VCE Biology
Assessment Handbook 2013–2016
© Victorian Curriculum and Assessment Authority 2012.
No part of this publication may be reproduced except as specified under the
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ISBN 978-1-922082-16-9
Contents
Introduction ..........................................................................................................................................3
Assessment ..........................................................................................................................................4
VCE assessment principles ........................................................................................................4
School-assessed Coursework ....................................................................................................6
Scope of tasks ................................................................................................................6
Designing the assessment tasks ....................................................................................6
Making assessment part of teaching and learning .........................................................7
Biology Assessment Advice and Further Resources .....................................................................10
School-assessed Coursework ..................................................................................................10
Unit 3 Performance descriptors ....................................................................................10
Unit 4 Performance descriptors ....................................................................................15
Sample approaches to School-assessed Coursework .............................................................19
Unit 3 ............................................................................................................................19
Unit 4 ............................................................................................................................21
Further Resources ....................................................................................................................24
Examination ..................................................................................................................24
Publications ..................................................................................................................24
©VCAA 2012
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ASSESSMENT HANDBOOK 2013–2016
Introduction
The VCE Biology Assessment Handbook 2013–2016 contains assessment information for both
school-based assessment and the examination in Biology and advice for teachers on how to
construct assessment tasks. Advice on matters related to the administration of Victorian
Certificate of Education (VCE) assessment is published annually in the VCE and VCAL
Administrative Handbook. Updates to matters related to the administration of VCE assessment
are published in the VCAA Bulletin VCE, VCAL and VET. Teachers must refer to these
publications for current advice.
This assessment handbook is published in online format only and provides advice specifically
for Units 3 and 4.
Updates to the online assessment handbook are published in the VCAA Bulletin VCE, VCAL
and VET.
Units 1 and 2
In Biology the student’s level of achievement in Units 1 and 2 is a matter for school decision.
Assessments of levels of achievement for these units are not to be reported to the Victorian
Curriculum and Assessment Authority (VCAA). Schools may choose to report levels of
achievement to students using grades, descriptive statements or other indicators.
Units 3 and 4
The VCAA will supervise the assessment of all students undertaking Units 3 and 4.
In Biology the student’s level of achievement will be determined by School-assessed
Coursework and an end-of-year examination. The VCAA will report the student’s level of
performance as a grade from A+ to E or UG (ungraded) for each of three Graded Assessment
components: Unit 3 School-assessed Coursework, Unit 4 School-assessed Coursework and the
end-of-year examination.
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Assessment
VCE assessment principles
Assessment is an integral part of teaching and learning. At the senior secondary level it:
•
•
•
•
identifies opportunities for further learning
describes student achievement
articulates and maintains standards
provides the basis for the award of a certificate.
As part of VCE studies, assessment tasks enable:
• the demonstration of the achievement of an outcome or set of outcomes
• judgment and reporting of a level of achievement on a task or collection of tasks for
School-assessed Coursework, School-assessed Tasks or examinations.
Monitoring the results of VCE assessment also provides feedback that informs curriculum
implementation, assessment design and curriculum review.
In each VCE study, teachers and schools determine the assessment tasks to be used at Units 1
and 2. In Units 3 and 4, specified assessment tasks are set.
At the Units 3 and 4 level of this VCE study, School-assessed Coursework and the
examination provide assessment results that are used in the calculation of a student’s study
score.
The following are the principles that underpin all VCE assessment practices. These are
extracted from the VCAA Principles and guidelines for the development and review of VCE
studies published as Supplement 1 to the March 2009 VCAA Bulletin VCE, VCAL and VET
No. 68.
VCE assessment will be valid
Validating of VCE assessment means that it will enable judgments to be made about
demonstration of the outcomes and levels of achievement on assessment tasks fairly, in a
balanced way and without adverse effects on the curriculum or the education system. The
overarching concept of validity is elaborated as follows.
VCE assessment should be fair and reasonable
Assessment should be acceptable to stakeholders – including students, schools, government
and the community. The system for assessing the progress and achievement of students must
be accessible, effective, equitable, reasonable and transparent.
Assessment instruments should not assess learning that is outside the scope of a study design.
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Each assessment instrument (for example, examination, assignment, test, project, practical,
oral, performance, portfolio, presentation or observational schedule) should give students
clear instructions. It should be administered under conditions (degree of supervision, access to
resources, notice and duration) that are substantially the same for all students undertaking that
assessment.
VCE assessment should be equitable
Assessment instruments should neither privilege nor disadvantage certain groups of students
or exclude others on the basis of gender, culture, linguistic background, physical disability,
socioeconomic status and geographical location.
Assessment instruments should be designed so that, under the same or similar conditions, they
provide consistent information about student performance. This may be the case when, for
example, alternatives are offered at the same time for assessment of an outcome (which could
be based on a choice of context) or at a different time due to a student’s absence.
VCE assessment will be balanced
The set of assessment instruments used in a VCE study will be designed to provide a range of
opportunities for a student to demonstrate in different contexts and modes the knowledge,
skills, understanding and capacities set out in the curriculum. This assessment will also
provide the opportunity for students to demonstrate different levels of achievement specified
by suitable criteria, descriptors, rubrics or marking schemes.
Judgment about student level of achievement should be based on the results from a variety of
practical and theoretical situations and contexts relevant to a study. Students may be required
to respond in written, oral, performance, product, folio, multimedia or other suitable modes as
applicable to the distinctive nature of a study or group of related studies.
VCE assessment will be efficient
The minimum number of assessments for teachers and assessors to make a robust judgment
about each student’s progress and learning will be set out in the study design. Each
assessment instrument must balance the demands of precision with those of efficiency.
Assessment should not generate workload and/or stress that unduly diminish the performance
of students under fair and reasonable circumstances.
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School-assessed Coursework
School-assessed Coursework provides schools with the opportunity to make their own
administrative arrangements for the internal assessment of their students.
School-assessed Coursework also provides teachers with the opportunity to:
• select from the range of designated assessment tasks in the study design
• develop and administer their own assessment program for their students
• monitor the progress and work of their students
• provide important feedback to the student
• gather information about the teaching program.
Students should know in advance how and when they are going to be assessed and the
conditions under which they will be assessed.
Assessment tasks should be part of the teaching and learning program. For each assessment
task students should be provided with the:
•
•
•
•
•
type of assessment task and approximate date for completion
time allowed for the task
allocation of marks
nature of any materials they can utilise when completing the task
opportunity to demonstrate the highest level of performance.
Following an assessment task:
• teachers can use the performance of their students to evaluate the teaching and learning
program
• a topic may need to be carefully revised again prior to the end of the unit to ensure
students fully understand the key knowledge and key skills required in preparation for the
examination.
Feedback provides students with important advice about which aspect or aspects of the key
knowledge they need to learn and in which key skills they need more practice.
