BIOLOGY I
MS00005702
SECOND EDITIONSATP2
2011–2012 School Year
,
2 SATP2 2011–2012 Biology I Teacher’s Guide—Copyright © 2011 MDE
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: http://www.mde.k12.ms.us/osa
The following resources listed on the web page provide current information for teachers to help
students prepare for the Biology I Test.
Biology I Test Resources2010 Mississippi Science Framework
(Beginning with 2010–2011)Teacher’s Guide—Biology IPerformance Level Descriptors Curriculum FrameworksPractice TestsCompetencies and Objectives SurveyTest BlueprintPolicy (Graduation Requirements)
This document has been produced under a contract with the Mississippi Department of Education. Neither the Department nor
any other entities, public or private, shall hold copyright on this document. Because this document was produced with the 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. PEARSON is a trademark registered in the United States of America and/or other
jurisdictions.
Mississippi Subject Area Testing Program Teacher’s Guide 2011–2012 BIOLOGY I
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Table of Contents
Introduction to the SATP2 . . . . . . . . . . . . . . . . 4
Overview of the Biology I Test . . . . . . . . . . . . . . 4
Correlation of the Assessment to the Curriculum . . . . 5
Test Specifi cations . . . . . . . . . . . . . . . . . . . . 6
Test Blueprint . . . . . . . . . . . . . . . . . . . . . . . 7
Performance Level Descriptors . . . . . . . . . . . . . . 8
Samples of Biology I Test Items . . . . . . . . . . . . 12
Interpretation of Score Reports for Biology I . . . . . 21
Glossary of Test Terms . . . . . . . . . . . . . . . . . 26
Mississippi Subject Area Testing Program Teacher’s Guide 2011–2012 BIOLOGY I
2011–2012 BIOLOGY I Mississippi Subject Area Testing Program Teacher’s Guide
4 SATP2 2011–2012 Biology I Teacher’s Guide—Copyright © 2011 MDE
Introduction to the SATP2In 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, four
subject area tests were developed: Algebra I, Biology I, U.S. History, and English II with a writing component. Students
earning a high school diploma must pass all four subject area tests to meet graduation requirements.
Overview of the Biology I TestThe 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.
Students who were enrolled in Biology I prior to the 2011–2012 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 the April 2010 primary administration due to extenuating circumstances, and
2) students who tested prior to the 2011–2012 school 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 location: http://www.mde.k12.ms.us/osa.
Mississippi Subject Area Testing Program Teacher’s Guide 2011–2012 BIOLOGY I
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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.
The competencies for the 2010 Mississippi Science Framework are listed beside their corresponding reporting categories
and a description of the competencies assessed in each reporting category.
REPORTING CATEGORIES
Content Strand Competency Description of Competency
Inquiry 1. InquiryApply inquiry-based and problem-solving processing and skills to scientific
investigations.
Physical Science2. Biochemical Basis of
Life
Describe the biochemical basis of life and explain how energy flows within
and between the living systems.
Life Science3. Living Organisms and
Their Environment
Investigate and evaluate the interaction between living organisms and their
environment.
Life Science4. 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 Science6. Diversity and
Biological Change
Demonstrate an understanding of principles that explain the diversity of
life and biological evolution.
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Test SpecificationsTest 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 ConsiderationsItems will be written to measure the competencies of •
the 2010 Mississippi Science Framework.
Items will be appropriate in terms of difficulty, interest, •
reading level (8th grade), and experience.
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 real-world 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.
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 may require mathematical computations.•
Decimal numbers less than 1 will be written with •
leading zeros.
Item FormatOptions such as “none of the above,” “both A and B,” •
and “all of the above” will NOT be used as answer
choices.
The item stem and answer choices should be on the •
same page with answer choices arranged beneath the
item stem. Items with art in the answer choices may
have the answer choices stacked beneath the item
stem.
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.
Test FormatThe test will be printed in black ink on white paper.•
Scenarios, graphic displays, corresponding items, and •
answer choices will appear on the same or facing
pages.
Negatives and superlatives used in item stems will •
be typed in capital letters and boldfaced (e.g. NOT,
LEAST, BEST, and EXCEPT).
The test will consist of 60 scorable and 10 experimental •
multiple-choice items.
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Test BlueprintA 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 60 *
Total Number of Field-Test (Experimental) Multiple-Choice Items 10 * *
Total Number of Test Items 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.
