105
Now read the following excerpt &om the book
Conquering Everest.
"•••I knew that I only had another thousand yards
before I attained a height no man had ever gained.
My legs were numb, but I pressed on. As the last few
hours of the day eclipsed, I found my footing more
sure and my efforts more vigorous. I knew that I
would see the top within the next hour.I realized my
goal in half that time."
Which chapter in the Table of Contents is supported by
the excerpt inthe box?
A
B
C
D
20
Chapter 3:Overcoming Obstacles
Chapter 4: Beginning the Climb
Chapter 5: Reaching the Pinnacle *
Chapter 6:Descent
SATP2 2013-2014 Student/Parent Information Guide-Copyright @ 2013MDE
Competency: Writing
Competency: Grammar
Depth of Knowledge Level: 3
Depth of Knowledge Level: 2
Performance Level: Proficient
Performance Level: Proficient
Sample Item #3
Sample Item #4
Read the following pusage.
Read the following sentences.
Bolting from my bedas I beard the awful clamor of
the alarm clock, I quickly jumped into my clothes,
stumbled down the stairs, and turned the comer into
the kitchen.As I buttered my toast, I listened to the
meteorologist's forecast while the thunder clapped
outside.I quickly perused my list of things to do and
wondered how I ever would finish without getting
soaked. Stuffing the list into my pocket and grabbing
my umbrella, I braced myself for the cold rain and
headed out the door.
Which of the following sentences concludes the
paragraph while maintainingthe narrative mode and the
"VOice already established
A
The rain was coming down in buckets; and I looked
down, seeing that I was soaked to the skin.
B Falling to the ground, the rain continued its deluge on
my neighborhood as I was standing there uncovered.
C Sprinting to the car, I slipped on the slick surface of the
driveway and fell headlong into the rose bush, not the
best omen for beginning the day. *
D The meteorologist had not prepared me for the amount
of precipitation that was falling to the ground, and I
could see that my efforts were going to be tested by the
weather.
Sentence 1:Marissa called Yolanda while she was at the
library last weekend.
Sentence 2:Marissa called Yolanda last weekend while
she wu at the library.
Sentence 3:While Marissa wu at the library last
weekend, she called Yolanda.
Sentence 4:Since she was at the library, Marissa called
Yolanda last weekend.
Which of the sentence1 above avoids pronoun ambiguityl
A Sentence 1
B Sentence 2
c
Sentence 3 *
D Sentence 4
The following link contains additional information
about the Language Arts test item specifications:
http://www.mde.k 12.ms.us/student-usessment
SATP2 2013-2014 Student/Parent Information Guide-Copyright © 2013MDE
21
U.S.History
Specific Information about the
U.S.History Subject Area Test
Suggestions for Parents
The U.S.History Subject Area Test measures not only
important historical knowledge but also real-world skills
by having students read and interpret short historical texts,
statistical data, maps, charts, and tables. The test consists of
70 multiple-choice questions. Some of the multiple-choice
questions include a chan, map, or other stimulus that must
be interpreted accurately in order to answer the questions
correctly. Questions from the following content strands are
distributed throughout the test: Domestic Affairs, Global
Affairs, Civil Rights/Human Rights, Economics, and
Culture.
Test Blueprint
A test blueprint identifies the reporting categories, or content
strands, of a test and the number of items assigned to each
strand.Test items are developed according to the blueprint
and the required competencies. Students' scores are derived
from these items. The U.S. History Test blueprint is based on
the U.S. History competencies and objectives found in the
2011 Mississippi Social Studies Framework. The test consists
of 60 items that will determine the students' scores and an
additional 10 experimental items that will not be scored.
The blueprint for the U.S. History Test is divided into
reporting categories for the five content strands and for the
competencies within the Domestic Affairs and Economics
strands. Separate scores for all of these reporting categories
will appear on the students' score reports.