Authentication
Teachers should have in place strategies for ensuring that work submitted for assessment is
the student’s own. Where aspects of School-assessed Coursework tasks are completed outside
class time teachers must monitor and record each student’s progress through to completion.
This requires regular sightings of the work by the teacher and the keeping of records.
The teacher may consider it appropriate to ask the student to demonstrate his/her
understanding of the task at the time of submission of the work. If any part of the work cannot
be authenticated, then the matter should be dealt with as a breach of rules.
To reduce the possibility of authentication problems arising, or being difficult to resolve, the
following strategies are useful:
• Ensure that a significant amount of classroom time is spent on the task so that the teacher
is familiar with each student’s work and can regularly monitor and discuss aspects of the
work with the student.
• Ensure that students document the specific development stages of work, starting with an
early part of the task such as topic choice, list of resources and/or preliminary research.
• Filing of copies of each student’s work at given stages in its development.
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• Regular rotation of topics from year to year to ensure that students are unable to use
student work from the previous year.
• Where there is more than one class of a particular study in the school, the VCAA expects
the school to apply internal moderation/cross-marking procedures to ensure consistency of
assessment between teachers. Teachers are advised to apply the same approach to
authentication and record-keeping, as cross-marking sometimes reveals possible breaches
of authentication. Early liaison on topics, and sharing of draft student work between
teachers, enables earlier identification of possible authentication problems and the
implementation of appropriate action.
• Encourage students to acknowledge tutors, if they have them, and to discuss and show the
work done with tutors. Ideally, liaison between the class teacher and the tutor can provide
the maximum benefit for the student and ensure that the tutor is aware of the
authentication requirements. Similar advice applies if students receive regular help from a
family member.
Scope of tasks
Assessment tasks must be a part of the regular teaching and learning program and must not
unduly add to the workload associated with that program. They must be completed mainly in
class and within a limited timeframe. Where there is a range of options in assessment tasks,
teachers must ensure that they are comparable in scope and demand. Teachers should select a
variety of assessment tasks for their program to reflect the key knowledge and key skills
being assessed and to provide for different learning styles.
Designing the assessment tasks
Designing an assessment task is an important part of the teaching, learning and assessment
process. The assessment task needs to provide the opportunity for all students to demonstrate
the highest level of performance on the outcome. Teachers should design an assessment task
that is representative of the content (key knowledge and key skills underpinning the outcome).
Performance descriptors for each outcome in Units 3 and 4 are provided to assist teachers in
making a judgment about the student’s level of performance on the outcome.
The following information presents one approach to developing an assessment task.
Making assessment part of teaching and learning
Step 1: Define the parameters of an outcome and its related assessment task options.
This involves:
• Listing the key knowledge and key skills that will be assessed by the outcome. These are
stated in the study design but may be reworded for student purposes.
• Choosing the assessment task from the options listed in the study design. It is possible for
students in the same class to undertake different options; however, teachers must ensure
that the tasks are comparable in scope and demand.
Step 2: Examine the assessment advice.
Examine the highest level of performance descriptors and clarify their meaning if unsure.
Use the study design as a reference point. Remember the performance descriptors for each
outcome identify the qualities or characteristics that need to be identified in a student
response. This helps in the development of the task. It also helps clarify what needs to be
taught as well as what needs to be included in the assessment task. It will assist students in
understanding the expectations of the task.
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VCE Biology
Step 3: Determine teaching and learning activities.
Identify the nature and sequence of teaching and learning activities to cover the key
knowledge and key skills outlined in the study design. It is important that a variety of learning
opportunities are provided to cater for individual preferred learning styles. (Refer to the
‘Advice for teachers’ section of the study design for some specific examples of learning
activities for each outcome.)
Step 4: Design the assessment task.
• Try to use a range of task types across Units 3 and 4.
• The information in the stimulus should be relevant to the task and assist students in their
response.
• Check that the instructions are clear. Are they complete and unambiguous?
Conditions for the task
• It is important that students know what is expected of them in an assessment task. This
means providing students with advice about the outcome’s key knowledge and key skills
to be assessed. This allows students to understand during the teaching and learning stage
what they are expected to know or do.
• Students should be provided with the performance descriptors by which their response will
be assessed.
• Students should be advised about the conditions under which they will be expected to do
the task.
• Teachers can develop their own rules, consistent with school policies, about the material
that can be brought into the room and the use of textbooks. Make sure that these rules are
given to the students before the task is started and preferably in writing.
• One method of authentication is to collect the work at the end of each period and keep it in
an individual plastic folder, workbook or folio.
Points to consider
When constructing a task consider the following:
• Does the task enable students to demonstrate the highest possible performance level?
• Will students select the form of the response or will you select the form that the whole
class will use?
• Will the task be completed in one lesson or over several lessons? If the task is going to run
over several lessons will the task be divided into parts or will students’ work be collected
at the end of each lesson? If a school has multiple Biology classes and a task is designed to
last several lessons will the task be altered slightly for each class?
• Does the task allow easy identification of the key aspects of the response to be assessed?
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Biology Assessment Advice and Further Resources
School-assessed Coursework
Teachers will provide to the VCAA a score for each outcome in each of Units 3 and 4,
which represents an assessment of the student’s achievement. The score must be based on
the teacher’s assessment of the level of performance of each student on the outcomes for
the unit specified in the study design. Teachers must select assessment tasks from the
designated list for each outcome published in the study design.
Assessment tasks should be a part of the regular teaching and learning program and should
not add unduly to student workload. Assessment tasks should be completed mainly in class
and within a limited timeframe. The overall assessment program for the unit should include
a variety of assessment task formats, include provision for authentication of student work
and take into account the overall workload for students.
School-assessed Coursework for the outcomes in Unit 3 will contribute 20 per cent to the
student’s study score for Biology.
School-assessed Coursework for the outcomes in Unit 4 will contribute 20 per cent to the
student’s study score for Biology.
Performance descriptors
Performance descriptors provide holistic statements of achievement developed from the
outcome statement and its key knowledge and key skills, as specified in the study design.
They provide guidance for the setting and marking of assessment tasks.
Unit 3 Area of Study 1 Outcome 1
Analyse and evaluate evidence from practical investigations related to biochemical processes.
This outcome will contribute 50 marks out of 100 marks allocated to School-assessed
Coursework for Unit 3. It will be assessed by three practical activities, which together will
contribute a total of 50 marks.
