Biology End-of-Course Exam: 2013 Strategies to Writing Conclusions

Background Information o Students in the classes of 2013 and 2014 are not required to pass a state science exam for the purposes of graduation. o Beginning with the class of 2015, students are required to pass the biology EOC. The biology EOC was first available to those students in the spring of 2012.

Types of Questions on the EOC

Short Answer Item Types o New Procedures o Field Study o Conclusions o Criteria & Constraints o Test Solution o Research & Explore o Redesign

Word Wall 1) Manipulated variable 2) Responding variable 3) Quantitative data 4) Qualitative data

“Foaming Spuds” Scenario

Scenario 4

Scenario

Scenario

Data

Data

Prompt

Item AttributesScore Point Conclusive Statement1 Supporting Data #11 Supporting Data #21 Explanatory Language1 Scientific Explanation1 Total (value attributes & score points) 5/2 Attributes Score Points Conclusion Attributes Conclusion Attributes

Attributes o Conclusive statement: o Did you answer the experimental question? o Common reasons this point is missed: o Writing an unclear conclusion o Writing an incorrect conclusion o Omitting a conclusion o Contradicting yourself

Attributes o Supporting Data #1 & #2 o Did you describe the entire range of conditions tested? o This includes the lowest and highest values for both the MV and RV if the data are number-based (quantitative); average data are accepted o If the manipulated variable is only described (qualitative) then describe the range of the responding variable.

Data

Attributes o Explanatory Language o Did you describe how the supporting data connect or compare to the conclusive statement? o Common ways to earn this point: o Compare the range of the MV with the RV o Re-phrase a correct conclusive statement o Comment on the high and low RV data

Attributes o Explanatory Language o Did you describe how the supporting data connect or compare to the conclusive statement? o Common reasons this point is missed: o Not including at least one numeric value o Simply copying the conclusive statement o Incorrectly quoting any of the data

Attributes o Scientific Explanation o Did you describe a possible scientific reason that explains this trend as seen in the data? o Common ways to earn this point: o A low pH damages the enzyme o Enzymes are most active at a neutral pH (7) o Acids/bases denature enzymes

Grading Student Answers: 2 point response

Grading Student Answers: 1 point response

Grading Student Answers: 0 point response

Takeaways 1) Answer the experimental question: o supported, not supported, contradicted 2) Include supporting data (high and low data) 3) Explain how the data supports your conclusion 4) Provide a scientific explanation for the trend in the data 5) Trend: How does the data for the responding variable respond over the range of levels for the manipulated variable? 6) Write a complete comparison that includes both the MV and RV

Sources 1) Science Assessment: Updates for 2012 EOC Exam 1) pdf (Downloaded 2/22/13) pdf 2) Science Assessment: Updates for 2013 EOC Exam o pdf (Downloaded 2/22/13) pdf 3) 2013 Lessons Learned from Scoring Student Work o (Downloaded 2/22/13) 4) Photo credits: o

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