AAAS Science Assessment ~ Topics ~ Evolution and Natural Selection ~ Misconception ENM058

Some species do not share a common ancestor.

Items that test for misconception ENM058 in this project (Evolution Project) and key idea (Similarities and differences in inh…)
Item ID Number	Item Description	How Often the Misconception was Chosen
EN046010	Cats, dogs, fish, and birds all share an ancient common ancestor.	51%
CA010002	If the DNA of jellyfish and insects is more similar than the DNA of jellyfish and plants, then jellyfish and insects share a more recent common ancestor than jellyfish and insects.	28%
CA011002	If the DNA of Species X and Species Y is more similar than the DNA of Species X and Species Z, then Species X and Species Y have a more recent common ancestor than Species X and Species Z.	23%
CA009004	If the DNA of lizards and dogs is more similar than the DNA of lizards and toads, lizards and dogs share a more recent common ancestor than lizards and toads.	18%
CA012001	Identify the diagram that most likely depicts the ancestry of lizards, toads, and dogs if the DNA of lizards and dogs is more similar than the DNA of lizards and toads.	15%

Request

Cake Params

controllermisconceptions

actionview

project_id3

topicEN

idea_id265

idENM058

named(empty)

pass(empty)

plugin(null)

url

exthtml
urlmisconceptions/3/EN/265/ENM058

form(empty)

isAjax(false)

$_GET

urlmisconceptions/3/EN/265/ENM058

To view Cookies, add CookieComponent to Controller

Current Route

keys

0project_id
1topic
2idea_id
3id

options

project_id\d+
topic\w\w
idea_id.*
id\w\wM\d{3}

defaults

controllermisconceptions
actionview
plugin(null)

template/misconceptions/:project_id/:topic/:idea_id/:id/*

_greedy(true)

_compiledRoute#^/misconceptions(?:/(\d+))(?:/(\w\w))(?:/(.*))(?:/(\w\wM\d{3}))(?:/(?P<_args_>.*))?[/]*$#