Tasks
Description
Reports of three practical activities:
• an investigation of cellular respiration or photosynthesis
• an investigation of enzyme action
• an investigation of the movement of substances across membranes
Designing the assessment tasks
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VCE Biology
Task 1: report of an investigation of cellular respiration or photosynthesis
Teachers should develop an assessment task that allows the student to:
 demonstrate knowledge and the application of experimental methods used to study the
biochemical processes of cellular respiration or photosynthesis
 analyse, interpret and evaluate the results and the procedures of the practical investigation
 demonstrate and apply knowledge of terms, concepts and relationships associated with
applications of molecular biology in terms of the biochemical processes of cellular
respiration or photosynthesis including reference to catabolic and/or anabolic reactions
and process requirements
 have the opportunity to demonstrate the highest level of performance.
Task 2: report of an investigation of enzyme action
Teachers should develop an assessment task that allows the student to:
 demonstrate knowledge and the application of experimental methods used to study
enzyme action
 analyse, interpret and evaluate the results and the procedures of the practical investigation
 demonstrate and apply knowledge of terms, concepts and relationships associated with
applications of molecular biology in terms of enzyme catalysed reactions including the
role of enzymes as protein catalysts and their mode of action
 have the opportunity to demonstrate the highest level of performance.
Task 3: report of an investigation of the movement of substances across membranes
Teachers should develop an assessment task that allows the student to:
 demonstrate knowledge and the application of experimental methods used to study
movement of substances across membranes
 analyse, interpret and evaluate the results and the procedures of the practical investigation
 demonstrate and apply knowledge of terms, concepts and relationships associated with
applications of molecular biology in terms of the structure and function of plasma
membranes including the fluid-mosaic model of plasma membranes and types of
movement of biomacro molecules (specifically proteins) across membranes
 have the opportunity to demonstrate the highest level of performance.
Resources and scheduling
Schools may determine the conditions for the task including access to resources and notes.
Students should be advised of the timeline and conditions under which the task is to be
conducted.
Performance descriptors
The following descriptors provide a guide to the levels of performance typically demonstrated
within each range on the assessment tasks.
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Outcome 1
MARK RANGE
DESCRIPTOR: typical performance in each range
42–50 marks over
three activities
Complex understanding of the theory related to experimental methods
used to investigate the selected process: cellular respiration or
photosynthesis/enzyme action/movement of substances across membranes.
Complex understanding of the aims and methodology of
the practical investigation. Detailed and accurate collection and
presentation of results. Comprehensive and detailed analysis, evaluation
and interpretation of the results. A comprehensive evaluation of the
procedures of the practical investigation. Comprehensive and detailed
knowledge of terms, concepts and relationships of the relevant theory in
relation to applications of molecular biology related to the selected
process: cellular respiration or photosynthesis/enzyme action/movement of
substances across membranes.
32–41 marks over
three activities
Thorough understanding of the theory related to experimental methods
used to investigate the selected process: cellular respiration or
photosynthesis/enzyme action/movement of substances across membranes.
Thorough understanding of the aims and methodology of the practical
investigation. Accurate collection and presentation of results. Very
detailed analysis, evaluation and interpretation of the results. A welldeveloped evaluation of the procedures of the practical investigation. Very
detailed knowledge of terms, concepts and relationships of the relevant
theory in relation to applications of molecular biology related to the
selected process: cellular respiration or photosynthesis/enzyme
action/movement of substances across membranes.
22–31 marks over
three activities
Satisfactory understanding of the theory related to experimental methods
used to investigate the selected process: cellular respiration or
photosynthesis/enzyme action/movement of substances across membranes.
Adequate understanding of the aims and methodology of the practical
investigation. Satisfactory collection and presentation of results. Some
detailed analysis, evaluation and interpretation of the results. Identification
and some evaluation of the procedures of the practical investigation.
Adequate knowledge of terms, concepts and relationships of the relevant
theory in relation to applications of molecular biology related to the
selected process: cellular respiration or photosynthesis/enzyme
action/movement of substances across membranes.
12–21 marks over
three activities
Some relevant discussion of the theory related to experimental methods
used to investigate the selected process: cellular respiration or
photosynthesis/enzyme action/movement of substances across membranes.
Some relevant comment on the aims and methodology of the practical
investigation. Some accurate collection and presentation of results. Some
knowledge and understanding of the results. Identification and some
discussion of the procedures of the practical investigation. Some
knowledge of terms, concepts and relationships of the relevant theory in
relation to applications of molecular biology related to the selected
process: cellular respiration or photosynthesis/enzyme action/movement of
substances across membranes.
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1–11 marks over three
activities
VCE Biology
Some reference to but limited discussion of the theory related to
experimental methods used to investigate the selected process: cellular
respiration or photosynthesis/enzyme action/movement of substances
across membranes. Some description of the aims and methodology of the
practical investigation. Limited presentation of results. The results and/or
the procedures of the practical investigation are identified. Limited
knowledge of terms, concepts and relationships of the relevant theory in
relation to applications of molecular biology related to the selected
process: cellular respiration or photosynthesis/enzyme action/movement of
substances across membranes.
Unit 3 Area of Study 2 Outcome 2
Describe and explain the use of the stimulus-response model in coordination and regulation
and how components of the human immune system respond to antigens and provide
immunity.
This outcome will contribute 50 marks out of 100 marks allocated to School-assessed
Coursework for Unit 3. It will be assessed by two tasks, which will contribute a total of
50 marks.
Tasks
Description
For this outcome, two assessment tasks must be completed.
Task 1
A report of an investigation or simulation of a selected organism’s response to a specific
chemical or physical signal:
Designing the assessment task
Teachers should develop an assessment task that allows the student to:





demonstrate knowledge and the application of experimental methods used to study the
stimulus-response model and coordination and/or regulation in organisms
analyse, interpret and evaluate the results and the procedures of a practical investigation
of a plant or animal or bacterial response to a chemical and/or physical signal
demonstrate and apply their knowledge of terms, concepts and relationships associated
with the use of a stimulus-response model to explain how the selected organism responds
to a chemical or physical stimulus and how coordination and/or regulation occurs
demonstrate and apply their knowledge of terms, concepts and relationships associated
with the action of signalling molecules with respect to signal transduction, and the links
between signal transduction and coordination and/or regulation
have the opportunity to demonstrate the highest level of performance.
Resources and scheduling
Schools may determine the conditions for the task including access to resources and notes.
Students should be advised of the timeline and conditions under which the task is to be
conducted.
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Performance descriptors
The following descriptors provide a guide to the levels of performance typically demonstrated
within each range on the assessment task.
Outcome 2 Task 1
MARK RANGE
DESCRIPTOR: typical performance in each range
21–25 marks
Complex understanding of the experimental methods used to investigate
the stimulus-response model and coordination and/or regulation in
organisms. Complex understanding of the aims and methodology of the
laboratory investigation. Thorough collection and presentation of results.