U.S. History
Content
Strand
Domestic
Affairs
Global
Affairs
Competency
Items
1. American political
system
7
2. Major social problems
7
3. Global position of the
United States
12
Civil Rights/
4. History of Human/Civil
Human
Rights Movements
Rights
Economics
Culture
22
MultipleChoice
The study of history is a study of people, places, and events
of the past. It is important because it helps us to relate our
heritage to the present, helps us to understand current
events in terms of their historical precedent, and gives us
an appreciation for how society has progressed from earlier
periods of time.
In learning about the history of their own families, children
are exposed to how grandparents and great-grandparents
helped to form the nation, the state, and the communities
in which we live. Parents can help their children to
develop family histories. Sometimes family heirlooms, old
photograph albums, and family diaries or letters can help to
develop a child's interest in family histories.
Parents can also increase their children's interest in history
by exposing them to people, places, or events that are of
interest to them today. For example, a child who is interested
in baseball might enjoy learning about players such as Babe
Ruth or Jackie Robinson or about the historical development
of the sport in North America. Similarly, a child who is
interested in music might enjoy learning about the origins
of jazz and rock 'n' roll and the various musicians who are
associated with these forms of music.
Many children today are principally visual learners. Through
the use of video materials such as those shown on television,
events in history "come alive" and are placed into interesting
contexts for children of all ages. Parents should encourage
their children to watch and learn from fact-based television
programs. When traveling around the community or to
distant places, parents can point out places and things that
have historical significance, such as cemeteries, churches,
battlegrounds, government landmarks, and natural
landmarks.
By making history fun and exciting at home, you will
stimulate an interest in history courses taken at school. This
interest will then cause students to strive to be successful in
their U.S. History course.
12
5. Economic transformation
of the United States
7
6. Government involvement
inthe economy
7
7. Culture
8
Total
60
SATP2 2013-2014 Student/Parent Information Guide-Copyright @ 2013MDE
U.S. History Content-Specific Performance Levd Descriptors
The table below shows the content-specific PLDs for U.S. History.
U.S. History Performance Level Descriptors
Advanced
Students performing at the advanced levd:
In Domestic Affain: Analyze how American society has been impacted by the entry of more women, minorities,
and immigrant workers into the labor force. Evaluate the tesponse of American institutions such as government
and non-profit organizations to environmental challenges. Analyze how social policies such as wdfare reform
and public health insurance are influenced by the persistence of poverty.
In Global/International Relations/Affairs: Evaluate the effect of America's participation in world wars as it rdates
to America's rise to world power.
In Civil Rights/Human Rights: Evaluate the strategies of the modern Civil Rights Movement and the impact
those strategies had on the movement. Evaluate the effectiveness of federal and state government tesponses to
the Civil Rights Movement.
In .Economics: Analyze the connection between the impact of economic conditions and immigration and migration
patterns. Analyze the continuing advancement of government regulations over laissez-faire capitalism.
In Culture:Analyze relationships between historical developments and cultural artifacts. Evaluate the effects of
modernism and traditionalism on social change.
Proficient
Students performing at the proficient lc:vd:
In Domestic Affain: Analyze evidence that the United States Constitution is a "living" document. Analyze and
evaluate the impact of presidential policies and congressional actions on domestic reform. Analyze the expansion
of federal powers. Analyze and evaluate the ongoing tension between individual liberty and national security.
Explain how American society has been impacted by the entry of more women, minorities, and immigrant
workers into the labor force. Trace the response of American institutions such as government and non-profit
organizations to environmental challenges. Compare and contrast various social policies such as welfare reform
and public health insurance.