__headerMap

typecontent_type
methodrequest_method
serverserver_name

Sql Logs

default

Query	Affected	Num. rows	Took (ms)	Actions
SHOW FULL COLUMNS FROM `aros`	7	7	1	maybe slow
SELECT CHARACTER_SET_NAME FROM INFORMATION_SCHEMA.COLLATIONS WHERE COLLATION_NAME= 'utf8_general_ci';	1	1	0
SHOW FULL COLUMNS FROM `acos`	7	7	0
SHOW FULL COLUMNS FROM `aros_acos`	7	7	0
SHOW FULL COLUMNS FROM `misconceptions`	6	6	1	maybe slow
SHOW FULL COLUMNS FROM `topics`	13	13	1	maybe slow
SHOW FULL COLUMNS FROM `categories`	3	3	0
SHOW FULL COLUMNS FROM `stats`	13	13	1	maybe slow
SHOW FULL COLUMNS FROM `items`	26	26	1
SHOW FULL COLUMNS FROM `answers`	7	7	1	maybe slow
SHOW FULL COLUMNS FROM `packets`	13	13	1	maybe slow
SHOW FULL COLUMNS FROM `students`	8	8	0
SHOW FULL COLUMNS FROM `items_packets`	7	7	1	maybe slow
SHOW FULL COLUMNS FROM `drawing_inputs`	5	5	1	maybe slow
SELECT CHARACTER_SET_NAME FROM INFORMATION_SCHEMA.COLLATIONS WHERE COLLATION_NAME= 'utf8_unicode_ci';	1	1	0
SHOW FULL COLUMNS FROM `drawing_input_options`	57	57	1
SHOW FULL COLUMNS FROM `drawing_input_stamps`	5	5	1	maybe slow
SHOW FULL COLUMNS FROM `rubrics`	8	8	1	maybe slow
SHOW FULL COLUMNS FROM `posts`	8	8	0
SHOW FULL COLUMNS FROM `ideas`	9	9	1	maybe slow
SHOW FULL COLUMNS FROM `goals`	9	9	1	maybe slow
SHOW FULL COLUMNS FROM `projects`	12	12	1	maybe slow
SHOW FULL COLUMNS FROM `project_files`	7	7	1	maybe slow
SHOW FULL COLUMNS FROM `items_projects`	3	3	0
SHOW FULL COLUMNS FROM `projects_topics`	6	6	0
SHOW FULL COLUMNS FROM `ideas_projects`	2	2	0
SHOW FULL COLUMNS FROM `misconceptions_projects`	4	4	0
SHOW FULL COLUMNS FROM `ngss_links`	9	9	1	maybe slow
SHOW FULL COLUMNS FROM `items_ngss_links`	4	4	0
SHOW FULL COLUMNS FROM `ideas_ngss_links`	4	4	0
SHOW FULL COLUMNS FROM `ngss_links_projects`	4	4	0
SHOW FULL COLUMNS FROM `ngss_links_topics`	4	4	0
SHOW FULL COLUMNS FROM `clusters`	4	4	1	maybe slow
SHOW FULL COLUMNS FROM `ideas_items`	4	4	0
SHOW FULL COLUMNS FROM `clusters_ideas`	4	4	0
SHOW FULL COLUMNS FROM `ideas_misconceptions`	6	6	0
SHOW FULL COLUMNS FROM `users`	15	15	0
SHOW FULL COLUMNS FROM `groups`	4	4	0
SHOW FULL COLUMNS FROM `assessments`	13	13	0
SHOW FULL COLUMNS FROM `participants`	15	15	1	maybe slow
SHOW FULL COLUMNS FROM `responses`	9	9	0
SHOW FULL COLUMNS FROM `assessments_items`	7	7	0
SHOW FULL COLUMNS FROM `feedbacks`	10	10	0
SHOW FULL COLUMNS FROM `items_users`	3	3	0
SHOW FULL COLUMNS FROM `forms`	8	8	1	maybe slow
SHOW FULL COLUMNS FROM `forms_items`	4	4	0
SHOW FULL COLUMNS FROM `items_misconceptions`	4	4	0
SELECT `Topic`.`id`, `Topic`.`topic_pub`, `Topic`.`short`, `Topic`.`short_pub`, `Category`.*, `Category`.`id` FROM `topics` AS `Topic` LEFT JOIN `categories` AS `Category` ON (`Topic`.`category_id` = `Category`.`id`) WHERE `Topic`.`public_items` = 1 ORDER BY `Topic`.`topic_pub` ASC	23	23	0
SELECT `Misconception`., `Topic`., `Topic`.`id`, `Misconception`.`id` FROM `misconceptions` AS `Misconception` LEFT JOIN `topics` AS `Topic` ON (`Misconception`.`topic_id` = `Topic`.`id`) WHERE `Misconception`.`code` = 58 AND `Misconception`.`topic_id` = 15	1	1	0
SELECT `Topic`.* FROM `topics` AS `Topic` WHERE `Topic`.`id` = 15	1	1	0