Comprehensive and detailed analysis, evaluation and interpretation of
the results. A comprehensive evaluation of the procedures of the
practical investigation. Comprehensive and detailed knowledge of terms,
concepts and relationships associated with the stimulus-response model
including critical analysis of the relevant mechanisms of coordination
and regulation. Critical analysis of signalling molecules and signal
transduction.
16–20 marks
Thorough understanding of the experimental methods used to investigate
the stimulus-response model and coordination and/or regulation in
organisms. Thorough understanding of the aims and methodology of the
laboratory investigation. Detailed collection and presentation of results.
Detailed analysis, evaluation and interpretation of the results. A welldeveloped evaluation of the procedures of the practical investigation.
Detailed knowledge of terms, concepts and relationships associated with
the stimulus-response model including detailed analysis of the relevant
mechanisms of coordination and regulation. Detailed analysis of
signalling molecules and signal transduction.
11–15 marks
Satisfactory understanding of the experimental methods used to
investigate the stimulus-response model and coordination and/or
regulation in organisms. Adequate understanding of the aims and
methodology of the laboratory investigation. Appropriate collection and
presentation of results. Some detailed analysis, evaluation and
interpretation of the results. Identification and some evaluation of the
procedures of the practical investigation. Satisfactory knowledge of
terms, concepts and relationships associated with the stimulus-response
model including some analysis of the relevant mechanisms of
coordination and regulation. Some accurate analysis of signalling
molecules and signal transduction.
6–10 marks
Some relevant discussion of the experimental methods used to
investigate the stimulus-response model and coordination and/or
regulation in organisms. Some relevant comment of the aims and
methodology of the laboratory investigation. Some accurate collection
and presentation of results. Some knowledge and understanding of the
results. Identification and some discussion of the procedures of the
practical investigation. Some knowledge of terms, concepts and
relationships associated with the stimulus-response model including
some reference to the relevant mechanisms of coordination and
regulation. Some explanation of signalling molecules and signal
transduction.
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1–5 marks
VCE Biology
Some reference to but little discussion of the experimental methods used
to investigate the stimulus-response model and coordination and/or
regulation in organisms. Limited description of the aims and
methodology of the laboratory investigation. Collection and presentation
of results may be incomplete. Limited discussion of the results or of the
procedures of the practical investigation. Knowledge of terms, concepts
and relationships associated with the stimulus-response model and the
relevant mechanisms of coordination and regulation is unclear. Some
reference to signalling molecules and signal transduction.
Task 2
Description
A response to an issue or an aspect related to the immune response using any one or a
combination of the following:
• evaluation of research
• data analysis
• essay
• annotated poster
• media response
• oral presentation using one or more data types
• multimedia presentation
• test
• visual presentation
Designing the assessment task
Teachers should develop an assessment task that allows the student to:
•
•
demonstrate knowledge of the structure and function of the immune response
demonstrate understanding of the similarities and differences, in structure and function,
of the non-specific and specific immune responses
demonstrate understanding of the concept of ‘self’ and ‘non-self”
demonstrate and apply knowledge to one aspect of the immune system
have the opportunity to demonstrate the highest level of performance.
•
•
•
Resources and scheduling
Schools may determine the conditions for the task including access to resources and notes.
Students should be advised of the timeline and conditions under which the task is to be
conducted.
Outcome 2 Task 2
MARK RANGE
DESCRIPTOR: typical performance in each range
21–25 marks
Comprehensive knowledge of the structure and function of the immune
response. Critical evaluation of the similarities and differences of the nonspecific and specific immune responses. Comprehensive understanding of
the concept of self and non-self. Comprehensive application of knowledge
of the immune system to one particular aspect of the immune system.
Highly effective communication of knowledge and understanding to the
intended audience.
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16–20 marks
Detailed knowledge of the structure and function of the immune response.
Thorough evaluation of the similarities and differences of the non-specific
and specific immune responses. Detailed understanding of the concept of
self and non-self. Detailed and relevant application of knowledge of the
immune system to one particular aspect of the immune system. Effective
communication of knowledge and understanding to the intended audience.
11–15 marks
Satisfactory knowledge of the structure and function of the immune
response. Adequate evaluation of the similarities and differences of the
non-specific and specific immune responses. Satisfactory understanding of
the concept of self and non-self. Application of appropriate knowledge of
the immune system to one particular aspect of the immune system. Mostly
effective communication of knowledge and understanding to the intended
audience.
6–10 marks
Some knowledge of the structure and function of the immune response.
Some evaluation of the similarities and differences of the non-specific and
specific immune responses. Some understanding of the concept of self and
non-self. Some knowledge of the immune system relevant to the particular
aspect of the immune system under discussion. Some communication of
knowledge and understanding to the intended audience.
1–5 marks
Some reference to the structure and function of the immune response.
Some description but limited evaluation of the similarities and differences
of the non-specific and specific immune responses. Understanding of the
concept of self and non-self is very limited. Some knowledge of the
immune system but with limited relevance to the particular aspect of the
immune system under discussion. Communication of knowledge or
understanding to the intended audience lacks coherence or depth.
Unit 4 Area of Study 1 Outcome 1
Analyse evidence for the molecular basis of heredity, and patterns of inheritance.
This outcome will contribute 50 marks out of the 100 marks allocated to School-assessed
Coursework for Unit 4. It will be assessed by three activities, which together will contribute
a total of 50 marks.
Tasks
Description
Reports of three practical activities:



an investigation related to a genetic cross
an investigation using a DNA tool or manipulation technique
an investigation or simulation related to mitosis and/or meiosis.
Designing the assessment tasks
Task 1: report of an investigation related to a genetic cross
Teachers should develop an assessment task that allows the student to:


demonstrate knowledge and the application of experimental methods used for pedigree
analysis
analyse, interpret and evaluate the results and the procedures of the practical investigation
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


VCE Biology
demonstrate and apply knowledge of terms, concepts and understanding of the
transmission of heritable characteristics, including variation
identify and explain patterns of inheritance in sexually reproducing organisms involving
one and/or two genes
have the opportunity to demonstrate the highest level of performance.
Task 2: report of an investigation using a DNA tool or manipulation technique.
Teachers should develop an assessment task that allows the student to:




demonstrate knowledge and the application of tools and techniques used to study DNA at
the molecular level
analyse, interpret and evaluate the results and the procedures of the practical investigation
demonstrate and apply knowledge of terms, concepts and understanding of the structure
of DNA and how to manipulate this structure for specific purposes
have the opportunity to demonstrate the highest level of performance.
Task 3: report of an investigation or simulation related to mitosis and/or meiosis.
Teachers should develop an assessment task that allows the student to:




demonstrate knowledge and the application of tools and techniques used to study meiosis
and/or meiosis
analyse, interpret and evaluate the results and the procedures of the investigation or
simulation
demonstrate and apply knowledge of terms, concepts and understanding of the processes
of mitosis and/or meiosis
have the opportunity to demonstrate the highest level of performance.