In Global/International Relations/Affairs: Analyze the effects of imperialism on the foreign policy of the United
States. Justify why the arguments of the imperialists prevailed in the late 19th century. Draw conclusions about
the causes and effects of American involvement in the World Wars. Analyze the origins and the development
of the Cold War. Analyze America's role in international organizations, humanitarian relief, and postreconstruction efforts. Analyze and evaluate the causes and effects of the United States' growing involvement in
the Middle East and the Persian Gui£
In Civil Rights/Human Rights: Analyze the issues that gave rise to the Civil Rights Movement. Compare and
contrast the strategies and tactics used by leading individuals/groups in the Civil Rights Movement, led
predominantly by African Americans and other minority groups. Analyze the response of federal and state
governments to the goals of the Civil Rights Movement. Evaluate the impact of the Civil Rights movement
in expanding democracy in the U.S. Compare and contrast the goals and objectives of other minority and
immigrant groups to those of the Civil Rights Movement led predominantly by African Americans. Analyze
evidence of political, economic, and social changes which expanded democracy for other minority and
immigrant groups.
In .Economica: Evaluate the factors leading to and the effects of industrialization on the political, physical, and
economic landscape of the U.S. during the late 19th and early 20th centuries. Evaluate labor's effectiveness in
achieving its goals during the economic transformation of the United States. Explain migration and immigration
patterns that developed from the push-pull effects of economic circumstances. Explain evidence that led to
the transition of the U.S. economy from laissez-faire capitalism to an increasingly regulated economy.Analyze
and evaluate historical arguments regarding monetary policy. Critique the government's use of tariffs and trade
agreements. Evaluate deficit spending as a means of financing government programs.
In Culture: Examine cultural artifacts to contextualize historical developments. Analyze and evaluate the impact
of religion on various social movements, domestic/foreign policies, and political debates. Evaluate the role mass
media has played in shaping perceptions toward certain policies, social groups, other nations, and political ideas.
Contrast modernism and traditionalism rdating to social change. Explain evidence of the diversity of the United
States society.
SATP2 2013-2014 Student/Parent Information Guide-Copyright © 2013MDE
23
U.S. History Performance Level Descriptors
Basic
Students performing at the basic level:
In Domestic: Af&in:Cite evidence that the United States Constitution is a "llving" document. Explain the
expansion of federal powers. Cite evidence of how American society has been impacted by the entry of more
women, minorities, and immigrant workers into the labor force. Identify the response of American institutions
such as government and non-profit organizations to environmental challenges. Explain how social policies such
as welfare reform and public health insurance are influenced by the persistence of poverty.
In Global/International Rdations/AHairs: Compare and contrast the arguments between the imperialist and
anti-imperialist in the late 19th century. Cite causes and effects of the American involvement in the World Wars.
Identify the causes and specific developments of the Cold War, including ideology, technology, economics, and
geography. Explain America's role in international organizations, humanitarian relief, and post-reconstruction
efforts.
In Civil Rights/Human Rights: Trace the major events of the modern movement. Cite political, economic, and
social changes in the U.S. for other minority and immigrant groups.
In Economics: Explain the conditions of industrialization that led to the rise of organized labor. Identify the factors
leading to and the effects of industrialization on the political, physical, and economic landscape of the U.S.
during the late 19th and early 20th centuries. Identify migration and immigration patterns that developed from
the push-pull effects of economic circumstances. Cite characteristics of the transition from laissez-faire to an
increasingly regulated U.S. economy.
In Culture: Cite evidence of the diversity of the United States society.
Minimal
24
The student performing at the minimal level inconsistently demonstrates knowledge or skills that define basic level
performance.
SATP2 2013-2014 Student/Parent Information Guide-Copyright @ 2013MDE
U.S.History Sample Test Items
Competency: 2
Depth of Knowledge Level: 2
Performance Level: Proficient
Sample Item #1
* Indicates correct answer
Competency: 4
Depth of Knowledge Level: 3
Performance Level: Proficient
Sample Item #3
The graph shows the number of Hispanic workers inthe
civilian workforce.
Milestones inthe Civil Rights Movement.
30,00<1 -
1948 -President Harry Truman desegregates
the military.
; 25,000
5
(I)
.c
20,000 l--- - --1
-
, ------ 1
1954 -The Supreme Court overturns school
segregation inBrown v. Board of Education.
-;;; 15,000
...
