3.  The EOC tests include both multiple- choice and constructed-response items.  The multiple choice will be administered in two, 45-minute sessions. Each section has 35-38 multiple-choice items.  The constructed-response session will consist of 3 questions and will be administered in one, 45 minute session.

4.  Multiple testing windows will be available during the school year.  The EOC assessments can be administered throughout the year as students earn credit in each course.  The multiple-choice items may be completed online or on paper.  The constructed response is paper only.

5.  While Kentucky requires students to take the QualityCore® EOC exams, the Commonwealth does not require teachers to use the QualityCore® educator resources.  These resources are available to support teachers as they implement Core Content 4.1 and their locally-developed curriculum.  The QualityCore® resources for Biology may provide a useful supplement, but it is NOT a replacement curriculum.  QualityCore® materials should be used to strengthen existing instructional programs. QualityCore® does not supply a complete instructional program to replace the Program of Studies.

6. End-of-Course Test Blueprint

8.  Biology Processes  Demonstrate knowledge of inquiry techniques  Use mathematics and measurement; use graphical and mathematical models  Identify criteria necessary to characterize life; define biological organization levels

9.  Biochemistry; Cell  Describe atomic structure, bonding between atoms, organic and inorganic compounds, enzymes, and ATP  Explain properties of water and describe pH of a solution  Identify cell types and describe functions of cellular organelles  Describe movement of substances into and out of cells  Describe cellular respiration  Describe cell division and mitosis

10.  Genetics; Evolution  Describe basic structure and function of DNA, RNA, and proteins  Describe meiosis  Use correct terminology when working with genetic crosses  Define evolution and theory of natural selection  Identify requirements to be a species  Explain shared evolutionary relationships between organisms

11.  Animal/Plant Systems and Ecology  Describe types of animal and plant cells and tissues; describe photosynthesis  Identify taxonomic levels of organism classification; explain binomial nomenclature  Define ecological levels of organization; describe influence of biotic and abiotic factors on biome type  Describe energy flow through ecosystems using food webs, food chains and pyramids  Describe population growth patterns and carrying capacity  Explain ecological succession

13.  Recall or recognize information, such as a fact, term, or property  Represent in words or diagrams a scientific concept or relationship  Provide or recognize a standard scientific representation for a simple phenomenon

14. A multicellular organism that obtains food by absorbing nutrients from the soil is most likely a member of what kingdom? A Fungi B Animalia C Plantae D Protista

15.  Specify and explain the relationship between facts, terms, properties, or variables  Describe and explain examples of science concepts  Select a procedure according to specified criteria and perform it  Formulate a routine problem given data and conditions  Organize, represent, and interpret data

16. Which of these represents the most likely way energy would be transferred within an aquatic ecosystem which contains algae, water fleas, frogs, fish, and sun? A.Algae  frog  sun  water flea  fish B.Sun  algae  water flea  frog  fish C.Fish  frog  algae  water flea  sun D.Sun  water flea  algae  fish  frog

17.  Identify research questions and design investigations for a scientific problem  Solve nonroutine problems using multiple concepts  Develop a scientific model for a complex situation  Form conclusions from experimental data or observations  Interpret information from complex graphs  Cite evidence and develop logical arguments  Explain phenomena in terms of concepts

19. A response at this level ;  4 provides evidence of thorough knowledge and understanding of the subject matter.  3 provides evidence of competent knowledge and understanding of the subject matter.  2 provides evidence of a basic knowledge and understanding of the subject matter.  1 provides evidence of minimal knowledge and understanding of the subject matter.  0 is not scorable. The response is off-topic, blank, hostile, or otherwise not scorable.

20.  Draft alignment document  http://www.education.ky.gov/KDE/Instructio nal+Resources/High+School/Science/Biology+ EOC+Alignment.htm

25. Sean Elkins Science Consultant Kentucky Department of Education Phone 502-564-2106 sean.elkins@education.ky.gov