Resources and scheduling
Schools may determine the conditions for the task including access to resources and notes.
Students should be advised of the timeline and conditions under which the task is to be
conducted.
Performance descriptors
The following descriptors provide a guide to the levels of performance typically demonstrated
within each range on the assessment task/s.
Outcome 1 Task 1
MARK RANGE
DESCRIPTOR: typical performance in each range
Teacher determined,
dependent on
contribution of task
(as one of three) to
50 marks allocated
for Outcome 1.
Complex understanding of the experimental methods used to investigate
pedigree analysis. Complex understanding of the aims and methodology of
the laboratory investigation. Detailed and accurate collection and
presentation of results. Comprehensive and detailed analysis, evaluation and
interpretation of the pattern of inheritance data. A comprehensive evaluation
of the procedures of the practical investigation. Comprehensive and detailed
knowledge and understanding of terms, concepts and relationships
associated with pedigree analysis and the transmission of heritable
characteristics.
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Teacher determined,
dependent on
contribution of task
(as one of three) to
50 marks allocated
for Outcome 1.
Thorough understanding of the experimental methods used to investigate
pedigree analysis. Thorough understanding of the aims and methodology of
the laboratory investigation. Accurate collection and presentation of results.
Thorough analysis, evaluation and interpretation of the pattern of inheritance
data. A well-developed evaluation of the procedures of the practical
investigation. Detailed knowledge and understanding of terms, concepts and
relationships associated with pedigree analysis and the transmission of
heritable characteristics.
Teacher determined,
dependent on
contribution of task
(as one of three) to
50 marks allocated
for Outcome 1.
Satisfactory understanding of the experimental methods used to investigate
pedigree analysis. Clear understanding of the aims and methodology of the
laboratory investigation and collection and presentation of results.
Appropriate analysis, evaluation and interpretation of the pattern of
inheritance data. Identification and some evaluation of the procedures of the
practical investigation. Adequate knowledge of terms, concepts and
relationships associated with pedigree analysis and the transmission of
heritable characteristics.
Teacher determined,
dependent on
contribution of task
(as one of three) to
50 marks allocated
for Outcome 1.
Some relevant discussion of the experimental methods used to investigate
pedigree analysis. Some relevant discussion of the aims and methodology of
the laboratory investigation. Limited collection and presentation of results.
Some knowledge and understanding of the pattern of inheritance data.
Identification and some discussion of the procedures of the practical
investigation. Some knowledge and understanding of terms, concepts and
relationships associated with pedigree analysis and the transmission of
heritable characteristics.
Teacher determined,
dependent on
contribution of task
(as one of three) to
50 marks allocated
for Outcome 1.
Some reference to but little discussion of the experimental methods used to
investigate pedigree analysis. Some identification of the aims and
methodology of the laboratory investigation. Very limited presentation of
results. Knowledge and understanding of the pattern of inheritance data is
unclear. Little reference to the procedures of the practical investigation.
Limited knowledge and understanding of terms, concepts and relationships
associated with pedigree analysis and the transmission of heritable
characteristics.
Outcome 1 Task 2
MARK RANGE
DESCRIPTOR: typical performance in each range
Teacher determined,
dependent on
contribution of task
(as one of three) to
50 marks allocated
for Outcome 1.
Complex understanding of the tools and techniques used to study DNA at
the molecular level. Complex understanding of the aims and methodology of
the laboratory investigation. Thorough collection and presentation of results.
Comprehensive and detailed analysis, evaluation and interpretation of the
results. A comprehensive evaluation of the procedures of the practical
investigation. Comprehensive and detailed knowledge of terms, concepts
and understanding of the structure of DNA and how to manipulate this
structure for specified purposes.
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Teacher determined,
dependent on
contribution of task
(as one of three) to
50 marks allocated
for Outcome 1.
Thorough understanding of the tools and techniques used to study DNA at
the molecular level. Thorough understanding of the aims and methodology
of the laboratory investigation. Detailed collection and presentation of
results. Detailed analysis, evaluation and interpretation of the results. A
well-developed evaluation of the procedures of the practical investigation.
Detailed knowledge of terms, concepts and understanding of the structure of
DNA and how to manipulate this structure for specified purposes.
Teacher determined,
dependent on
contribution of task
(as one of three) to
50 marks allocated
for Outcome 1.
Satisfactory understanding of the tools and techniques used to study DNA at
the molecular level. Clear understanding of the aims and methodology of the
laboratory investigation. Adequate collection and presentation of results.
Satisfactory analysis, evaluation and interpretation of the results.
Identification and some evaluation of the procedures of the practical
investigation. Satisfactory knowledge of terms, concepts and understanding
of the structure of DNA and how to manipulate this structure for specified
purposes.
Teacher determined,
dependent on
contribution of task
(as one of three) to
50 marks allocated
for Outcome 1.
Some relevant discussion of the tools and techniques used to study DNA at
the molecular level. Some relevant discussion of the aims and methodology
of the laboratory investigation. Limited collection and presentation of
results. Identification and some discussion of the procedures of the practical
investigation. Some knowledge of terms, concepts and understanding of the
structure of DNA and how to manipulate this structure for specified
purposes.
Teacher determined,
dependent on
contribution of task
(as one of three) to
50 marks allocated
for Outcome 1.
Brief reference to but little discussion of the tools and techniques used to
study DNA at the molecular level. Some description of the aims and
methodology of the laboratory investigation but presentation of results is
very limited. Brief discussion of the results and or the procedures of the
practical investigation. Knowledge of terms, concepts and understanding of
the structure of DNA and how to manipulate this structure for specified
purposes lacks clarity.
Outcome 1 Task 3
MARK RANGE
DESCRIPTOR: typical performance in each range
Teacher determined,
dependent on
contribution of task (as
one of three) to 50
marks allocated for
Outcome 1
Complex understanding of the experimental tools and techniques used to
study mitosis and/or meiosis. Complex understanding of the aims and
methodology of the investigation or simulation. Detailed and accurate
collection and presentation of results. Comprehensive and detailed analysis,
evaluation and interpretation of data. A comprehensive evaluation of the
procedures of the investigation or simulation. Comprehensive and detailed
knowledge of terms, concepts and relationships associated with an
understanding of the process of mitosis and/or meiosis.
Teacher determined,
dependent on
contribution of task (as
one of three) to 50
marks allocated for
Outcome 1
Thorough understanding of the experimental tools and techniques used to
study mitosis and/or meiosis. Thorough understanding of the aims and
methodology of the investigation or simulation. Accurate collection and
presentation of results. Thorough analysis, evaluation and interpretation of
data. A well-developed evaluation of the procedures of the investigation or
simulation. Detailed knowledge of terms, concepts and relationships
associated with an understanding of the process of mitosis and/or meiosis.