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Performance Level Descriptors
Performance Levels and Score ReportsThe 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 new Biology I Student Report showing this information is on page 25 of this guide.
Purpose of Performance Level DescriptorsThe 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 No Child Left Behind (NCLB) Act requires that PLDs for at least three levels, including basic, proficient, and
advanced, be set forth. The PLD 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 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 DescriptorsAt 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 following pages show the content-specific performance level
descriptors for Biology I.
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Biology I Content-Specific Performance Level DescriptorsThe table below shows the content-specific performance level descriptors for Biology I based on the competencies in the
2010 Mississippi Science Framework.
Performance
LevelDescriptors for Inquiry Content Strand
Competency 1: Inquiry
Advanced 1c. Evaluate a question or hypothesis to develop an experimental design for a scientifi c investigation.
1d. Justify a prediction based upon the analysis of a graph or data.
Proficient 1a. Conduct a scientifi c 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 scientifi c processes and methods in classroom and laboratory investigations.
1d. Analyze graphs.
1e. Analyze procedures, data, and conclusions to determine the scientifi c 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 scientifi c argument in oral, written, and graphic form.
Basic 1a. Identify and recognize the following in a scientifi c 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 scientifi c 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.
Minimal Students performing at the minimal level inconsistently demonstrate the knowledge or skills that defi ne basic level performance.
Performance
LevelDescriptors 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 specifi c processes in an organism, such as in the sodium-potassium 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 signifi cance 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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Basic 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.
Minimal Students performing at the minimal level inconsistently demonstrate the knowledge or skills that defi ne basic level performance.
Performance
LevelDescriptors for Life Science Content Strand
Competency 3: Living Organisms and Their EnvironmentCompetency 4: Biological OrganizationCompetency 5: HeredityCompetency 6: 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 signifi cance 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 classifi ed into hierarchy of groups and sub groups based on similarities that refl ect 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 3a. Identify the major biomes and their characteristics.
4a. Identify function of basic cell organelles.
5a. Label the structure of DNA and explain the differences between DNA and RNA.
5d. Identify types of chromosomal and gene mutations.
6a. List the taxonomic levels from broadest to specifi c 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.
Minimal Students performing at the minimal level inconsistently demonstrate the knowledge or skills that defi ne basic level performance.
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* indicates correct answer
Content Strand: Inquiry
Competency: 1. Inquiry: Apply inquiry-based and problem-solving processes and skills to scientifi c
investigations.
Objective 1a: Conduct a scientifi c investigation with accuracy and precision demonstrating safe
procedures and proper use and care of laboratory equipment.
Performance Level: Profi cient
Depth of Knowledge Level: 2
Sample Item #1
A student performed an investigation to determine how much heat is released during yeast fermentation.Temperature readings were recorded in 5-minute increments for one hour.
Which diagram represents the most accurate way to obtain the temperatures?
A *
B
C
D
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Content Strand: Inquiry
Competency: 1. Inquiry: Apply inquiry-based and problem-solving processes and skills to scientifi c
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
Sample Item #2
The graph shows the concentration of substances in human blood before and after exercising.
What conclusion is justifi ed by the information in the graph?
The body uses carbon dioxide to produce energy during exercise.A An increase in blood oxygen causes an increase in the breathing rate.BAs blood oxygen levels increase, lactic acid production increases.C As the body exercises, muscle metabolism produces lactic acid.*D
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Content Strand: Physical Science
Competency: 2. Biochemical Basis of Life: Describe the biochemical basis of life and explain how
energy fl ows 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
Sample Item #3
Which diagram represents a carbohydrate?
A
B
C
D *
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Content Strand: Physical Science
Competency: 2. Biochemical Basis of Life: Describe the biochemical basis of life and explain how
energy fl ows 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
Sample Item #4
The enzyme bromelain has an effective temperature range of 40–65°C.
Which of the following will occur if the reaction temperature is increased from 45°C to 55°C?
Bromelain will work faster than before.*A Bromelain will break into several pieces.B Bromelain will bind to another substrate.C Bromelain will form a different product.D
Content Strand: Life Science
Competency: 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
Sample Item #5
Deer, elk, squirrels, and black bears are characteristic animal species found in which biome?
Tropical rainforestATemperate forest *B GrasslandC DesertD
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Content Strand: Life Science
Competency: 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: Profi cient
Depth of Knowledge Level: 2
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?
