Final wording for the 12th grade Proficiencies approved
by the Ohio Board of Education on March 7, 2000

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The two competencies we were primarily concerned with are in red text below.


I RECOMMEND that the State Board of Education ADOPT the following

WHEREAS Section 3301.0710 of the Revised Code requires the State Board of Education to prescribe tests that measure twelfth-grade level of proficiency in reading, writing, mathematics,
citizenship, and science, and Section 3301.0711 of the Revised
Code has required all public high schools to administer these
tests annually since 1994; and

WHEREAS Section 3313.603 of the Revised Code increases the number of units required for graduation in these same core academic areas, effective September 15, 2001; and

WHEREAS committees comprised of Ohio secondary and postsecondary educators, as well as business and community representatives, have recommended lists of competencies that should be measured by Twelfth-Grade Proficiency Tests to reflect the new graduation requirements; and

WHEREAS the Department of Education made these draft lists
available for review and comment to all public and chartered
nonpublic high schools, placed the lists on the Department's
website to allow interested citizens to comment, discussed the
lists with the Performance Accountability Committee of the State
Board of Education, and considered all comments received by
February 29, 2000: Therefore, Be It

RESOLVED, That the State Board of Education adopts the five lists of competencies attached hereto and made a part hereof by
reference for use in developing revised Twelfth-Grade Proficiency Tests that will replace existing tests in the school year that begins July 1, 2000; and, Be It

FURTHER RESOLVED, That the Superintendent of Public Instruction be, and she hereby is, directed to send a copy of these lists of competencies to each school district and school affected by this requirement, not later than April 1, 2000.



The items and tasks will be appropriate for twelfth-grade students which includes a content limit equivalent to three years of high school science. To the extent possible, items and tasks will have real-world contexts encountered in daily life and the workplace. Items and tasks will require demonstration of scientific knowledge, inquiry, communication and application of knowledge. The competencies are predicated on students having access to instruction which develops understanding of:

*scientific inquiry, including understanding the nature of science and the scientific enterprise; the ability to conduct open-ended investigations, interpret findings, and communicate results; and the ability to evaluate evidence and make judgments based on evidence; *the interconnectedness of the sciences, including the ability to use major scientific ideas to explore phenomena, inform decision making, resolve issues, solve problems, explain how things work, and communicate scientifically; and *relationships between and among science, technology and society, in the past,
present, and future.

History and Nature of Science

1. Evaluate or design an investigation, including clarifying logical
connections between guiding scientific ideas and experimental methods, identifying controls, variables and plausible outcomes and analyzing errors and safety issues.

2. Analyze scientific conclusions as presented in popular and technical sources (e.g., advertisements, news articles, technical journals) including applying rules of evidence and logical argument, assessing trade-offs and/or formulating alternative solutions.

3. Examine milestones in the development of scientific theories, models, and technology in response to needs and new evidence by identifying and explaining the significance of the contributions of given men and women from different parts of the world.

4. Given an example of a technological device or system used in a scientific investigation, explain science concepts used in its operation and/or analyze its benefits in doing scientific inquiry (e.g., making observations, analyzing data, modeling relationships).

5. Identify a transfer of a scientific principle or technology into everyday use and/or evaluate its utility considering environmental and/or economic constraints.

Physical Science

6. Utilize molecular models of organic and inorganic substances, ranging from simple to complex, to quantitatively and qualitatively explain, interpret or predict properties of substances and experimental results.

7. Analyze and make predictions about the motion and causes of motion of objects, including motions of non-rotating objects in two-dimensions.

8. Apply the principles of conservation (mass/energy, charge) to predict the effects or analyze the results of changing components in technological systems (e.g., mass transportation, public utilities, amusement park rides, electrical circuits).

Earth and Space Science

9. Given scientific data for geological, hydrological, or meteorological phenomena, analyze and interpret the impact of the phenomena on the earth over short and long time spans.

10. Interpret astronomical observations within and beyond the solar system and relate these to our understanding of earth.

11. Evaluate renewable and non-renewable resources for efficient use and environmental impact.

12. Demonstrate an understanding of energy in the earth system, geochemical cycles, origin and evolution of the earth system, and origin and evolution of the universe.

Life Science

13. Analyze and compare the interrelationship between structure and regulatory and biochemical processes within organisms.

14. Scientifically evaluate societal issues (e.g., legal, ethical, ecological, and economic) related to biotechnologies.

15. Relate patterns of diversity, extinction, adaptation, and speciation as a result of natural selection at the molecular and population levels.

16. Evaluate and analyze the impact and influence of human activities upon living and non-living components of the earth, including economic,
environmental and societal issues.