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Teacher determined,
dependent on
contribution of task (as
one of three) to 50
marks allocated for
Outcome 1
Satisfactory understanding of the experimental tools and techniques used to
study mitosis and/or meiosis. Clear understanding of the aims and
methodology of the investigation or simulation. Appropriate collection and
presentation of results. Mostly accurate analysis, evaluation and
interpretation of data. Identification and some evaluation of the procedures
of the investigation or simulation. Adequate knowledge of terms, concepts
and relationships associated with an understanding of the process of mitosis
and/or meiosis.
Teacher determined,
dependent on
contribution of task (as
one of three) to 50
marks allocated for
Outcome 1
Some relevant discussion of the experimental tools and techniques used to
study mitosis and/or meiosis. Some relevant discussion of the aims and
methodology of the investigation or simulation. Some accurate collection
and presentation of results. Some analysis and interpretation of data.
Identification and some discussion of the procedures of the investigation.
Some knowledge of terms, concepts and relationships associated with an
understanding of the process of mitosis and/or meiosis.
Teacher determined,
dependent on
contribution of task (as
one of three) to 50
marks allocated for
Outcome 1
Some reference to but little discussion of the experimental tools and
techniques used to study mitosis and/or meiosis. Some identification of the
aims and methodology of the investigation or simulation. Presentation of
results may have limited accuracy. Limited interpretation of data. Some
reference to the procedures of the investigation or simulation. Limited
knowledge of terms, concepts and relationships associated with an
understanding of the process of mitosis and/or meiosis.
Unit 4 Area of Study 2 Outcome 2
Analyse and evaluate evidence for evolutionary change and evolutionary relationships, and
describe mechanisms for change including the effect of human intervention on evolutionary
processes through selective breeding and applications of biotechnology
This outcome will contribute 50 marks out of the 100 marks allocated to School-assessed
Coursework for Unit 4. It will be assessed by two tasks, which will contribute a total of
50 marks.
Tasks
Description
For this outcome, two assessment tasks must be completed.
Task 1
An oral or written report that demonstrates evolutionary relationships using first- or secondhand data.
Designing the assessment task
Teachers should develop an assessment task that allow the student to:
•
•
•
•
demonstrate knowledge and the application of experimental methods used to study
natural selection
analyse, interpret and evaluate the results and the procedures of the practical investigation
demonstrate and apply their knowledge of terms, concepts and understanding of
evolutionary relationships including evidence of evolution and patterns of evolution
have the opportunity to demonstrate the highest level of performance.
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Resources and scheduling
Schools may determine the conditions for the task including access to resources and notes.
Students should be advised of the timeline and conditions under which the task is to be
conducted.
Performance descriptors
The following descriptors provide a guide to the levels of performance typically demonstrated
within each range on the assessment task.
Outcome 2 Task 1
MARK RANGE
DESCRIPTOR: typical performance in each range
21–25 marks
Complex understanding of the theory of natural selection. Complex and
detailed understanding of the aims and methodology of the investigation.
Comprehensive and detailed analysis, evaluation and interpretation of the
data. A comprehensive evaluation of the procedures of the practical
investigation. Comprehensive and detailed knowledge of terms, concepts
and understanding of evolutionary relationships.
16–20 marks
Thorough understanding of the theory of natural selection. Thorough and
detailed understanding of the aims and methodology of the investigation.
Detailed analysis, evaluation and interpretation of the data. Detailed
evaluation of the procedures of the practical investigation. Detailed
knowledge of terms, concepts and understanding of evolutionary
relationships.
11–15 marks
Satisfactory understanding of the theory of natural selection. Adequate
understanding of the aims and methodology of the investigation. Some
detailed analysis, evaluation and interpretation of the data. Identification
and some evaluation of the procedures of the practical investigation.
Appropriate knowledge of terms, concepts and understanding of
evolutionary relationships.
6–10 marks
Some understanding of the theory of natural selection. Some
understanding of the aims and methodology of the investigation. Some
knowledge and understanding of the data. Identification and discussion of
the procedures of the practical investigation. Some knowledge of terms,
concepts and understanding of evolutionary relationships is demonstrated.
1–5 marks
Limited reference to the theory of natural selection. Some reference to the
aims and methodology of the investigation. Knowledge and understanding
of the data is very limited. Identification and some description of the
procedures of the practical investigation. Uses some terms and concepts
and refers to evolutionary relationships but limited understanding is
demonstrated.
Task 2
A response to an issue related to human intervention in evolutionary processes using any one
or a combination of the following:
 evaluation of research
 data analysis
 essay
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





ASSESSMENT HANDBOOK 2013–2016
annotated poster
media response
oral presentation using two or more data types
multimedia presentation
test
visual presentation.
Designing the assessment task
Teachers should develop an assessment task that allows the student to:






demonstrate knowledge of the different methods and reasons for human intervention in
evolutionary processes with reference to selective breeding and/or applications of
biotechnologies
demonstrate understanding of the interrelationships between biological, cultural and
technological evolution
demonstrate understanding of the issues presented
analyse and evaluate the reliability of information and opinions expressed
communicate using appropriate scientific terminology and conventions.
have the opportunity to demonstrate the highest level of performance.
Resources and scheduling
Schools may determine the conditions for the task including access to resources and notes.
Students should be advised of the timeline and conditions under which the task is to be
conducted.
Performance descriptors
The following descriptors provide a guide to the levels of performance typically demonstrated
within each range on the assessment task/s.
Outcome 2 Task 2
MARK RANGE
DESCRIPTOR: typical performance in each range
21–25 marks
Comprehensive and detailed knowledge of the evolutionary process.
Critical evaluation of the impact on evolution by humans. Critical
evaluation of the reasons for human intervention in evolutionary processes
with reference to selective breeding and/or applications of biotechnology.
Comprehensive understanding of the interrelationships between biological,
cultural and technological evolution. Comprehensive understanding of the
issue. Critical evaluation of the reliability of the information and opinions
expressed. Comprehensive and relevant application of appropriate
scientific terminology and conventions. The response reflects a very high
level of ability to communicate information and understanding to the
intended audience.
16–20 marks
Thorough knowledge of the evolutionary process. Detailed evaluation of
the impact on evolution by humans. Detailed and relevant evaluation of the
reasons for human intervention in evolutionary processes with reference to
selective breeding and/or applications of biotechnology. Thorough
understanding of the interrelationships between biological, cultural and
technological evolution. Detailed and relevant understanding of the issue.
Thorough evaluation of the reliability of the information and opinions
expressed. Detailed and relevant application of appropriate scientific
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terminology and conventions. The response reflects a high level of ability
to communicate information and understanding to the intended audience.