SELECT `Item`.`id`, `Item`.`code`, `Item`.`owner`, `Item`.`text`, `Item`.`version`, `Item`.`title`, `Item`.`date`, `Item`.`topic_id`, `Item`.`notes`, `Item`.`source`, `Item`.`attribution`, `Item`.`answer`, `Item`.`answer_type`, `Item`.`response_count`, `Item`.`locked`, `Item`.`public`, `Item`.`context`, `Item`.`deleted`, `Item`.`img_support`, `Item`.`item_status`, `Item`.`html_check`, `Item`.`ngss_notes`, `Item`.`grade_bands`, `Item`.`scale_score`, `Item`.`stats_file`, `Item`.`n_value`, `ItemsMisconception`.`id`, `ItemsMisconception`.`item_id`, `ItemsMisconception`.`misconception_id`, `ItemsMisconception`.`selection` FROM `items` AS `Item` JOIN `items_misconceptions` AS `ItemsMisconception` ON (`ItemsMisconception`.`misconception_id` = 1956 AND `ItemsMisconception`.`item_id` = `Item`.`id`) WHERE SUBSTRING(`Item`.`item_status`, 1, 1) <> '0' AND SUBSTRING(`Item`.`item_status`, 3, 1) = '1' AND SUBSTRING(`Item`.`item_status`, 4, 1) = '1' AND `Item`.`deleted` = 0 ORDER BY `Item`.`code` ASC	5	5	0
SELECT `Topic`.`short`, `Topic`.`short_pub`, `Topic`.`topic`, `Topic`.`id`, `Topic`.`topic_info`, `Topic`.`public_pr`, `Topic`.`topic_pub`, `Topic`.`public_items`, `Topic`.`idea_notes`, `Topic`.`item_notes`, `Topic`.`miscon_notes`, `Topic`.`ngss_notes`, `Topic`.`category_id` FROM `topics` AS `Topic` WHERE `Topic`.`id` = 39	1	1	0
SELECT `Topic`.`short`, `Topic`.`short_pub`, `Topic`.`topic`, `Topic`.`id`, `Topic`.`topic_info`, `Topic`.`public_pr`, `Topic`.`topic_pub`, `Topic`.`public_items`, `Topic`.`idea_notes`, `Topic`.`item_notes`, `Topic`.`miscon_notes`, `Topic`.`ngss_notes`, `Topic`.`category_id` FROM `topics` AS `Topic` WHERE `Topic`.`id` = 39	1	1	0
SELECT `Topic`.`short`, `Topic`.`short_pub`, `Topic`.`topic`, `Topic`.`id`, `Topic`.`topic_info`, `Topic`.`public_pr`, `Topic`.`topic_pub`, `Topic`.`public_items`, `Topic`.`idea_notes`, `Topic`.`item_notes`, `Topic`.`miscon_notes`, `Topic`.`ngss_notes`, `Topic`.`category_id` FROM `topics` AS `Topic` WHERE `Topic`.`id` = 39	1	1	0
SELECT `Topic`.`short`, `Topic`.`short_pub`, `Topic`.`topic`, `Topic`.`id`, `Topic`.`topic_info`, `Topic`.`public_pr`, `Topic`.`topic_pub`, `Topic`.`public_items`, `Topic`.`idea_notes`, `Topic`.`item_notes`, `Topic`.`miscon_notes`, `Topic`.`ngss_notes`, `Topic`.`category_id` FROM `topics` AS `Topic` WHERE `Topic`.`id` = 39	1	1	0
SELECT `Topic`.`short`, `Topic`.`short_pub`, `Topic`.`topic`, `Topic`.`id`, `Topic`.`topic_info`, `Topic`.`public_pr`, `Topic`.`topic_pub`, `Topic`.`public_items`, `Topic`.`idea_notes`, `Topic`.`item_notes`, `Topic`.`miscon_notes`, `Topic`.`ngss_notes`, `Topic`.`category_id` FROM `topics` AS `Topic` WHERE `Topic`.`id` = 15	1	1	0
SELECT `Stat`.`id`, `Stat`.`project_ref`, `Stat`.`group_ref`, `Stat`.`parameters`, `Stat`.`statr`, `Stat`.`data`, `Stat`.`item_id`, `Stat`.`idea_id`, `Stat`.`topic_id`, `Stat`.`statn`, `Stat`.`statp`, `Stat`.`fkclass`, `Stat`.`fkid` FROM `stats` AS `Stat` WHERE `Stat`.`topic_id` = 0 AND `Stat`.`idea_id` = 0 AND `Stat`.`parameters` IS NULL AND `Stat`.`item_id` IN (5324, 5023, 4869, 5321, 5217)	15	15	1	maybe slow
SELECT `Project`.`id`, `Project`.`title`, `Project`.`internal_notes`, `Project`.`description`, `Project`.`funder`, `Project`.`complexity`, `Project`.`cluster`, `Project`.`multistat`, `Project`.`baseline`, `Project`.`control`, `Project`.`treatment`, `Project`.`deleted`, `ItemsProject`.`id`, `ItemsProject`.`project_id`, `ItemsProject`.`item_id` FROM `projects` AS `Project` JOIN `items_projects` AS `ItemsProject` ON (`ItemsProject`.`item_id` IN (5324, 5023, 4869, 5321, 5217) AND `ItemsProject`.`project_id` = `Project`.`id`) ORDER BY `Project`.`id` ASC	5	5	0