10,(}(}()
1955 -Civil rights leaders in Montgomery,
Alabama, organize a bus boycott.
5,00<l
Years
Source:Bureau of Labor Statistics
Which statement explains a social impact of the trend in
this graph?
A
B
C
D
The increase in Hispanic workers has contributed to
increased use of foreign languages in the workplace.*
The increase in Hispanic workers has contributed to job
opportunities for other ethnic groups.
The growth of job opportunities for Hispanic workers
has resulted in increased average wages.
The growth of job opportunities for Hispanic workers
has resulted in higher levels of education.
Competency: 3
Depth of Knowledge Level: 3
Performance Level: Proficient
Sample Item #2
During World War I, American bankers made loans to
European powers.
American loans to the Allies totaled miu $2 billion
by 1917 when the United States entered the war.
Based on the information, which conclusion can be
drawn about American entry into World War I?
A
B
C
D
The United States had a financial stake in an Allied
victory.*
Investments in Europe delayed the United States entry
into the war.
Promises of money from the United States stopped
German aggression.
Opposition to United States intervention was based on
financial concerns.
Which of the following was a factor that gave rise to the
events listed above?
A The Civil Rights kt to outlaw discrimination was
introduced in Congress.
B The Fifteenth Amendment guaranteed voting rights for
African Americans.
C African American veterans from World War II
demanded fair treatment. *
D Civil rights leaders used television to broadcast the
message of equality.
Competency: 5
Depth of Knowledge Level: 3
Performance Level: Advanced
Sample Item #4
Which statement analyzes the connection between postWorld War IIsettlement patterns and the government's
economic policy?
A
The development of suburban areas was closely linked
with the expansion of interstate highway systems. *
B The decay of urban areas was directly related to the lack
of post-war industrial production facilities.
C The population of industrial areas grew as post-war
defense contracts were awarded.
D The population of agricultural areas declined as farming
subsidies were curtailed.
SATP2 2013-2014 Student/Parent Information Guide-Copyright © 2013MDE
25
Competency: 7
Depth of Knowlcclgc Level: 2
Performance Level: Proficient
Additional U.S.History sample items can be
obtained through:
Sample Item #5
http://www.mde.k12.ms.us/student-assessment
This table SWlll1'Ulrius cultural characteristics of the
1920s.
Traditionalism 1920s
• Women as homemakers
• Belief ncreationism
• Support for temperance
Modernism 1920s
• Women In the workplace
• Belief in evolution
• ?
Which feature of the 1920s replaces the question mark in
the table above?
A
B
Emphasis on agrarian values
Popularity of speakeasies *
C Support for prohibition
D Use of referendum
26
SATPl 2013--2014 Student/Parent Information Guide-Copyright © 2013MDE
Student Reports
The school receives two copies of the Student Report for each student who took a Mississippi Subject Area
Test. The sample Student Reports on the following pages illustrate simulated scores for a student who took
the U.S. History and English II Subject Area Tests.
1. 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.
2. The top-right portion of the Student Report displays the class name, school name, district name, and district
code.
The first table of the Student Report includes the subject area Passing Score and the student's Pass/Fail
Status, Your Score (Scale Score), and Performance Level. It also displays 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 competency or content strand.
3. 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.
4. 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.
5. Your Score (Scale Score) represents the student's total test score. The raw score on the total test is
converted to a scale score (Your Score). For all OLD framework tests, the scale score has a range of 100
to 500 with a passing score of 300 and a standard deviation of 45. For NEW Framework tests: Algebra I,
Biology I, and English II, the scores are scaled so that the proficient range of scores starts at 650. For U.S.
History the proficient range starts at 647. The distribution of scores has a standard deviation of 10 so that
most scores will fall within the range of 620 to 680. The actual maximum and minimum scores will vary
from year to year. The passing score for Algebra I is 647, and the passing score for English II and Biology I
is 645. The U.S. History passing score is under review at the time of printing. You can view this score and
other important information at http://www.mde.k12.ms.us/satp2. A scale score is given only if the student
attains a valid raw score. If a valid raw score is not attained, then one of the condition codes (e.g., DNA,
INV, DNF, 04, or 05) is printed instead of the scale score. (Condition codes are explained on the next page.)
