Grade 12 Biology Sample Paper 22-23

[Agnella Datson]

Studentsare required to participate in the ILEARN Biology End-of-Course Assessment (ECA) upon completion of the high school biology course to fulfill a federal participation requirement. The ILEARN U.S. Government ECA is available per state legislation as an optional assessment for students upon completion of the high school U.S. Government course. A student may only have one test attempt for any given ILEARN assessment. There are no retest opportunities available for ILEARN assessments.

Each online ILEARN assessment consists of a computer-adaptive test segment and a performance task, and fixed-form test segments for social studies and U.S. Government. Fixed-form tests are not adaptive and available only as an accommodation for students with formal accommodations.

ILEARN measures the breadth of Indiana Academic Standards. This means that all standards are represented in the test blueprints, including content area literacy, media literacy, listening, and computer science standards and the item specifications. Indiana educator committees collaborated with content experts to create the ILEARN test blueprints and item specifications.

Scores will become available to relevant users through the Cambium Assessment, Inc. (CAI) Centralized Reporting System. Schools will provide results to students and families locally using the Individual Student Report (ISR).

Item Specifications define exactly how each standard will be measured on an assessment. Item specifications are used by professional item writers to create items and include information such as evidence statements, Depth of Knowledge requirements, and sample items.

Per the recommendations of the 2016 ISTEP+ Panel, IDOE is leveraging quality content from third-party item banks for use on ILEARN assessments. These item banks are accompanied by item specifications which will be utilized where alignment was confirmed by Indiana educators.

**Some third-party ILEARN Item Specifications include content beyond the scope of the associated Indiana Academic Standards. For these specifications, only portions that align to the Indiana Academic Standards are used for ILEARN. Indiana educators approved alignment of items to each standard. For additional information regarding Science Item Specifications, please see this document.

IDOE releases 10 items from each ILEARN grade-level assessment every year in accordance with Indiana Code. These items may be used as sample assessments to familiarize students with test content and format.

The Missouri Assessment Program assesses students' progress toward the Missouri Learning Standards, which are Missouri's content standards. End-of-Course assessments are taken when a student has received instruction on the Missouri Learning Standards for an assessment, regardless of grade level. All EOC assessments are available only online, unless a student's IEP indicates that a Braille, Large Print, or Paper/Pencil form is needed. Missouri's suite of available End-of-Course assessments includes: English I, English II, Algebra I, Algebra II, Geometry, American History, Government, Biology, Physical Science and Personal Finance.

Districts must ensure that students completed EOC assessments in Algebra I, English II, Biology, and Government prior to high school graduation. For students who complete the Algebra I EOC assessment prior to high school, Algebra II is the required high school mathematics assessment for accountability purposes.

All students, including Missouri Option students, are required to participate in EOC assessments designated as "required" for accountability purposes. A few groups of students are exempt from EOC assessments required for accountability purposes. Exempt student groups include:

As a part of the assessment development cycle, DESE Assessment invites Missouri educators to participate in the process to help provide expertise. Missouri is always looking for educators to participate in these meetings. If you wish to be considered for participation for any future development meetings, please complete the online submission form at -meetings-interest. Once finished, you will receive an email to the personal email address provided to confirm your submission.

The District Test Coordinator is responsible for training all School Test Coordinators, Test Examiners and other responsible district and/or school staff on End-Of-Course Assessment processes and procedures. Prior to test administration, test examiners must familiarize themselves with the testing manual(s) and participate in any district created training.

The information in the following Power Point can be used as part of district created training. This Power Point is not a substitution for district created training or for reading the manuals above. District training should also include local procedures such as cell phone policy, test schedule, who to contact in the district with questions, etc.

The practice form mirrors the operational assessment. The practice form gives users the ability to see the types of items that will be on the assessment and, if taking the practice test online, become comfortable with answering items within the Nextera TDS testing platform.

The question sampler offers an opportunity for students to become familiar with the test format, the question types and the tools they will experience during testing to help prepare them for testing day.

ELs or students with an IEP/504 plan are allowed the same accommodations they would receive on any other content assessments. Please note: The Personal Finance Assessment is not available in a paper and pencil, large print or Braille version at this time.

The University's grading policy charges each department and program with articulating well-defined and meaningful grading standards for work within its discipline. Faculty, grading in accordance with those standards, shall use grades and substantive feedback to give students clear and detailed information about the quality of their work. The Faculty Committee on Examinations and Standing shall periodically review departmental standards to ensure that they are consistent with the University's assessment philosophy and its commitment to the integrity of the grading system.

The grading policy, approved by the faculty at their October 6, 2014 meeting, was informed by the work of the Ad Hoc Committee to Review Policies Regarding Assessment and Grading, which delivered its report in August 2014.

From fall term 2004-05 through spring term 2013-14, the University faculty had a common grading expectation for every department and program: A-range grades (A+, A, A-) were to account for less than 35 percent of the grades given in undergraduate courses and less than 55 percent of the grades given in junior and senior independent work. Each department and program determined how best to meet these expectations. In the fall term 2014-15, the faculty removed this numeric target for the percent of A-range grades.

In September 2023 the Faculty Committee on Examinations and Standing reported on the grading results for AY 2022-23. The grade point average for the University as a whole, in 100-400 level courses across all departments and programs, increased 0.03 points over the past year, from 3.53 in AY 21-22 to 3.56 in AY 22-23. Additional grading data for AY 2022-23 is available on our secure server [login required].

Additional information on grading practices, including auditors, incompletes, and A+ or F grades, is found on the website of the Office of the Registrar. The Academic Early Alert system is also managed at that site.

Requests for grade changes may be made online only by the instructor in charge of the course. Requests for change of grade in undergraduate courses will be reviewed by the senior associate dean of the college, acting for the Faculty Committee on Examinations and Standing. Grade changes are approved only to correct a miscalculation or a data entry error and should not be used as a mechanism to address student grade appeals. The process by which students may appeal a grade is found in the Undergraduate Announcement.

In the fall of 2015 the USG Academics Committee met with the Faculty Committee on Examinations and Standing to discuss the possibility of allowing students to rescind a P/D/F decision. The result of those discussions was the following amendment to the current P/D/F policy:

At the point of declaring a concentration, students may appeal to rescind a P grade received for a single course taken in a previous semester in order to meet a prerequisite or departmental requirement for entry. The transcript will then reflect the letter grade earned in that course. Students wishing to make such an appeal should consult with their residential college assistant dean. Students entering a certificate program may also appeal to rescind a grade of P earned in a single prerequisite or required course for that certificate provided that the program requires a letter grade for entry.

A similar logic applies to students entering minors and certificate programs. The P/D/F may be rescinded only if a graded version of a course taken earlier is required for entry into the minor and certificate program.

All courses should clearly articulate a framework for grading student work that aligns with the rubrics established by the department, including clear and transparent descriptions of the course attendance policies and assignment deadlines.

Faculty generally find mid-semester evaluations to be a valuable resource for their teaching. Gathering mid-semester feedback from students may enable faculty members to make adjustments that improve the quality of the teaching and learning experience for themselves and their students. Additional guidance about how to solicit and incorporate mid-semester feedback is available from the McGraw Center for Teaching and Learning.

The final examination period begins the day after reading period. Exams are scheduled by the Office of the Registrar and can only be rescheduled by the Office of the Registrar. Exams are not proctored at Princeton, but there are very strict protocols regarding their administration. If students approach you about rescheduling an exam, please send them to the Registrar. Any exam postponement in excess of 24 hours requires that a new exam be written.

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