SELECT `Idea`.`id`, `Idea`.`idea`, `IdeasItem`.`id`, `IdeasItem`.`item_id`, `IdeasItem`.`idea_id`, `IdeasItem`.`deleted` FROM `ideas` AS `Idea` JOIN `ideas_items` AS `IdeasItem` ON (`IdeasItem`.`item_id` IN (5324, 5023, 4869, 5321, 5217) AND `IdeasItem`.`idea_id` = `Idea`.`id`) WHERE `Idea`.`deleted` = 0 AND `IdeasItem`.`deleted` = 0 ORDER BY `Idea`.`code` ASC	5	5	0
SELECT `DistractorA`.`id`, `DistractorA`.`code`, `DistractorA`.`idea`, `DistractorA`.`topic_id`, `DistractorA`.`public`, `DistractorA`.`deleted`, `ItemsMisconception`.`id`, `ItemsMisconception`.`item_id`, `ItemsMisconception`.`misconception_id`, `ItemsMisconception`.`selection` FROM `misconceptions` AS `DistractorA` JOIN `items_misconceptions` AS `ItemsMisconception` ON (`ItemsMisconception`.`item_id` IN (5324, 5023, 4869, 5321, 5217) AND `ItemsMisconception`.`misconception_id` = `DistractorA`.`id`) WHERE `ItemsMisconception`.`selection` = 'A' ORDER BY `code` ASC	5	5	0
SELECT `DistractorB`.`id`, `DistractorB`.`code`, `DistractorB`.`idea`, `DistractorB`.`topic_id`, `DistractorB`.`public`, `DistractorB`.`deleted`, `ItemsMisconception`.`id`, `ItemsMisconception`.`item_id`, `ItemsMisconception`.`misconception_id`, `ItemsMisconception`.`selection` FROM `misconceptions` AS `DistractorB` JOIN `items_misconceptions` AS `ItemsMisconception` ON (`ItemsMisconception`.`item_id` IN (5324, 5023, 4869, 5321, 5217) AND `ItemsMisconception`.`misconception_id` = `DistractorB`.`id`) WHERE `ItemsMisconception`.`selection` = 'B' ORDER BY `code` ASC	0	0	0
SELECT `DistractorC`.`id`, `DistractorC`.`code`, `DistractorC`.`idea`, `DistractorC`.`topic_id`, `DistractorC`.`public`, `DistractorC`.`deleted`, `ItemsMisconception`.`id`, `ItemsMisconception`.`item_id`, `ItemsMisconception`.`misconception_id`, `ItemsMisconception`.`selection` FROM `misconceptions` AS `DistractorC` JOIN `items_misconceptions` AS `ItemsMisconception` ON (`ItemsMisconception`.`item_id` IN (5324, 5023, 4869, 5321, 5217) AND `ItemsMisconception`.`misconception_id` = `DistractorC`.`id`) WHERE `ItemsMisconception`.`selection` = 'C' ORDER BY `code` ASC	1	1	0
SELECT `DistractorD`.`id`, `DistractorD`.`code`, `DistractorD`.`idea`, `DistractorD`.`topic_id`, `DistractorD`.`public`, `DistractorD`.`deleted`, `ItemsMisconception`.`id`, `ItemsMisconception`.`item_id`, `ItemsMisconception`.`misconception_id`, `ItemsMisconception`.`selection` FROM `misconceptions` AS `DistractorD` JOIN `items_misconceptions` AS `ItemsMisconception` ON (`ItemsMisconception`.`item_id` IN (5324, 5023, 4869, 5321, 5217) AND `ItemsMisconception`.`misconception_id` = `DistractorD`.`id`) WHERE `ItemsMisconception`.`selection` = 'D' ORDER BY `code` ASC	3	3	0
SELECT `Idea`.`id`, `Idea`.`code`, `Idea`.`idea`, `Idea`.`goal_id`, `Idea`.`topic_id`, `Idea`.`clarification`, `Idea`.`complexity`, `Idea`.`public`, `Idea`.`deleted`, `IdeasMisconception`.`id`, `IdeasMisconception`.`misconception_id`, `IdeasMisconception`.`idea_id`, `IdeasMisconception`.`item_id`, `IdeasMisconception`.`selection`, `IdeasMisconception`.`deleted` FROM `ideas` AS `Idea` JOIN `ideas_misconceptions` AS `IdeasMisconception` ON (`IdeasMisconception`.`misconception_id` = 1956 AND `IdeasMisconception`.`idea_id` = `Idea`.`id`) WHERE `IdeasMisconception`.`deleted` = 0 AND `Idea`.`deleted` = 0	0	0	0
SELECT `Idea`.* FROM `ideas` AS `Idea` WHERE `Idea`.`id` IN (265) ORDER BY `Idea`.`code` ASC	1	1	0
SELECT `Project`.* FROM `projects` AS `Project` WHERE 1 = 1 ORDER BY `Project`.`id` ASC	7	7	0