TroutAMuskratB Raccoon*C White Suckerfi shD
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Content Strand: Life Science
Competency: 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: Profi cient
Depth of Knowledge Level: 2
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?
Plant *AAnimalB FungusC BacteriaD
Content Strand: Life Science
Competency: 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: Profi cient
Depth of Knowledge Level: 1
Sample Item #8
What structure results from an inward pinching of the cell membrane during cytokinesis of an animal cell?
Cell plateA ChromosomeB Cleavage furrow *C Nuclear envelopeD
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Content Strand: Life Science
Competency: 5. Heredity: Demonstrate an understanding of the molecular basis of heredity.
Objective 5a: 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: Profi cient
Depth of Knowledge Level: 3
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 acidsArg-Asn-Cys-Met?
GCC GTA CCC TTTE CGU CGT CCA CTTFTCT TTA ACG TAC *G CGU GTA AGC CCTH
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Content Strand: Life Science
Competency: 5. Heredity: Demonstrate an understanding of the molecular basis of heredity.
Objective 5c: Analyze a pedigree to determine unknown traits and genotypes in past or future
generations.
Performance Level: Advanced
Depth of Knowledge Level: 2
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?
XA RYRR
XB rY
XC rXr
XD RXr *r
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Content Strand: Life Science
Competency: 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 specifi c and place organisms into the correct
kingdom based on characteristics.
Performance Level: Basic
Depth of Knowledge Level: 1
Sample Item #11
Single-celled, eukaryotic organisms are classifi ed in what kingdom?
Animalia AProtista *BMoneraC PlantaeD
Content Strand: Life Science
Competency: 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: Profi cient
Depth of Knowledge Level: 3
Sample Item #12
Larvae of the diamondback moth feed on caulifl ower plants. The larvae of the diamondback moth are now resistant to various types of pesticides.
Which statement describes how the larvae became resistant?
The pesticide is only effective against the larvae at certain times of the year.ANatural variations in plants neutralize the pesticide before it reaches the larvae.B Natural variations in diamondback moth genes allowed some individuals to survive.*C The pesticide is not effective against adult diamondback moths while they hibernate in the adult plant.D
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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 23 and 25, respectively.
New Score Report Information for 2011–2012
Students who are enrolled in Biology I for the first time during the 2011–2012 school year will be taught and tested on
materials from the 2010 Mississippi Science Framework.
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 the April 2010 primary administration due to extenuating circumstances and
2) students who tested prior to the 2010–2011 school year but did not obtain a passing score. These students will receive
reports that show content strands from the 2001 Mississippi Science Framework.
The reports for the 2010 Mississippi Science Framework will be released in summer 2011.
Class Performance Report for Students Tested on the 2010 Mississippi Science Framework
The Class Performance Report shows the scores for
each student within a classroom who takes the Biology
I test during the 2011–2012 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.
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.
A raw score is the number of points earned for a
competency. Scale scores represent approximately
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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 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 MULTIPLE CHOICE •
ITEMS heading provide information on the tested
competencies from the 2010 Mississippi Science Framework. The top of the first column shows the
Total Raw Score (the maximum number of points
possible). Points are based on the number of correct
answers. Each student’s Total Raw Score 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. Raw scores 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.
At the bottom of the table, the MEAN RAW SCORE •
and AVERAGE PERCENT CORRECT values are
listed by content strand. The MEAN RAW SCORE
and AVERAGE PERCENT CORRECT values are
calculated only for first-time test takers who are
included in the SUMMARY. The MEAN RAW
SCORE is the raw score of the students included in the
SUMMARY. The AVERAGE PERCENT CORRECT
is the mean raw score per content strand divided
by the maximum number of points possible for that
content strand.
