Biology 224508114 Ilearn Biology Science Spring 2019 60612853 PDF

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Summary

nothing that is good enough for any college that I would love to apply too because everywhere accepts the smartest people ever and I am dumber than a box of rocks...

Description

Individual Student Report How did my student perform on the test? Test: ILEARN Science Biology Year: Spring 2019 Name: Hinton, Emma Overall Performance on the ILEARN Science Biology Test: Hinton, Emma, Spring 2019

Name

STN

Scale Score

Proficiency Level

College and Career Readiness Indicator

Hinton, Emma

224508114

7458

Below Proficiency

No

Scale Score and Performance on the ILEARN Science Biology Test: Hinton, Emma, Spring 2019

Proficiency Level Description

Hinton, Emma Scored

Below Proficiency Indiana students below proficiency have not met current grade level standards. Students may require significant support to develop the knowledge, application, and analytical skills needed to be on track for college and career readiness.

7458

Average Scale Scores on the ILEARN Science Biology Test: Pike Central High School and Comparison Groups, Spring 2019

Name

Average Scale Score

Indiana

7498

Pike County School Corp (6445)

7495

Pike Central High School (6445_6763)

7495

Based on data from the ILEARN Biology, Spring 2019 administration. Report Generated: 8/28/2019 9:39:55 AM EDT For help in understanding your student's scores and this report, contact your student's teacher or school principal.

The table and the graph below indicate student performance on individual reporting categories. The black line indicates the student's score on each reporting category. The green rectangle shows the range of likely scores your student would receive if he or she took the test multiple times. Performance on the ILEARN Science Biology Test, by Reporting Category: Hinton, Emma, Spring 2019

Reporting Category

Developing and Using Models to Describe Structure and Function

Developing and Using Models to Explain Processes

Analyzing Data and Mathematical Thinking

Constructing and Communicating an Explanation

Evaluating Claims with Evidence

Reporting Category Performance

Below the Standard

Below the Standard

Below the Standard

Below the Standard

Below the Standard

Above the Standard

Above the Standard

Above the Standard

Above the Standard

Above the Standard

Reporting Category Description

At/Near

What These Results Mean Your student can often independently develop and use basic conceptual models (e.g., mathematical representations, analogies, diagrams) to predict and explain phenomena. He or she can identify and use appropriate tools to conduct a scientific investigation. Next Steps Ask your student to develop questions about how a natural system works or how to solve an engineering problem. Then, ask your student to explain how the system works by constructing a model and selecting tools to test predictions generated from the questions.

At/Near

What These Results Mean Your student can often independently use models to illustrate animal and plant cell processes. He or she can model cellular structures and functions, photosynthesis and respiration, and how humans and natural phenomena impact the flow of matter and energy in ecosystems. Next Steps Ask your student to develop a model that illustrates a process in a plant or animal cell (e.g., photosynthesis, respiration). Then, ask your student to evaluate his or her model against other models of the same process to identify how the models differ.

Below

What These Results Mean Your student may need support analyzing data. He or she can construct a basic investigation to answer a scientific question and summarize the results of an investigation. Next Steps Ask your student to analyze the experimental design and identify variables in a given investigation. Then, ask your student to suggest changes to increase data quality and validity and to reduce potential sources of error in the investigation.

Below

What These Results Mean Your student may need support constructing and communicating explanations in the designed or natural world. He or she can identify results from an investigation and state the merit and validity of claims, methods, and designs. Next Steps Ask your student to construct an explanation based on results from a given scientific investigation. Then, ask your student to present the explanation to other students using tables, diagrams, graphs, models, and/or equations.

Below

What These Results Mean Your student may need support using evidence to evaluate scientific claims. He or she can identify competing ideas, methods, and explanations for a natural phenomenon or a solution to a design problem. Next Steps Ask your student to compare evidence supporting competing scientific claims or solutions to a design problem. Then, ask your student to explain why the evidence supports one best claim or solution....