Spring 2016 Biology 1 End-of-Course (EOC) Assessment Next Generation Sunshine State Standards (NGSSS) Form 1
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1 Next Generation Sunshine State Standards () Form 1 SC.912.L.1.1 Cell theory; Evaluating scientific claims cell theory 2 SC.912.L.1. Cell wall; Comparing prokaryotic and eukaryotic cells 2 SC.912.L.16. DNA replication; Gene mutation; Similarities in genetic codes Mitosis anaphase; Role of meiosis sexual reproduction; Role of mitosis asexual reproduction 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 Defending conclusions; Designing scientific investigations 2 SC.912.L.1.1 Evaluating scientific claims evolution; Evidence for evolution molecular biology; Identifying what is science evolution; Trends in hominid evolution brain size SC.912.L.1.6 Changes in organism classification; Distinguishing characteristics Plantae; Understanding classification SC.912.L.1.8 Scientific explanations for life on Earth 1 SC.912.L.1.1 Gene flow; Increasing genetic variation; Inherited variations SC.912.L.16.1 Codominance; Multiple allelles 2 Evaluating scientific investigations 1 Reporting Category Point Total 1 Reporting Category. Organisms, Populations, and Ecosystems SC.912.L.1.7 Plant structures photosynthesis 1 SC.912.L.1.26 Brain stem 1 SC.912.L.1.6 Disease 1 SC.912.L.1.2 Significance of genetic factors; Vaccines 2 SC.912.L Impact of biotechnology individual 1 SC.912.L.16.1 Human development fertilization to birth 1 Carrying capacity; Consequences to biodiversity human activity; Life in aquatic systems depth SC.912.L.17.9 Energy pathways food web; Water cycle 2 Analyzing data; Defending conclusions; Evaluating scientific investigations; Making inferences Page 1 of
2 Next Generation Sunshine State Standards () Form 2 SC.912.L.1.1 Cell theory; Evaluating scientific claims cell theory 2 SC.912.L.1. Cell wall; Comparing prokaryotic and eukaryotic cells; General structures eukaryotic cells SC.912.L.16. DNA replication; Gene mutation; Similarities in genetic codes; Translation Cell cycle M phase; Mitosis anaphase 2 SC.912.L.18.9 Cellular respiration; Photosynthesis; Photosynthesis and cellular respiration relationship SC.912.L Properties of water moderating temperature; Properties of water solvent 2 Defending conclusions; Evaluating scientific investigations 2 SC.912.L.1.1 Evidence for evolution fossil record; Evidence for evolution molecular biology; Identifying what is science evolution; Trends in hominid evolution brain size SC.912.L.1.6 Distinguishing characteristics Plantae; Understanding classification 2 SC.912.L.1.8 Evaluating sources of info origins of life; Scientific explanations for life on Earth 2 SC.912.L.1.1 Gene flow; Increasing genetic variation; Inherited variations SC.912.L.16.1 Analyzing patterns of inheritance; Multiple allelles 2 Analyzing data 1 Reporting Category Point Total 1 Reporting Category. Organisms, Populations, and Ecosystems SC.912.L.1.7 Plant structures photosynthesis; Vascular tissue 2 SC.912.L.1.26 Frontal lobe 1 SC.912.L.1.6 Blood viscosity 1 SC.912.L.1.2 Significance of environmental factors; Vaccines 2 SC.912.L Impact of biotechnology society 1 SC.912.L.16.1 Female reproductive organs 1 Carrying capacity; Changes in ecosystems seasonal variations; Changes in ecosystems succession; Consequences to biodiversity human activity; Life in aquatic systems depth SC.912.L.17.9 Energy pathways energy pyramid; Water cycle 2 Analyzing data 2 Page 2 of
