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Answer Key
This document contains the answer keys, rubrics, and Scoring Notes for items on the Biology Practice Test. Additional Practice Test resources are available in the LDOE Practice Test Library.
Session Set Sequence Item Type
Key Point Value
Alignment
Alaskan Salmon
MC C 1 PE: HS-LS1-
SEP: 6. Constructing explanations (for science) and designing solutions (for engineering) CCC: Energy and Matter 1 2 TEI See Rubric
2 PE: HS-LS1-
SEP: 2. Developing and using models DCI: HS.LS1B.c CCC: Systems and System Models 1 3 TEI See Rubric
2 PE: HS-LS1-
SEP: 6. Constructing explanations (for science) and designing solutions (for engineering) CCC: Energy and Matter 1 4 MC C 1 PE: HS-LS1- SEP: 6. Constructing explanations (for science) and designing solutions (for engineering) DCI: HS.LS1C.b CCC: Energy and Matter 1
Scales and Feathers
5 MC C 1 PE: HS-LS4-
SEP: 8. Obtaining, evaluating, and communicating information DCI: HS.LS4A.a CCC: Patterns 1 6 TPD: MC/ MC
A/A 2 PE: HS-LS1-
SEP: 6. Constructing explanations (for science) and designing solutions (for engineering) DCI: HS.LS1A.a CCC: Structure and Function 1 7 MC D 1 PE: HS-LS4- DCI: HS.LS4A.a CCC: Patterns 1 8 CR See Rubric
2 PE: HS-LS1-
SEP: 6. Constructing explanations (for science) and designing solutions (for engineering) DCI: HS.LS1A.a CCC: Structure and Function 1 Tonewood Trees
9 MC A 1 PE: HS-LS1-
DCI: HS.LS1C.a CCC: Energy and Matter
UPDATES INCLUDED - AUGUST 2021
• Student Responses with Annotations -
Session 3 Item 27 (CR)
Answer Key
Session Set Sequence Item Type
Key Point Value
Alignment
Tonewood Trees
10 MC D 1 PE: HS-LS2-
SEP: 5. Using mathematics and computational thinking DCI: HS.LS2B.b CCC: Energy and Matter 1 11 TPD: TEI/ MC
TEI:
See Rubric; MC: B
2 PE: HS-LS2-
SEP: 5. Using mathematics and computational thinking DCI: HS.LS2B.a CCC: Energy and Matter 1 12 CR See Rubric
2 PE: HS-LS1-
DCI: HS.LS1C.a CCC: Energy and Matter 1
Standalone Items
13 MS A, D, E 1 PE: HS-LS3-
SEP: 1. Asking questions (for science) and defining problems (for engineering) DCI: HS.LS3A.b 1 14 TEI See Rubric
2 PE: HS-LS1-
SEP: 2. Developing and using models DCI: HS.LS1C.a CCC: Energy and Matter 1 15 TEI See Rubric
1 PE: HS-LS1-
SEP: 8. Obtaining, evaluating, and communicating information DCI: HS.LS1E.c CCC: Scale, Proportion and Quantity 2
Banded Snails
16 MC B 1 PE: HS-LS4-
SEP: 7. Engaging in argument from evidence DCI: HS.LS4C.c 2 17 TPD: MC/ MC
C/D 2 PE: HS-LS4-
SEP: 6. Constructing explanations (for science) and designing solutions (for engineering) DCI: HS.LS4C.c CCC: Cause and Effect 2 18 TEI See Rubric
1 PE: HS-LS4-
DCI: HS.LS4C.d CCC: Cause and Effect 2 19 TEI See Rubric
2 PE: HS-LS4-
SEP: 6. Constructing explanations (for science) and designing solutions (for engineering) DCI: HS.LS4C.a CCC: Cause and Effect 2 20 ER See Rubric
9 PE: HS-LS4-
SEP: 6. Constructing explanations (for science) and designing solutions (for engineering) DCI: HS.LS4C.a CCC: Cause and Effect
Answer Key
Session Set Sequence Item Type
Key Point Value
Alignment
Standalone Items
33 TEI See Rubric
2 PE: HS-LS4-
SEP: 6. Constructing explanations (for science) and designing solutions (for engineering) DCI: HS.LS4B.a CCC: Cause and Effect 3 34 MS B, F 1 PE: HS-LS1- SEP: 2. Developing and using models DCI: HS.LS1A.b CCC: Systems and System Models 3 35 MC A 1 PE: HS-LS4- SEP: 6. Constructing explanations (for science) and designing solutions (for engineering) DCI: HS.LS4B.a 3 36 MC B 1 PE: HS-LS1- SEP: 8. Obtaining, evaluating, and communicating information DCI: HS.LS1E.c 3 37 MS A, D, E 1 PE: HS-LS4- SEP: 4. Analyzing and interpreting data DCI: HS.LS4C.a CCC: Patterns 3 38 TEI See Rubric