11–15 marks
Satisfactory knowledge of the evolutionary process. Some evaluation of
the impact on evolution by humans. Some relevant evaluation of the
reasons for human intervention in evolutionary processes with reference to
selective breeding and/or applications of biotechnology. Satisfactory
understanding of the interrelationships between biological, cultural and
technological evolution. Adequate understanding of the issue. Some
evaluation of the reliability of the information and opinions expressed.
Mostly relevant application of appropriate scientific terminology and
conventions. The response reflects an appropriate ability to communicate
information and understanding to the intended audience.
6–10 marks
Some knowledge of the evolutionary process. Some explanation of the
impact on evolution by humans. Limited evaluation of the reasons for
human intervention in evolutionary processes with reference to selective
breeding and/or applications of biotechnology. Some understanding of the
interrelationships between biological, cultural and technological evolution.
Some understanding of the issue. Limited discussion of the reliability of
the information and opinions expressed. Some relevant application of
appropriate scientific terminology and conventions. The response shows
some ability to communicate information and understanding to the
intended audience.
1–5 marks
Very limited knowledge of the evolutionary process. Some description of
the impact on evolution by humans. Some explanation of the reasons for
human intervention in evolutionary processes with reference to selective
breeding and/or applications of biotechnology. Very limited understanding
of the interrelationships between biological, cultural and technological
evolution. Limited understanding of the issue. Very little discussion of the
reliability of the information and opinions expressed. Limited applications
of appropriate scientific terminology and conventions. The response lacks
clarity in its communication of information and understanding to the
intended audience.
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Sample approaches to School-assessed Coursework
The following examples are one teacher’s approach to the development of assessment tasks
using the study design and performance descriptors.
Unit 3
Outcome 1
Analyse and evaluate evidence from practical investigations related to biochemical processes.
Step 1: Define the parameters of an outcome and its related assessment task options.
The VCE Biology Study Design, pages 12, 21 and 22, provide details of the key knowledge
and key skills related to Unit 3 Outcome 1 and the Area of Study, Molecules of life. In order
to plan and conduct an assessment for this outcome it is necessary to be familiar with the key
knowledge and key skills. Teachers should design an assessment task that is representative of
the content (key knowledge and key skills underpinning the outcome).
The study design designates three practical investigations that are to be used to assess this
outcome: a report of a practical activity related to an investigation of cellular respiration or
photosynthesis; a report of a practical activity related to an investigation of enzyme action;
and a report of a practical activity related to an investigation of the movement of substances
across membranes.
Step 2: Examine the assessment advice.
The performance descriptors should be fully understood as they give a clear indication of
qualities and characteristics that you are looking for in a student response. For example, there
is a need for analysis, evaluation and interpretation of experimental results and evaluation of
the procedures of the practical investigation. Students must be provided with the opportunity
to demonstrate the highest level of achievement for each of the performance descriptors.
Step 3: Determine teaching and learning activities.
One assessment task for Unit 3 Outcome 1 is a report of a practical activity related to an
investigation of enzyme action.
The teacher plans a sequence of teaching and learning activities that will develop pre-task
knowledge and skills.
Teaching the pre-task knowledge and skills
Use the key knowledge and key skills to be learnt in Unit 3 Outcome 1 and ensure that
students:
• understand the experimental procedures related to investigation of the activity of enzymes
using the principles and methods of biology.
• understand each of the key characteristics of the concepts related to the function of
enzymes as well as the relationships between the rate of biological reactions and the
functional stability of enzymes.
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Step 4: Design the assessment task.
Points to consider
In planning the practical investigation teachers should consider the following questions:





Have students developed knowledge and understanding of the relevant key points?
What technology is available to students to assist in the collection and analysis of data?
How will resources be managed?
Will students work alone or in pairs or small groups?
What time frame will be provided for students?
One approach to constructing an assessment task
Students may work in pairs to conduct the laboratory investigation on the effect of four
different temperatures on the activity of the enzyme amylase. Students will have an 80-minute
session to complete the practical activity and a 40-minute session to complete the report.
Students should produce an independent report of their investigation. Students should use
their own logbook throughout the investigation. The teacher will collect the logbook and
monitor the student’s progress through observations and discussions with students. The final
report should contain results presented in a suitable format, a discussion of the data and
procedures and a conclusion related to the stated aims of the investigation and based on the
results obtained. In this example there are three stages.
Stage 1: Students are given a copy of the aims, materials and methods of a laboratory
investigation on the effect of four different temperatures on the activity of the enzyme
amylase the lesson before the laboratory investigation. Students are given the criteria for this
assessment task.
Stage 2: Students carry out the laboratory investigation in pairs in the 80 minute session.
Students are assessed for their laboratory skills including safe work practices. Results are
recorded and any alterations to the prescribed method noted by the teacher or students.
Logbooks are collected at the end of the session by the teacher.
Stage 3: In the next session students are given back their logbooks and a list of questions that
must be addressed in their discussion. Students are then given 40 minutes to complete their
report.
Marking the task
The performance descriptors can be adapted into a marking scheme, which should be
explained to students before starting the task.
The task should provide students with a question or questions that relate directly to the key
knowledge and key skills and it should provide the opportunity to meet the standard reflected
in the highest performance descriptor for the task.
Teachers should remember that this task is one of three tasks that together contribute
50 marks towards the total marks allocated to School-assessed Coursework for Unit 3. The
following is a suggested allocation of marks based on a sample approach for the assessment
of this task to partially meet the assessment requirements of Outcome 1, where the teacher has
determined that this task will contribute 18 marks towards the total marks allocated to Schoolassessed Coursework for Unit 3. A possible breakdown of marks could be:
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Understanding of enzyme theory.
4 marks
Understanding of aims and methods.
3 marks
Collection and presentation of results.
3 marks
Evaluation of procedures and results.
4 marks
Application of theory to specified experimental conditions.
4 marks
Total
(18 marks)
Other considerations
When to assess the students
The teacher must decide the most appropriate time to set this task. This decision is the result
of several considerations including:
•
•
•
•
the estimated time it will take to cover the key knowledge and key skills for the outcome
the possible need to provide a practice, indicative task
the likely length of time required for students to complete the task
when tasks are being conducted in other subjects and the workload implications for
students.
The exact date and time of the scheduling of the task can be decided in consultation with
students, the VCE coordinator/s and other key staff.
Unit 4
Outcome 2
Analyse and evaluate evidence for evolutionary change and evolutionary relationships, and
describe mechanisms for change including the effect of human intervention on evolutionary
processes through selective breeding and applications of biotechnology.
Step 1: Define the parameters of an outcome and its related assessment task options.