On another day or with another set of test questions, the student might obtain a slightly different score.
For about two out of every three such testing opportunities, a student's score would fall within a range
of scores very similar to the reported scale score. The range of possible scores is the scale score plus
or minus the Conditional Standard Error of Measurement (CSEM), an index of measurement precision.
See page 31 for a more complete explanation of CSEM.
6. The Performance Level is indicated unless the student receives a condition code of DNA, INV, DNF, 04, or 05.
The four performance levels are advanced, proficient, basic, and minimal. The Pills are provided on the back
page of all Student Reports. The performance levels for each subject are detailed on pages 30 and 31.
7. Students who test in the December or May primary administrations will have Student Reports that display a
comparison of the student's score to other students testing for the first time within their school, district, and
state. Students who are retesters will have Student Reports that display a comparison of the student's score to
the state's average from the previous Spring administration.
8. The bottom table of the report provides information for the tested content strands or competencies from the
specific Mississippi Curriculwn Framework for each subject area test.
9. 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 content strand or competency.
SATP2 2013-2014 Student/Parent Information Guide-Copyright © 2013MDE
27
Sample Student Report for U.S.History
STIJDENT
SATP2 Dee 20YY Paper/Penell
F"'lholomfly of
FlRSTNAME I.LASTNAME
R EPORT
a.,Nam1
MSIS ID 123456?8i
l!d1Dllo
"'""'>lD
<Cl.ASS NN,1e,
SchOol "- <SCllOOl NWE>
OISl(l(.I MDme d)ISTRICT ,.WEJ.
Codo ..,,.,,, .>
FIRSTNAME's U.S.History Perfor mance
2011 Ml
SOC MStUdles Framework
Th!S report provides specific 1nlormo1Jon
I your performenc:o on Ille Sub1eol A""' T°"Clog Progc<m.Second
Ediuon (SATP2) Sludcnts oro as.essccl on the con10<1t al tho complcuon ol tho""'"""m Algebra I . Biology I.
Efllllish IL and U.S.Histof)'. A> part ollho No Cluld Lcfl Bch111d (NCLB) and Tiiie IfGqU•rCfllO!l\S, all students who
arw enrolled 1n A lgebra I, BiologyI,and English IIfor 1ha first ime must be tMtod . Tho scores of •ll ll1!>15& 1ira1-11me
. ---
tP.St taJ<..-s mus1 be 1noludod 1nlho n.nnual repon cards Addlnonal!y ,Af!)ebra Iand Engl1sn IIsootea are UlCIUded 1n
hsslng SCOro
m
5ATP2
YourSCote
Ill#
Your Score
..
••• ,..
••
...
,.,. ,...
#U
tho Ade®• •Yoay P1<>gro5S CAYPI calculations to comply Will\ lhe loderal aw .
MINIMAL
BASIC
Prollc "'11
Pertotmiwice
Lovel
PROACIEHT
ADVANCED
----
School
PASS
P....,'f.'allSto1us
•
Stole
District
ol QUoSIO\S -....O«mcllf Tho1JQO/I ......-•
FIFlSTN/\lAE"t CHOfril
..
-VrM scorclG dollllldbf h"'""""""'ol 'f'>l'KOl'Oloolhor S111Clon""'11W>1l<lnc:t and SIOll>
VOU1"'°"'" b\l•"""'-°".,..,..<*'Y"'"'tll•<llfnntH1o1_.. )'ll' r!"IJl'!Ob1Gm•4!1>ayc1orr.w.t"""•""'llil- •
SCCW'e
tf10 fW"gll
Np<YIMN' yaJf In• tca8 •hot.lkS be lbcul l'NC>-ltwdt at
...,_.by U.00flLOF'!tlrf fM: The"°'1zonW !INactOH \he
tnc!...., lll••••••ll"""' DI,,_....,,,..,,,
lholiomood dofl<n.