Query Explain:

Click an "Explain" link above, to see the query explanation.

Message	Memory use
Component initialization	2.53 MB
Controller action start	2.58 MB
Controller render start	2.80 MB
View render complete	3.06 MB

Message

Memory use

Component initialization

2.53 MB

Controller action start

2.58 MB

Controller render start

2.80 MB

View render complete

3.06 MB

Timers

Total Request Time: 162 (ms)

Message	Time in ms	Graph
Core Processing (Derived)	84.74
Component initialization and startup	2.84
Controller action	16.42
Render Controller Action	6.08
» Rendering View	4.38
» » Rendering APP/views/misconceptions/view.ctp	3.10
» » Rendering APP/views/layouts/default.ctp	1.00

Message

Time in ms

Graph

Core Processing (Derived)

84.74

Component initialization and startup

2.84

Controller action

16.42

Render Controller Action

6.08

» Rendering View

4.38

» » Rendering APP/views/misconceptions/view.ctp

3.10

» » Rendering APP/views/layouts/default.ctp

1.00

View Variables

topicEN

misconception

Misconception
- id1956
- code58
- ideaSome species do not share a common ancestor.
- topic_id15
- public0
- deleted0
Topic
- shortEN
- short_pubEN
- topicNatural Selection
- id15
- topic_info
- public_pr0
- topic_pubEvolution and Natural Selection
- public_items1
- idea_notes(null)
- item_notes(null)
- miscon_notes(null)
- ngss_notes(null)
- category_id2
Item
- 0
 - id5217
 - codeEN46-10
 - ownerjhardcastle
 - text Some animals, such as a cat and a dog, have many similarities.  Others, such as a fish and a bird, have fewer similarities.  What is TRUE about the ancestors of these animals? <ol class="itemAnswers" type="A"> <li>Cats and dogs share a common ancestor with each other, but fish and birds do not share a common ancestor with each other. </li> <li>Cats and dogs share a common ancestor with each other, and fish and birds share a common ancestor with each other, but cats and dogs do not share a common ancestor with fish and birds. </li> <li>Because cats, dogs, fish, and birds are separate species, none of them shares a common ancestor with any other. </li> <li>Cats, dogs, fish, and birds all share an ancient common ancestor. </li> </ol>
 - version10
 - titleCats, dogs, fish, and birds all share an ancient common ancestor.
 - date2019-05-19 11:13:02
 - topic_id15
 - notesEdited version of EN46-3 to correct font
 - sourceJCF/GDB/JER
 - attribution
 - answerD
 - answer_typeS
 - response_count4
 - locked0
 - public0
 - contextCats Dogs Fish Birds
 - deleted0
 - img_support0
 - item_status3011
 - html_check0
 - ngss_notes
 - grade_bandsMH
 - scale_score
 - stats_file(null)
 - n_value(null)
 - ItemsMisconception
 - id6280
 - item_id5217
 - misconception_id1956
 - selectionA
 - Topic
 - shortEN
 - short_pubEN
 - topicNatural Selection
 - id15
 - topic_info
 - public_pr0
 - topic_pubEvolution and Natural Selection
 - public_items1
 - idea_notes(null)
 - item_notes(null)
 - miscon_notes(null)
 - ngss_notes(null)
 - category_id2
 - Stat
 - 0
 - id19888
 - project_ref3
 - group_refbaseline
 - parameters(null)
 - statr(null)
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 - item_id5217
 - idea_id0
 - topic_id0
 - statn2269
 - statp12.40
 - fkclassI
 - fkid5217
 - statm51
 - 1
 - id19973
 - project_ref3
 - group_refcontrol
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 - text If the DNA of Species X and Species Y is more similar than the DNA of Species X and Species Z, what is a reasonable conclusion about the common ancestors of these three groups? <ol class="itemAnswers" type="A"> <li>Species X and Species Y have a common ancestor, but Species X and Species Z do not. </li> <li>Species X and Species Z have a more recent common ancestor than Species X and Species Y. </li> <li>Species X and Species Y have a more recent common ancestor than Species X and Species Z. </li> <li>Similarities in DNA do not provide information about whether two groups share a common ancestor. </li> </ol>
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 - titleIf the DNA of Species X and Species Y is more similar than the DNA of Species X and Species Z, then Species X and Species Y have a more recent common ancestor than Species X and Species Z.
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 - clarification Students are expected to know that: <ol> <li>The similarities among living things suggest relatedness. </li> <li>The fact that organisms retain some of the inherited characteristics and DNA of their ancestors from many generations ago makes it possible for scientists to identify both recent and past ancestors of those organisms. </li> <li>Inherited characteristics (both internal and external) of species alive today, including their DNA and the proteins needed to carry out basic life functions, can be compared to determine how similar the species are. Organisms with more similarities are usually more closely related to each other than organisms with fewer similarities, i.e., organisms that have more similarities tend to have a