Spring 2014 Biology 1 End-of-Course (EOC) Assessment Next Generation Sunshine State Standards (NGSSS) Form 1
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1 Spring 201 Biology 1 End-of-Course (EOC) Assessment Form 1 SC.912.L.1.1 Evaluating scientific claims cell theory 1 SC.912.L.1. Cell membrane; Comparing prokaryotic and eukaryotic cells; General structures eukaryotic cells; General structures plant cells SC.912.L.16. DNA replication; Gene mutation Mitosis anaphase; Role of meiosis sexual reproduction; Role of meiosis asexual reproduction; Uncontrolled cell growth SC.912.L.18.1 Biochemical reactions and enzymes; Lipids primary function 2 SC.912.L.18.9 Cellular respiration anaerobic; Photosynthesis and cellular respiration relationship; Role of ATP SC.912.L Properties of water cohesive behavior; Properties of water solvent 2 SC.912.N.1.1 Designing scientific investigations 1 SC.912.L.1.1 Evidence for evolution fossil record; Evidence for evolution molecular biology Changes in organism classification; Distinguishing characteristics Fungi 2 SC.912.L.1.1 Genetic drift; Increasing genetic variation; Inherited variations; Overproduction of offspring SC.912.L.16.1 Codominance; Sex-linked inheritance 2 Reporting Category Point Total 1 Reporting Category. Organisms, Populations, and Ecosystems SC.912.L.1.7 Cones; Plant leaves 2 SC.912.L.1.26 Brain stem 1 SC.912.L.1.6 Blood viscosity 1 SC.912.L.1.2 Immune system specific response; Significance of pathogenic agents 2 SC.912.L Impact of biotechnology environmental; Impact of biotechnology society 2 SC.912.L.16.1 Female reproductive organs 1 Changes in ecosystems climate change; Consequences to biodiversity climate change; Consequences to biodiversity nonnative species; Life in aquatic 6 systems temperature; Limiting factors SC.912.L.17.9 Energy pathways food web 1 SC.912.L Human impact on environmental systems; Monitoring environmental parameters SC.912.N.1.1 Defending conclusions 2 June 201 FLDOE/Bureau of K-12 Student Assessment Page 1 of
2 Spring 201 Biology 1 End-of-Course (EOC) Assessment Form 2 SC.912.L.1.1 Identifying what is science cell theory 1 SC.912.L.1. Cell membrane; Comparing plant and animal cells cell wall; Comparing prokaryotic and eukaryotic cells; General structures eukaryotic cells SC.912.L.16. DNA replication; Gene mutation Comparing mitosis and meiosis; Mitosis anaphase; Role of mitosis asexual reproduction; Uncontrolled cell growth SC.912.L.18.1 Biochemical reactions and enzymes; Nucleic acids primary function 2 SC.912.L.18.9 Cellular respiration anaerobic; Photosynthesis reactants; Photosynthesis and cellular respiration relationship SC.912.L Properties of water cohesive behavior 1 SC.912.N.1.1 Analyzing data; Evaluating scientific explanations 2 SC.912.L.1.1 Evidence for evolution fossil record; Evidence for evolution molecular biology 2 Changes in organism classification; Distinguishing characteristics Plantae; SC.912.L.1.1 Gene flow; Increasing genetic variation; Inherited variations SC.912.L.16.1 Analyzing patterns of inheritance; Sex-linked inheritance 2 SC.912.N.1.1 Analyzing data; Evaluating scientific investigations 2 Reporting Category Point Total 1 Reporting Category. Organisms, Populations, and Ecosystems SC.912.L.1.7 Cones; Dermal tissue; Plant leaves SC.912.L.1.26 Pons 1 SC.912.L.1.6 Resistance 1 SC.912.L.1.2 Immune system nonspecific response; Significance of pathogenic agents 2 SC.912.L Impact of biotechnology environmental; Impact of biotechnology individual; Impact of biotechnology society SC.912.L.16.1 Female reproductive organs 1 Changes in ecosystems seasonal variations; Changes in ecosystems succession; Consequences to biodiversity nonnative species; Limiting factors SC.912.L.17.9 Energy pathways food web; Water cycle 2 SC.912.L Monitoring environmental parameters 1 SC.912.N.1.1 Defending conclusions; Evaluating scientific investigations 2 June 201 FLDOE/Bureau of K-12 Student Assessment Page 2 of
3 Spring 201 Biology 1 End-of-Course (EOC) Assessment Form SC.912.L.1.1 Identifying what is science cell theory 1 SC.912.L.1. Cell membrane; Comparing plant and animal cells common structures; Comparing prokaryotic and eukaryotic cells; General structures eukaryotic cells SC.912.L.16. Chromosomal mutation; Gene mutation 2 Meiosis I and II prophase; Mitosis anaphase; Mitosis telophase; Role of mitosis asexual reproduction; Uncontrolled cell growth SC.912.L.18.1 Biochemical reactions and enzymes; Nucleic acids primary function; Proteins molecular structure SC.912.L.18.9 Cellular respiration anaerobic 1 SC.912.L Properties of water cohesive behavior; Properties of water solvent 2 SC.912.N.1.1 Evaluating scientific explanations 2 SC.912.L.1.1 Evaluating scientific claims evolution; Evidence for evolution fossil record; Evidence for evolution molecular biology Changes in organism classification; Distinguishing characteristics