Any
_...,..lnll petf"""""°"......., """"""'equal•-- -....,-
Performance by Competency
Nu..-.Ible
Content Strand/Competenoy
Domestic Aflal,.:
Am«lcan PoH- Sysiom
U.-Sl- lho•' *"'°"°'""'Amlnc:l!npolll"'°'1ys'°'"
Mlljor SocAalPr-.,
Undrni..>d...._...-... """-'"' f"*tf 1s ....,
00<1 roc:c.,tlrud..,,...,
""'"'4y
Gk>bal1ntornauona1 Ftete1torw Arfa6rs
>- lhogjobol- d 1i>oU...lod S-n. IMMd
CMI RlghlsiHUman Rights
Nu.-
..
....
..
..
..
....
Comet
the
.,.,_,
Correct
lentjllld 111eba'Cl1-sided
0
25
7
."."...'.
,,..,.
H#.ft
- Undlr111r!d
• Undon!Md'-lh0- 10< •oc:oal<ll"1llO- lho
·
oJ democlc t11 IN UMedSbii•
Economk:s:
.,'"""'""°"
Economk: Trant:lorrn:.Uon ol tM Unllod Sl"\f:S.
- Und<ntnl lho ocn""'il>g K«1Cm0C
ol tho
un.1..iSIOovemmen l Involvement In lh• Economy
u-.111nc11hescope ol
.-.n11n111e-nv
- lJnoo'&- -•-...,..,.""'°"9"" mid_..,
.......
••
Cullvr•
0.COOlflblJ1fld to end heAped \0 conlt)u
lhot.a10oc:ol ol 1heU"i.d sitt41"ilmlOnS
TOI>!
"
u
Addlllonal Resources and lnlonnallon
Porfof't'fW>Ctl Le.,..1 C/esafl"'"rPLO.) llffl provrtled an 11><1 b.a<i< I t"'5 page.
For lnfo1m:J1"'11 regarding"'" Subjl!ci
and 101
Ar"• THSmg Pmgram pt•cl1C6 ""'" grMtuallOll tpqU119m.mls
m..$lar"Mde l/JliflfJ!J caMndsr. Vl'1! http - ·mcl6.12ms.usios;,
CONDITION CODES
The following codes may appear in the Scale Score section of a score report to indicate a special condition. These codes also
appear with a brief explanation in a footnote below the first table of the Student Report.
04 = Student Refused to Take Test
Q5 = Unfair Advantage
DNA = Did Not Attempt
INV = Invalid Test
INVC = Your score is excluded, and you must retest. Contact your
counselor for more information or if you wish to appeal.
DNF = Did Not Finish
E = Excluded from Summary (will only appear in the footnote without an explanation)
R = Retest, Excluded from Summary (will appear in both the Scale Score and the footnote without an explanation)
28
SATP2 2013-2014 Student/Parent Information Guide-Copyright @ 2013MDE
Sample Student Report for English II
SllJDENT
REPORT
SATP2 Dec 20VV Paper/Pencil
Forlhe ram1ly ol
FIRSTNAME I. LASTNAME
MSISID. 12S4567ee
CJou Ntr!1o <CLASS NAME>
S.lio•HI"""' <SCHOOL NAME>
Del• "'""""lyY><)'
B,tl
Ooo"1ct Illume <()ISTf'JCT NAME>
Cor:lil, <#WIWP",.
FIRSTNAME's English IIPerformance
•
..