2 PE: HS-LS1-
SEP: 3. Planning and carrying out investigations DCI: HS.LS1A.d CCC: Stability and Change 3 39 TEI See Rubric
1 PE: HS-LS1-
SEP: 2. Developing and using models DCI: HS.LS1A.b CCC: Systems and System Models 3 40 TPD: MS/ MC
A, D/
B
2 PE: HS-LS2-
SEP: 7. Engaging in argument from evidence DCI: HS.LS2C.a CCC: Stability and Change 3 41 MC D 1 PE: HS-LS4- SEP: 4. Analyzing and interpreting data DCI: HS.LS4B.c
Answer Key
Item Types and Scoring:
• Multiple-choice (MC) questions with four answer options and only one correct
answer. All MC items are worth one point each.
Multiple-select (MS) questions with five to seven answer options and more than
one correct answer. For MS items, the question identifies the number of correct
answers, unless it is part of a Two-part Dependent (TPD). In a TPD, the question
in Part B will then be worded to “select all that apply.” All MS items are worth one
point each.
• Technology Enhanced Items (TEI): uses technology to capture student
comprehension in authentic ways. TE items are worth up to two points and may
include item types such as, but not limited to, drag and drop, dropdown menus,
and hot spots.
• Two-part Items: require students to answer two related questions, worth a total of
two points. Two-part items may combine MC, MS, and/or TE item types.
o Two-part Dependent (TPD): the first part must be correct in order to earn
credit for the second part. TPDs are scored as follows:
If both parts are correct, score is 2.
If Part A is correct and Part B is incorrect or partially correct,
score is 1.
If Part A is incorrect, score is 0 regardless of Part B.
o Two-part Independent (TPI): each part is scored independently, with each
part worth one point.
• Constructed Response (CR): requires a brief response provided by the student
and will be scored using a 2-point rubric. These items may require a brief
paragraph, a few sentences, and/or completion of a chart.
• Extended Response (ER): asks students to write an in-depth response that
expresses the students’ ability to apply all three dimensions of the LSS for
Science and will be scored using a 9-point rubric.
Answer Key
Scoring for Session 1 Item 2 (TEI)
Scoring Notes:
This item is worth 2 points. Partial credit (1 point) will be awarded if half or more of
the student responses are correct. For this item, the key contains 4 correct responses;
therefore 1 point will be awarded if the student selects 2 or more correct responses.
Answer Key
Scoring for Session 1 Item 3 (TEI)
Scoring Notes:
This item is worth 2 points. Partial credit (1 point) will be awarded if half or more of
the student responses are correct. For this item, the key contains 3 correct responses;
therefore 1 point will be awarded if the student selects 2 correct responses.
Answer Key
Scoring for Session 1 Item 11 (TEI)
Answer Key
Scoring for Session 1 Item 12 (CR)
A student claims that a change in the amount of an input of photosynthesis affects the
amount of glucose produced as an output of photosynthesis.
Explain the reasoning that can be used to support the student’s claim. Use evidence
from Table 2 to support your explanation.