Mississippi Subject Area Testing Program Teacher’s Guide 2011–2012 BIOLOGY I
SATP2 2011–2012 Biology I Teacher’s Guide—Copyright © 2011 MDE 23
Sample Biology I Class Performance Report for Students Tested on the 2010 Mississippi Science Framework
Mississippi Subject AreaTesting Program,Second Edition
SATP2
For the classroom ofTEACHER NAME
SATP2 Dec 20YY Paper/Pencil
Class Performance Report — Biology I
Zbatch or Process NoCopy: 01 Page X of Y
2010 Mississippi Science Framework
School Name: <SCHOOL NAME>District Name: <DISTRICT NAME>
Code: ####-###
BIOLOGY ICompetency
TotalNumberCorrect Inquiry
BiochemicalBasisof Life
LivingOrganismsand Their
Environment
BiologicalOrganization Heredity
Diversity andBiologicalChange
NumberPossible 60 7 7 11 14 14 7
STUDENT NAME MSIS IDSCALESCORE
PASS/FAILSTATUS Number Correct
LASTNAME FIRSTNAME I ######### ### PASS ### ### ### ### ### ### ###LASTNAME FIRSTNAME I ######### INV E INV INV INV INV INV INV INVLASTNAME FIRSTNAME I ######### ### PASS ### ### ### ### ### ### ###LASTNAME FIRSTNAME I ######### ### R FAIL ### ### ### ### ### ### ###LASTNAME FIRSTNAME I ######### 04 FAIL 04 04 04 04 04 04 04
LASTNAME FIRSTNAME I ######### ### FAIL ### ### ### ### ### ### ###LASTNAME FIRSTNAME I ######### ### E #### ### ### ### ### ### ### ###LASTNAME FIRSTNAME I ######### ### #### ### ### ### ### ### ### ###LASTNAME FIRSTNAME I ######### ### #### ### ### ### ### ### ### ###LASTNAME FIRSTNAME I ######### DNF DNF DNF DNF DNF DNF DNF DNF
LASTNAME FIRSTNAME I ######### 05 FAIL 05 05 05 05 05 05 05LASTNAME FIRSTNAME I ######### ### FAIL ### ### ### ### ### ### ###LASTNAME FIRSTNAME I ######### DNA DNA DNA DNA DNA DNA DNA DNALASTNAME FIRSTNAME I ######### ### COND ### ### ### ### ### ### ###LASTNAME FIRSTNAME I ######### ### COND ### ### ### ### ### ### ###
AVERAGE NUMBER CORRECT ##.# ##.# ##.# ##.# ##.# ##.# ##.#AVERAGE PERCENT CORRECT ###.# ###.# ###.# ###.# ###.# ###.# ###.#
SUMMARY:TOTAL N-COUNT #####NUMBER INCLUDED #####MEAN SCALE SCORE ###.#NUMBER PASSING #####PERCENT PASSING ###.#%
Legend: E= Excluded from Summary R = Retest, Excluded from Summary INV = Invalid Test DNA = Did Not Attempt M = Maximum Number CorrectDNF = Did Not Finish 04 = Student Refused to Take Test 05 = Unfair Advantage COND = Pass status is pending official confirmation
2011–2012 BIOLOGY I Mississippi Subject Area Testing Program Teacher’s Guide
24 SATP2 2011–2012 Biology I Teacher’s Guide—Copyright © 2011 MDE
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 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.
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, 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
in the September or April SENIORS ONLY retests,
the comparison of Your Score is made to the State
average from the pervious spring administration. No
sample provided.)
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 2010 Mississippi Science Framework
Subject Label Scale Score Values
Biology I Advanced 665–688
Proficient 650–664
Basic 640–649
Minimal 610–639
Student Report for Students Tested on the 2010 Mississippi Science Framework
Mississippi Subject Area Testing Program Teacher’s Guide 2011–2012 BIOLOGY I
SATP2 2011–2012 Biology I Teacher’s Guide—Copyright © 2011 MDE 25
Sample Biology I Student Report for Students Tested on the 2010 Mississippi Science Framework
2011–2012 BIOLOGY I Mississippi Subject Area Testing Program Teacher’s Guide
26 SATP2 2011–2012 Biology I Teacher’s Guide—Copyright © 2011 MDE
Glossary of Test TermsAssessment 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.
Content strand: This term refers to a set of understandings/
competencies and objectives that focus on specific contents
of a course.
Core items: This term refers to the scorable test items that
count toward the student’s score.
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.
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 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.
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.
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.
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.
Multiple-choice items: This term refers to items that ask
students to choose the correct answer from several given
answers or options.
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.
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 or as an incomplete statement.
Stimulus: The item stem, piece of art, or referent that
prompts a response is called a stimulus.
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.
MISSISSIPPISUBJECT AREA TESTING PROGRAM,
SECOND EDITIONSATP2
Biology I Teacher’s Guide
2011–2012
School Year
MS00005702
MS00005702 1 2 3 4 5 A B C D E Printed in the USA
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