SATP2
This mport providos spoclne 1nformahon about your performaneo on tho Subjeel Area Tosung Program,Second
Ell llon (SATP2). Sludonls are 2'-"""' 'd on the c<>nlent al Ule completion olIMcourse inAlgebraI, Biology I,
who
Engl sh II. and U.S.Hlslory.As part oflhl' No Child loft Behind (NCLB) and Title Irequlremonls,all
or allsltJdonts
1hese flrsr-time
are enrolledln Algebra I.Biology I.and En91ish II for 1he first Ume must be 1es1ed.The scores
lost l•kors must reiectudcd 1n the •nnual report cards.Additionally ,Algebra t and English IIscoros aroincluded 1n
1tie AdeQuate Yea1 y Progress (AYP) calculationslocomply with the federal law.
Passing Scoro
645
BASIC
MINIMAL
Your Score·
)()()(
.
VourScoro
-··
P«formo1noo Leve-I
Advancad
.....
ADVANCED
661J . 661
-
&:hOOI
Pass'F31l S a us
PASS
PROFICIENT
........
Oislrict
suuo
•congratulations!
TheM1$s/$Slppl Deportment of Educ.atron 1;ommendsyotJ onyour acaf/emlt; eKCellencfl In9Cl1/evlng a pe.rlect score encl l/'16
perlormaelevel of ADVANCED.
FIFISTlllAME'I O\IOl'oll porf""""1<0, shown.-.YOIK teer• ,.dollnod by tho '"'numbo' o1..,..11om ons.......i COtTGtdy.ThO gt'lll)O •••P<""1dos •
compaiton of )'OYf" scoro IO othor "&t\JdQnls w.lhlnyoi.h" school di&UlCl1 $1o\o
QU...""'"·
Your •co<o 11 i.pr....,t od by••oidtialTl(>tld.On OO<'lhor cJoy <11 with a drflG<cnt •ot ol
)'OU "'911ob<.., •slfghlty 611or""I &CCll'O bulsllll obtotn •
ocoro wfth1" t)lo
loPJO$M1od b !ho
zontal lino Thehot\zoot• fll\G oorose 1ho dartl:lnd roprosonte wbc;·o your uuo '$CGrO JhookJ bo aboi.lt '!Wo-1hli\1s ol
mo 1;rto (stmda1d ora- of l'l"W»lilh'OmOl'lt).AWJ b« cro&ii'lQ PQrloml.'lneekWdt 11Pf9'-00ls QQU&I tc316o SCQrO nit;. OYOn it 1holcngih or lho boi on altior sidia of
lhodlomondcjt fO<•.
Performance by Competency
Number
Possible
Competency
Number
Correel
Voe:>bulary
• The student w\11 8l)d lll>PIY "-1•"'9 knowledgo ol
words aneswordnv.ngs.IO
The•ludanl WillC<Of1'411.,,_, r""""'°to 1nkirprel or ewtueloa
variety ot taxis ol
1119 konglh <i!flCUlly and ccmploxi1y .
Wrtllng
Tho sludoot wl produce .analyze,and
0
25
50
75
100
1000%
Reading Comprehenon
oommun1cabon.
Pcrccnl
Com>et
ualaeffective
Grammar
- The sludenlwill useStsnctJtd English woomar , meohanic-s.,Sld
2
6
26
1000%
23
23
1000%
10
10
100.0%
66
66
antenoosltuotureto oonvnuntcate
Tol<lt
Addltlonal Resources and lnfonnstlon
Pet'formsnce level Descriptors /PLDsJ 01e provrdeo on the back cl lh/:; pllge
For 1mormst10n roga11Jmg th<' Suo/6ct Ar<>a T8Strng Program."'"''""" test•• g1ad'ua//On 1eqwements.
afld /01 the stateWkJe tasting ca1"1nclar. I/is htlpY/www.md...H12.ms.IJ$/oss.
mm-Ji-.,y10QOOOOO.OCDCOGOCC DDDCCOI
Beginning in 2007-2008, all students enrolled. in Algebra I and/or English II for the fust time were tested on .matedal &om
the 2007MississippiMathematics Framework, Revised and/or the 2006Mississippi Language Am Framework, Revised. A sample
repon for the 2006Mississippi Language Am Framework, Revised is included. inthis guide.