more recent common ancestor than those with fewer similarities. </li> <li>Inherited characteristics (both internal and external) of species alive today can be compared to the characteristics of species that lived in the past, including their DNA if available and , to determine how similar they are. Organisms with more similarities are usually more closely related to each other than organisms with fewer similarities, i.e., organisms that have more similarities tend to have a more recent common ancestor than those with fewer similarities. </li> <li>Some structures that do not seem similar in gross structure and function (e.g. the hand of a human and the front flipper of a whale) may after closer analysis of the detailed anatomy and their DNA sequences be shown to have the same origin. A comparison of these homologous structures and the embryonic structures from which they arise can help to infer lines of evolutionary descent. </li> <li>Many of the same genes code for homologous structures across different species. </li> <li>The relative ages of fossils can be used to help infer lines of evolutionary descent. Relative ages of fossils are determined by their relative positions in the earth's rock layers. </li> <li>Fossils, anatomy, and embryos provide corroborative lines of evidence for common ancestry. DNA underlies the similarities and differences in fossils, anatomy, and embryos. </li> <li>Cladograms and tree diagrams can be used to represent lines of evolutionary descent and to organize hypotheses about the relationships among living things. </li> <li>Evidence for common ancestry across a wide variety of species provides support for the idea that all multi-cellular organisms (including humans) share a common ancestor. Evidence also indicates that life began as single-celled organisms and that complex multi-cellular organisms evolved from them. </li> <li>The similarities and differences in all living organisms are explained by their evolution from common ancestors. </li> <li>Because all organisms share an ancient common ancestor, all organisms, no matter how different they appear to be, have some features in common. </li> </ol> Boundaries: <ol start="1" type="1"> <li>Students are not expected to know about convergent evolution. </li> <li>Students are not expected to know about Archae bacteria and the possible multiple origins of life. </li> <li>Students are not expected to know methods of dating. </li> <li>Students are not expected to know the approximate date of the origin of life or when any particular species or type of organism originated. </li> </ol>
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- descriptionThe goal of the Assessing Students' Progress on the Energy Concept (ASPECt) project was to develop a set of three tests that can be used to diagnose what students in grades 4 through 12 know about energy and to monitor their progress along a learning progression. Support materials are provided to help users interpret students' scores to learn more about what energy ideas students do and do not know and what misconceptions they may have.
- funderThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A120138 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
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- descriptionThe Toward High School Biology (THSB) test items were developed to assess middle school students’ understanding of ideas about matter changes that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Toward High School Biology curriculum unit that is published by NSTA Press (AAAS, 2017). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum. Development of the test items involved reviewing the relevant NGSS learning goals, including performance expectations, evidence statements, disciplinary core ideas, science practices, and related statements from the NRC Framework. Research on student learning was examined to identify common misconceptions, which were then incorporated into the items as distractors. Items were pilot tested with 532 students from a school district that had adopted NGSS but was not participating in the curriculum study. The pilot test data was used to inform revisions to the items and the selection of the items for the final pre/posttest that was used to measure the effect of the curriculum on student learning gains. The test items assess students’ understanding of ideas about chemical reactions at both the substance level and the atomic/molecular level in both simple physical systems and complex biological systems, along with aspects of the science practices of analyzing data, developing and using models, and constructing explanations. The field test of the curriculum unit included 36 multiple choice items, 3 of which also asked students to explain why the answer they chose is correct and the other answer choices are incorrect. Students took the test prior to their having instruction on the targeted ideas and again following instruction. Multiple-choice items, misconceptions assessed, and scoring rubrics for the two-tiered items are provided in this tab.