The VCE Biology Study Design, pages 12, 27 and 28, provide details of the key knowledge
and key skills related to Unit 4 Outcome 2 and the Area of Study, Change over time. In order
to plan and conduct an assessment for this outcome it is necessary to be familiar with the key
knowledge and key skills. Teachers should design an assessment task that is representative of
the content (key knowledge and key skills underpinning the outcome).
The study design identifies two tasks that must be used to assess this outcome. Task 1
requires that students produce an oral or written report that demonstrates evolutionary
relationships using first- or second-hand data. Task 2 requires that students respond to an
issue related to human evolutionary processes using any one or a combination of formats.
Step 2: Examine the assessment advice.
The performance descriptors should be fully understood as they give a clear indication of
qualities and characteristics that you are looking for in a student response. For example, there
is a need for evaluation of the reasons for human intervention in evolutionary processes with
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reference to selective breeding and/or applications of biotechnology and an understanding of
the interrelationships between biological, cultural and technological evolution. Students must
be provided with the opportunity to demonstrate the highest level of achievement for each of
the performance descriptors.
Step 3: Determine teaching and learning activities.
One assessment task for Unit 4 Outcome 2 is a response to an issue related to human
intervention in evolutionary processes using any one or a combination of the following:
evaluation of research; data analysis; essay; annotated poster; media response; oral
presentation using two or more data types; multimedia presentation; test; or visual
presentation.
The teacher plans a sequence of teaching and learning activities that will develop pre-task
knowledge and skills.
Teaching the pre-task knowledge and skills
Use the key knowledge and key skills to be learnt in Unit 4 Outcome 2 and ensure that
students:
• are familiar with the technology and/or technology products associated with specific
presentation formats, for example multimedia presentation or use of data types
• understand the different methods of human intervention through selective breeding and
applications of biotechnology in evolutionary processes and the reasons for these
interventions
• understand the interrelationships between biological, cultural and technological evolution
• are familiar with the appropriate scientific terminology and conventions required for this
response.
Step 4: Design the assessment task.
Points to consider
In planning the response to an issue teachers should consider the following questions:

Have students developed knowledge and understanding of the relevant key points?

What technology is available to students to assist in the presentation of their response?

How will resources be managed?

What timeframe will be provided for students? Given that most of the task should be
completed in class time?

Does the task allow students to demonstrate the highest level of performance?
One approach to constructing an assessment task
Students are shown a video or given other resources on genetic issues in which the views of
various people are presented. Students then select, or are given a particular issue and the
criteria for this assessment task. Students are to work alone on their response. Students will
have a 40-minute session to plan their response and an 80-minute session to complete the
report. Students are to use their own notes throughout the response. The teacher will collect
their notes and monitor the student’s progress through observations and discussions with
students. The final response should contain a balanced discussion of the issue and reasoned
opinion of the student’s views of the issue. In this example there are two stages.
Stage 1: Students are given information relevant to of the issue and a selection of resources to
aid their investigation (such as websites, newspaper articles, booklets and videos). Students
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are given the criteria for this assessment task. Students are allowed 40 minutes for planning
their response.
Stage 2: Students complete their response in the 80-minute session. Responses are collected
at the end of the session.
Marking the task
The performance descriptors can be adapted into a marking scheme, which should be
explained to students before starting the task.
The response to an issue should directly relate to the key knowledge and the set of skills and
provide the opportunity to meet the standard reflected in the highest performance descriptor
for the task.
The following is a suggested allocation of marks based on a sample approach for the
assessment of Task 2 of Outcome 2. Teachers should remember that Task 1 and Task 2 are
each worth 25 marks. A possible breakdown of marks could be:
Understanding of the issue and its impact on the evolutionary process.
5 marks
Understanding of reasons for human intervention.
5 marks
Evaluation of the arguments and opinions including own opinion.
5 marks
Understanding of the interrelationships between biological, cultural and
technological evolution.
5 marks
Ability to communicate information and understanding to the intended
audience using appropriate terminology and conventions.
5 marks
Total
(25 marks)
Other considerations
When to assess the students
The teacher must decide the most appropriate time to set this task. This decision is the result
of several considerations including:
• the estimated time it will take to cover the key knowledge and key skills for the outcome
• when tasks are being conducted in other subjects and the workload implications for
students.
The exact date and time of the scheduling of the task can be decided in consultation with
students, the VCE coordinator/s and other key staff.
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Further Resources
Examination
End-of-year written examination – Units 3 and 4
Description
All outcomes in Unit 3 and Unit 4 will be examined. All the key knowledge that underpins the
outcomes in Unit 3 and Unit 4, and the set of key skills listed in the study design on page 12
are examinable.
Conditions
• Duration: two and a half hours.
• Date: end-of-year, on a date to be published annually by the VCAA.
• VCAA examination rules will apply. Details of these rules are published annually in the
VCE and VCAL Administrative Handbook.
• The examination will be marked by assessors appointed by the VCAA.
Contribution to the final assessment
The examination will contribute 60 per cent to the study score.
Further advice
The VCAA publishes specifications for all VCE examinations on the VCAA website.
Examination specifications include details about the sections of the examination, their
weighting, the question format/s and any other essential information. The specifications are
published in the first year of implementation for the revised Units 3 and 4 sequence together
with any sample materials.
www.vcaa.vic.edu.au/Pages/vce/studies/biology/exams.aspx#H2N1000B
VCE Examination Papers
Examination papers for all studies are published on the VCAA website.
www.vcaa.vic.edu.au/Pages/vce/studies/biology/exams.aspx
Assessment Reports
The assessment reports are published on the VCAA website and provide teachers with
feedback on the examination for Units 3 and 4.
www.vcaa.vic.edu.au/Pages/vce/studies/biology/exams.aspx
Publications
Regular updates and study advice are published in the VCAA Bulletin VCE, VCAL and VET
and on the VCAA website. Teachers should also refer to the following publications for
assessment of VCE Biology:
VCE Biology Study Design 2013–2016
www.vcaa.vic.edu.au/Documents/vce/biology/BiologySD-2013.pdf
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The course developed and delivered to students must be in accordance with the VCE Biology
Study Design, accredited 2013–2016.
The ‘Advice for teachers’ section contains sample learning activities for Units 1 to 4 and
suggested tasks.
VCE Biology 2013–2016 Resources
Teachers are advised to use the resources list in conjunction with the ‘Advice for teachers’
section of the VCE Biology Study Design. The resources list is published online and will be
updated annually.
VCAA website
Teachers are advised to keep up-to-date with developments in VCE Biology by accessing the
Biology study page on the VCAA website.
Administrative Procedures for Assessment in VCE Studies
This online publication provides summary information about assessment procedures for VCE
studies www.vcaa.vic.edu.au/Pages/vce/generaladvice/index.aspx. The information is
extracted from the current VCE and VCAL Administrative Handbook.
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