Fungi; SC.912.L.1.8 Scientific explanations for life on Earth 1 SC.912.L.1.1 Increasing genetic variation; Inherited variations SC.912.L.16.1 Codominance; Incomplete dominance; Sex-linked inheritance Reporting Category Point Total 1 Reporting Category. Organisms, Populations, and Ecosystems SC.912.L.1.7 Cones; Plant leaves 2 SC.912.L.1.26 Occipital lobe 1 SC.912.L.1.6 Blood pressure 1 SC.912.L.1.2 Immune system nonspecific response; Significance of pathogenic agents 2 SC.912.L Impact of biotechnology environmental 1 SC.912.L.16.1 Female reproductive organs 1 Changes in ecosystems seasonal variations; Changes in ecosystems succession; Consequences to biodiversity nonnative species; 6 Life in aquatic systems temperature; Limiting factors SC.912.L.17.9 Energy pathways energy pyramid; Energy pathways food web 2 SC.912.L Costs and benefits renewable resources; Human impact on environmental systems 2 SC.912.N.1.1 Defending conclusions; Designing scientific investigations; Making inferences June 201 FLDOE/Bureau of K-12 Student Assessment Page of
4 Spring 201 Biology 1 End-of-Course (EOC) Assessment Form SC.912.L.1.1 Cell theory 1 SC.912.L.1. Cell membrane; Comparing plant and animal cells chloroplasts; Comparing prokaryotic and eukaryotic cells SC.912.L.16. Gene mutation 2 Mitosis anaphase; Mitosis prophase; Role of mitosis asexual reproduction; Uncontrolled cell growth SC.912.L.18.1 Biochemical reactions and enzymes; Nucleic acids primary function SC.912.L.18.9 Cellular respiration; Cellular respiration anaerobic 2 SC.912.L Properties of water cohesive behavior; Properties of water freezing 2 SC.912.N.1.1 Analyzing data; Making inferences 2 SC.912.L.1.1 Evidence for evolution fossil record; Evidence for evolution molecular biology 2 Distinguishing characteristics Animalia; Distinguishing characteristics Plantae; SC.912.L.1.1 Genetic drift; Inherited variations; Overproduction of offspring SC.912.L.16.1 Analyzing patterns of inheritance; Predicting inherited patterns; Sex-linked inheritance Reporting Category Point Total 1 Reporting Category. Organisms, Populations, and Ecosystems SC.912.L.1.7 Cones; Plant leaves; Plant structures reproduction SC.912.L.1.26 Parietal lobe 1 SC.912.L.1.6 Resistance 1 SC.912.L.1.2 Significance of pathogenic agents 1 SC.912.L Impact of biotechnology environmental 1 SC.912.L.16.1 Female reproductive organs 1 Carrying capacity; Changes in ecosystems succession; Consequences to biodiversity human activity; Consequences to 7 biodiversity nonnative species; Limiting factors SC.912.L.17.9 Carbon cycle; Energy pathways food web 2 SC.912.L Human impact on environmental systems; Monitoring environmental parameters; Using renewable resources SC.912.N.1.1 Defending conclusions 2 June 201 FLDOE/Bureau of K-12 Student Assessment Page of
5 What is content focus? "Content focus" is a term that defines the specific content measured by each Spring 201 Biology 1 EOC Assessment test item. The benchmarks and content foci assessed on the Spring 201 Biology 1 EOC Assessment are not predictive of future Biology 1 EOC Assessments. What cautions should be considered when using Reports? Reports should not be used to make decisions about instruction at the individual student level. Some reporting categories have too few test items to report reliable or meaningful scores at the student level. While well-intended, providing remedial instruction in a specific reporting category may not be justified and may be an inefficient use of instructional time. Content focus data should not be used as sole indicators to determine remedial needs of students. When interpreting content focus data, the following cautions and information should also be considered: The number of items in a reporting category may vary from one year to another. Consequently, users should not compare performance data such as mean percent correct. Mean content area scores for each test form might be different; therefore, users should not compare content area scores across test forms. The difficulty of the items measuring each benchmark will vary from one year to the next. Consequently, users should not compare content area scores across years. The analysis is based on state-level data that are not intended to provide specific classroom, school, or district interpretations. Scale score values cannot accurately be determined using Reports for a number of reasons. For instance, test scores are generated from students performance on the entirety of the test, which accounts for the difficulty (also called cognitive complexity) of test items. How may content area scores be used? Guidance on how content area scores may be used by schools and districts is provided on pages of Understanding Florida End-of-Course Assessment Reports, Spring 201 (PDF). June 201 FLDOE/Bureau of K-12 Student Assessment Page of
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