Scoring Information
Score Description
Student’s response correctly explains the reasoning that can be used to
support the student’s claim, and correctly uses evidence from Table 2 to
support the explanation.
Student’s response correctly explains the reasoning that can be used to
support the student’s claim, but does not correctly use evidence from
Table 2 to support the explanation
Student’s response does not correctly explain the reasoning that can be
used to support the student’s claim or correctly use evidence from Table 2 to
support the explanation.
OR
Student’s response is blank, irrelevant, or too brief to evaluate.
Scoring Notes:
• Explanation of the reasoning that can be used to support the student’s claim
(1 point)
• Evidence from Table 2 to support the explanation (1 point)
Examples include:
• As the amount of water available to trees increases, they are able to produce
more glucose. Table 2 shows that trees in areas with higher rainfall have a larger
diameter than trees in areas with less rainfall. As energy is needed for trees to
grow, the increase in tree diameter suggests that more glucose is produced by
trees in the location with more rainfall.
Accept other reasonable answers.
Answer Key
Session 1 Item 14 (TEI), continued
Drag each phrase into the appropriate column of the table to show what this model of
photosynthesis can and cannot be used to explain.
Answer Key
Scoring for Session 1 Item 14 (TEI)
Scoring Notes:
This item is worth 2 points. Partial credit (1 point) will be awarded if half or more of
the student responses are correct. For this item, the key contains 6 correct responses;
therefore 1 point will be awarded if the student selects 3 or more correct responses.
Answer Key
Scoring for Session 2 Item 18 (TEI)
Answer Key
Session 2 Item 19 (TEI)
Use Graph 1, Figure 1, and the information about banded snails to answer the
question.
Drag the correct statement into each box to show an effect that each cause is likely to
have on a snail population with a high degree of genetic diversity.
Not all statements will be used.
Answer Key
Scoring for Session 2 Item 20 (ER)
Extended Response
As you respond to Part A, Part B, and Part C, follow the directions below.
• Address all of the instructions in each prompt.
• Use the evidence from the information provided and your own knowledge of
science to support your responses.
Part A
Based on the information in Graph 1, explain the relationships between shell color,
presence of banding, and habitat. Use the evidence from the graph to support your
answer.
Part B
The characteristics of two snail populations are shown.
• Population 1: high degree of genetic variation among snails living in a wood
environment at higher elevations
• Population 2: all snails have the same traits specialized for a hedge environment
that is found in warmer locations
Explain how each snail population will likely be affected if the trend shown in Graph 2
continues. Use evidence from Graph 1, Graph 2, and Figure 1 to support your
explanation.
Part C
Describe the snail color that will offer the greatest selective advantage if the trends
shown in Graph 2 continue. Use evidence from the information on banded snails to
support your claim.
Answer Key
Session 2 Item 20 (ER), continued
Score Points
• The student’s score is the sum total of all the points earned across all parts (up to
an item-maximum of 9 points) of the item.
• The student’s score is 0 if the response is blank, incorrect, or does not address
the prompt.
PART A (0-3 points maximum)
• 1 point for explaining relationship between shell color, banding, and habitat for
meadow environment shown in graph
• 1 point for explaining relationship between shell color, banding, and habitat for
wood environment shown in graph
• 1 point for explaining relationship between shell color, banding, and habitat for
hedge environment shown in graph
PART B (0-4 points maximum)
• 1 point for explanation of how Population 1 will be affected
• 1 point for explanation of how Population 2 will be affected
• 1 point for evidence to support the explanation of Population 1
• 1 point for evidence to support the explanation of Population 2
PART C (0-2 points maximum)
• 1 point for description of snail color with greatest selective advantage
• 1 point for using evidence to support the claim
Score information:
Part A: explaining relationship between shell color and habitat for each environment (
point each)
• Snails that are yellow- or brown-colored and have a high to medium degree of
banding do best in meadow environments (1 point)
• Snails with brown color and a medium degree of banding to no banding do best
in wood environments (1 point)
• Snails that are mostly yellow-colored with a higher degree of banding do best in
hedge environments (1 point).