Science Assessment

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Cake Params

• controllermisconceptions
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View Variables

• topicRH
• misconception
  • Misconception
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    • topicReproduction, Genes, and Heredity
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      • id2260
      • codeRH17-1
      • ownerndubois
      • text<p> <font face="Times New Roman" size="3">How are proteins made in an organism?</font> </p> <ol type="A"> <li> <font face="Times New Roman" size="3">By linking amino acids together</font> </li> <li> <font face="Times New Roman" size="3">By linking DNA molecules together</font> </li> <li> <font face="Times New Roman" size="3">By linking nucleotides together</font> </li> <li> <font face="Times New Roman" size="3">Proteins are not made in organisms.</font> </li> </ol>
      • version1
      • titleProteins are made in an organism by linking amino acids together.
      • date2019-05-19 11:13:02
      • topic_id12
      • notesCamped 3-6-08 This version approved for piloting 4-15-08
      • sourceP2061
      • attribution
      • answerA
      • answer_typeS
      • response_count4
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      • contextHow proteins made
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      • ownerjflanaga
      • text<p> <span style="font-size: 12pt;"><span style="font-family: Times New Roman;">What do DNA and proteins have to do with each other?</span></span> </p> <ol type="A"> <li> <span style="font-size: 12pt;"><span style="font-family: Times New Roman;">DNA is a type of protein.</span></span> </li> <li> <span style="font-size: 12pt;"><span style="font-family: Times New Roman;">Proteins are a type of DNA.</span></span> </li> <li> <span style="font-size: 12pt;"><span style="font-family: Times New Roman;">DNA provides information for making proteins.</span></span> </li> <li> <span style="font-size: 12pt;"><span style="font-family: Times New Roman;">DNA and proteins have nothing to do with each other.</span></span> </li> </ol>
      • version2
      • titleThe way DNA and proteins are related is that DNA provides information for making proteins.
      • date2019-05-19 11:13:02
      • topic_id12
      • notesCamped 3-6-08 This version approved for piloting 4-15-08 approved for field testing 3-19-09
      • sourceP2061
      • attribution
      • answerC
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      • text<p> <font face="Times New Roman" size="3">Which of the following statements is TRUE?</font> </p> <ol type="A"> <li> <font face="Times New Roman" size="3">DNA is made up of proteins</font> </li> <li> <font face="Times New Roman" size="3">Proteins are made up of DNA</font> </li> <li> <font face="Times New Roman" size="3">DNA is made up of amino acids</font> </li> <li> <font face="Times New Roman" size="3">Proteins are made up of amino acids</font> </li> </ol>
      • version1
      • titleProteins are made up of amino acids.
      • date2019-05-19 11:13:02
      • topic_id12
      • notesCamped 3-6-08 This version approved for piloting 4-15-08 {Although may be too much about terminology rather than concepts}
      • sourceP2061
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      • clarification<p> Piloting S08, no clarification or key ideas: </p> <p> Knowledge targeted by items [THIS IS NOT A CLARIFICATION] </p> <p> Knowledge targeted by items: </p> <ol> <li>DNA molecules provide instructions for assembling protein molecules from amino acids. [The particular sequences of nucleotides in a DNA molecule that provide instructions for assembling protein molecules are called genes.] </li> <li>Protein molecules are assembled by linking amino acids together. Three nucleotides code for one amino acid. </li> <li>Twenty different types of amino acids are used to make protein molecules. </li> <li>Students should know the relationships between DNA molecules, amino acids, and proteins. </li> </ol> <p> Continues in RH "4b" </p> <p> Updated 6-27-08 NSD </p>
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      • text<p> What do DNA and proteins have to do with each other? </p> <ol class="itemAnswers" type="A"> <li>DNA is a type of protein. </li> <li>Proteins are a type of DNA. </li> <li>DNA provides information for making proteins. </li> <li>DNA and proteins have nothing to do with each other. </li> </ol>
      • version3
      • titleThe way DNA and proteins are related is that DNA provides information for making proteins.
      • date2019-05-19 11:13:02
      • topic_id12
      • notesEdited 08/2016
      • sourceP2061
      • attribution
      • answerC
      • answer_typeS
      • response_count4
      • locked0
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      • contextRelationship - DNA and proteins
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        • topicReproduction, Genes, and Heredity
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          • ideaAll living things contain genes made of DNA, and those genes code for proteins that are responsible for an organism's traits.
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          • ideaDNA molecules provide the cells with instructions for assembling protein molecules from amino acids.
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      • ideaDNA molecules provide the cells with instructions for assembling protein molecules from amino acids.
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      • clarification<p> <i>Students are expected to know that:</i> </p> <ol> <li>Protein molecules are made up of amino acid subunits linked together in a specific sequence. </li> <li>DNA molecules provide instructions for linking and ordering amino acids to form protein molecules. </li> <li>Each sequence of three nucleotides in a molecule of DNA codes for an amino acid. </li> <li>The set of nucleotides in a DNA molecule that provide instructions for assembling a particular protein molecule from amino acids is called a gene. </li> <li>20 different types of amino acids are used to make protein molecules. </li> <li>A change to the sequence of nucleotides in a gene within a molecule of DNA can alter the protein that is produced. </li> <li>Changes to the sequence of nucleotides in a molecule of DNA can come from insertions, deletions, or substitutions of one or more nucleotide subunits in a DNA molecule. </li> <li>Changes to the sequence of nucleotides in a molecule of DNA are called mutations.<br> </li> </ol> <p> <i>Boundaries:</i> </p> <ol> <li>Students are not expected to know the terms: transcription, translation, messenger RNA, transfer RNA, codons, or anticodons. </li> </ol>
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  • 2
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    • titleASPECt Project
    • internal_notes
    • 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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    • titleTHSB Project
    • internal_notesThis tab is currently only visible to administrators.
    • 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. <br><br> 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. <br><br> 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.
    • funderThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A100714 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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    • titleMEGA Project
    • internal_notesThis tab is currently only visible to administrators. <br>
    • 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. <br><br> 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. <br><br> 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.
    • funderThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A150310 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.
    • complexity0
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  • 7
    • id7
    • titleLinguistics Project
    • internal_notesThis tab is currently only visible to administrators.
    • 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. <br><br> 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. <br><br> 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. <br><br> Under this tab, you will find a variety of materials from this study. These include: <br><br> • A final technical report of the study, which describes the study and its results in their entirety. <br><br> • 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. <br><br> • Topic-level summaries that present the data that we collected and analyzed for each of 16 life, physical, and earth science topics. <br><br> • A summary of research that we compiled on the linguistic features that help or hinder EL access to assessment items. <br><br> • Conference presentations made throughout the course of the project
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  • descriptionMisconception RHM010: Proteins are composed of DNA or genes (Marbach-Ad, 2001).
• title_for_layoutTopics ~ Reproduction, Genes, and Heredity ~ Misconception RHM010
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    • namePhysical Science
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        • topic_pubEnergy: Forms, Transformation, Transfer, and Conservation
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        • topic_pubEnergy: Forms, Transformation, Transfer, and Conservation
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