3 Next Generation Sunshine State Standards () Form SC.912.L.1.1 Cell theory; Identifying what is science cell theory 2 SC.912.L.1. Comparing prokaryotic and eukaryotic cells; General structures eukaryotic cells 2 SC.912.L.16. Gene mutation; Similarities in genetic codes; Transcription Comparing mitosis and meiosis; Mitosis anaphase; Uncontrolled cell growth SC.912.L.18.1 Carbohydrates primary function; Effect of environmental factors enzyme activity; Lipids primary function SC.912.L.18.9 Photosynthesis and cellular respiration relationship 1 SC.912.L Properties of water freezing; Properties of water solvent 2 Analyzing data; Defending conclusions; Evaluating scientific investigations; Making inferences SC.912.L.1.1 Evidence for evolution comparative embryology; Evidence for evolution molecular biology; Trends in hominid evolution brain size SC.912.L.1.6 Distinguishing characteristics Fungi; Distinguishing characteristics Plantae; Evaluating scientific claims classification SC.912.L.1.8 Identifying what is science origin of life 1 SC.912.L.1.1 Gene flow; Increasing genetic variation; Inherited variations SC.912.L.16.1 Determining genotypes; Multiple alleles 2 Evaluating scientific investigations 2 Reporting Category Point Total 1 Reporting Category. Organisms, Populations, and Ecosystems SC.912.L.1.7 Plant roots; Plant structures photosynthesis 2 SC.912.L.1.26 Brain stem 1 SC.912.L.1.6 Resistance 1 SC.912.L.1.2 Immune system nonspecific response; Significance of environmental factors; Vaccines SC.912.L Impact of biotechnology individual; Impact of biotechnology society 2 SC.912.L.16.1 Female reproductive organs 1 Carrying capacity; Changes in ecosystems climate change; Consequences to biodiversity human activity; Life in aquatic systems depth SC.912.L.17.9 Energy pathways energy pyramid 1 Human impact on environmental systems; Monitoring environmental Analyzing data; Evaluating sources of information; Making inferences Page of
4 Next Generation Sunshine State Standards () Form SC.912.L.1.1 Cell theory 2 SC.912.L.1. Comparing plant and animal cells cell wall; Comparing prokaryotic and eukaryotic cells 2 SC.912.L.16. DNA replication; Gene mutation; Similarities in genetic codes Mitosis anaphase; Role of mitosis asexual reproduction; Uncontrolled cell growth SC.912.L.18.9 Cellular respiration; Photosynthesis products 2 SC.912.L Properties of water moderating temperature; Properties of water solvent 2 Comparing microscopes structures; Defending conclusions; Designing scientific investigations; Evaluating scientific investigations SC.912.L.1.1 Evidence for evolution molecular biology; Trends in hominid evolution brain size; Trends in hominid evolution skull shape SC.912.L.1.6 Distinguishing characteristics Archaea; Distinguishing characteristics Plantae; Understanding classification SC.912.L.1.8 Evaluating scientific claims origin of life; Scientific explanations for life on Earth 2 SC.912.L.1.1 Gene flow; Inherited variations 2 SC.912.L.16.1 Multiple alleles; Polygenic inheritance; Sex-linked inheritance Defending conclusions 1 Reporting Category Point Total 1 Reporting Category. Organisms, Populations, and Ecosystems SC.912.L.1.7 Plant stems; Plant structures photosynthesis 2 SC.912.L.1.26 Cerebrum 1 SC.912.L.1.6 Blood pressure 1 SC.912.L.1.2 Significance of environmental factors; Vaccines 2 SC.912.L Impact of biotechnology environmental 1 SC.912.L.16.1 Human development fertilization to birth 1 Carrying capacity; Changes in ecosystems succession; Consequences to biodiversity human activity; Life in aquatic systems depth SC.912.L.17.9 Energy pathways food web 1 6 Analyzing data; Designing scientific investigations 2 Page of
5 What is content focus? "Content focus" is a term that defines the specific content measured by each Spring 2016 Biology 1 EOC Assessment test item. The Next Generation Sunshine State Standards () benchmarks and content foci assessed on the Spring 2016 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. Page of
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