Beginning in 201 2011, any student enrolled in Biology I for the first time was tested on material from the 2010Mississippi
Science Framework.
Beginning in 2011-2012, any student enrolled in U.S. History for the fust time will be tested on material &om the2011
Mississippi Social Studies Frameworle.
SATP2.2013-2014 Student/Parent lnlonnation Guide-Copyright
@ .2013MDE
29
Mississippi Student Performance Levels for Online Tests (Old Frameworks)
Subject
Label
Scale Score Values
Algebra I
Advanced
389 and above
Proficient
344-388
Basic
313-343
Minimal
312 and below
Advanced
388 and above
Proficient
335-387
Basic
311-334
Minimal
31O and below
Advanced
397 and above
Proficient
346-396
Basic
312-345
Minimal
311 and below
Advanced
397 and above
Proficient
347-396
Basic
311-346
Minimal
310 and below
Biology I
English II
U.S. History
A passing score for all OLD framework subject area tests is 300 and above.
30
SATP2 2013-2014 Student/Parent Information Guide-Copyright @ 2013MDE
Mississippi Student Performance Levds for Paper/Pencil Tests (New Frameworks)
Subject
Label
Scale Score Values*
Algebra I
Advanced
661 and above
Proficient
650--660
Basic
642--649
A passing score is 647
and above.
Minimal
641 and below
Biology I
Advanced
665-688
Proficient
650--664
Basic
640--649
A passing score is 645
and above.
Minimal
610--639
English II
Advanced
661 and above
Proficient
650--660
A passing score is 645
and above.
Basic
642--649
Minimal
641 and below
U.S. History
Advanced
658 and above
Proficient
647--657
Basic
641--646
Minimal
640 and below
A passing score is
(TBD**}.
* On another day or with another set of test questions, the student might obtain a slightly different score. For about
two out of every three such testing opportunities, a student's score would fall within a range of scores very similar to
the reported scale score. The range of possible scores is the scale score plus or minus the Conditional Standard Error
of Measurement (CSEM), an index of measurement precision. The CSEM does not mean there was any "mistake" in
measurement, just that there is some imprecision in any measurement. For example, if you weigh yourself, you will have
a different weight in the morning than in the evening, or your home scale will give a different weight than the scale at
the doctor's office or the one at the gym. Overall, those different measurements all give a good idea of your true weight,
but your true weight might be some other value altogether.Ifthe SEM were 2 and a student's score 100, then one could
say that the range oflikely scores is 100+/-2 or that there is a 68% probability that the student's true score is between 98
and 102. For the Mississippi Subject Area Tests in Algebra I, English II, and Biology I, the CSEMs are about 3 points
SATP2 2013-2014 Student/Parent Information Guide-Copyright © 2013MDE
31
in the middle of the distribution, where the cut scores for Proficient and Passing are set. As you move to the extremes
of the score distribution, the CSEM increases because there are fewer test questions that are very hard or very easy, and
there are also fewer students who answer all or no test questions correctly.Overall, the CSEMs on the SATP2 range
from 3 in the middle of the distribution to 7 at the tails.
**This score is under review at the time of printing
32
SATP2 2013-2014 Student/Parent Information Guide-Copyright @ 2013MDE
MISSISSIPPI DEPARTMENT OF EDUCATION (MDE)
OFFICE OF STUDENT AssESSMENT
359 NORTH WEST STREET
P.O.Box771
JACKSON, MS 39201
{601) 359-3052
Information can also be obtained through the Office of Curriculum and Instruction
on the MOE website:
http://www.mde.k12.ms.m/student-assessment
SATP2 2013-2014 Student/Parent Information Guide-Copyright © 2013MDE
33
MISSISSIPPI
SUBJECT AREA TESTING PROGRAM,
SECOND EDITION
SATP2
Student/Parent Information Guide
2013-2014
School Year
111 111111 1111111111 111111111 111
MS00007410
541482
1 2 3 4 5 A B C D E
Print.cl in the USA
ISD4062