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- descriptionThe Matter and Energy for Growth and Activity (MEGA) test items were developed to assess high school students’ understanding of ideas about matter and energy changes and energy transfer that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Matter and Energy for Growth and Activity curriculum unit that is published by NSTA Press (AAAS, 2020). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum. Development of the test items involved reviewing the relevant NGSS learning goals, including performance expectations, evidence statements, disciplinary core ideas, science practices, and related statements from the NRC Framework and concepts on energy transfer in the Science College Board Science Standards for College Success (The College Board, 2009). Research on student learning was examined to identify common misconceptions, which were then incorporated into the items as distractors. Items were pilot tested with 1300 students from across the U.S. in school districts that were not participating in the curriculum study and continued to be piloted with each implementation of the unit. The data from pilot testing were used to inform revisions to the items and the selection of the items for the final pre/posttest that was used to measure the effect of the curriculum on student learning gains. The test items assess students’ understanding of ideas about matter and energy changes during chemical reactions at both the substance level and the atomic/molecular level in both simple physical systems and complex biological systems, aspects of the crosscutting concept of systems and system models, and aspects of the science practices of analyzing data, developing and using models, and constructing explanations. Multiple-choice items, misconceptions assessed, and scoring rubrics for the constructed-response items are provided in this tab.
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- descriptionIn 2014, with funding from the National Science Foundation, we began to investigate which of many possible linguistic and cognitive factors might differentially affect the performance of non-native English-speaking students on science tests when compared to the performance of native English speakers. We had about 1000 test items in our item bank, and we knew whether English was the primary language of the students who had answered those test questions during field testing. The students in the testing sample ranged from 6th to 12th graders. We also knew from our field testing that, on average, the students whose primary language was not English scored about seven percentage points lower than students who said that English was their primary language. The challenge was to identify the factors that could explain that difference. We combed the research literature for likely candidates and systematically narrowed the possible item features based on our own statistical analyses. In the end, we were unable to find anything that could reliably explain that seven percentage point difference. None of our cognitive or linguistic measures proved to be statistically significant predictors of the performance of native-English-speakers, English learners, or the difference between them. We were left with the conclusion that the most likely explanation for the difference between the scores of the two groups was their understanding of the science content itself and, in turn, their opportunity to learn this content. This conclusion was confirmed toward the end of the project when we administered a sample of the test questions to students in a single school taught by the same teacher where about half of the students were native-English speakers and half were native-Spanish speakers. In this case, where the native-Spanish speakers received the same instruction from the same teacher side-by-side with the native English-speakers, there was no difference in performance. Under this tab, you will find a variety of materials from this study. These include: • A final technical report of the study, which describes the study and its results in their entirety. • A report on a validation study that compared EL and non-EL student performance on two sets of items that had been revised to either make access to the items less or more challenging for EL students. • Topic-level summaries that present the data that we collected and analyzed for each of 16 life, physical, and earth science topics. • A summary of research that we compiled on the linguistic features that help or hinder EL access to assessment items. • Conference presentations made throughout the course of the project
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descriptionMisconception ENM058: Some species do not share a common ancestor.

title_for_layoutTopics ~ Evolution and Natural Selection ~ Misconception ENM058

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