Biology Upper Secondary Teacher Guide - Department of Education

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Biology• present findings.Marking guideMarking guide for assessment task 12.4: Construct a model oftwo different vertebrate forelimbs and discuss similarities anddifferences.20 marksPerformanceCriteriaVery HighAchievement(18–20 marks)HighAchievement(14–17marks)SatisfactoryAchievement(10–13marks)LowAchievement(0–9 marks)Sample animal(2 marks)Animal appropriatelyidentified and chosenfor use (2)Appropriateanimal used(1-2)Animal chosen(1)Inappropriateanimal(0)Observation andillustrations ofidentified limbs(4 marks)Accurateobservations andillustrations of limbs(4)Limbs observedand illustrated(3-4)Limbsillustrated(2–3)Inaccurateillustrations(0–2)Construct modelsof the design(6 marks)Excellent modelconstruction ofselected animal limbs(6)Very goodmodelsconstructed(4-5)Good modelsconstructed(3-4)Incompletemodels(0–2)Research limbmodifications anddiscuss similaritiesand differences(5 marks)Detail discussions oflimb modificationsand their similaritiesand differences(5)Cear discussionson limbmodifications(3-4)Adequatediscussions oflimbmodifications(2-3)Poordiscussions oflimbmodifications(0-1)Presentation(3 marks)Presentationvery confidentvery neat product(3)Presentationconfidentneat product(2)Fairpresentation(1)Unsatisfactorypresentation(0)44
Upper Secondary Teacher GuideRecording and reportingAll schools must meet the requirements for maintaining and submittingstudent records as specified in the Grade 12 Assessment, Examination andCertification Handbook.Recording and reporting student achievementWhen recording and reporting student achievement you must record theachievement of the students in each unit and then, at the end of the yearmake a final judgement about the overall achievement, or progress towardsachievement, of the learning outcomes. To help you do this, descriptions ofthe levels of achievement of the learning outcomes are provided in the‘Learning outcome performance standards’ table.When reporting to parents, the school will determine the method of recordingand reporting. In an outcomes-based system, student results should bereported as levels of achievement rather than marks.Remember that the final school-based mark will be statistically moderatedusing the external exam results. The students’ overall level of achievementmay change.Levels of achievementThe level of achievement of the learning outcomes is determined by thestudents’ performance in the assessment tasks. Marks are given for eachassessment task with a total of 100 marks for each 10-week unit, or 50marks for each five-week unit. The marks show the student’s level ofachievement in the unit, and therefore progress towards achievement of thelearning outcomes.There are five levels of achievement:• Very high achievement• High achievement• Satisfactory achievement• Low achievement• Below minimum standard.A very high achievement means, overall, that the student has an extensiveknowledge and understanding of the content and can readily apply thisknowledge. In addition, the student has achieved a very high level ofcompetence in the processes and skills and can apply these skills to newsituations.A high achievement means, overall, that the student has a thoroughknowledge and understanding of the content and a high level of competencein the processes and skills. In addition, the student is able to apply thisknowledge and these skills to most situations.A satisfactory achievement means, overall, that the student has a soundknowledge and understanding of the main areas of content and hasachieved an adequate level of competence in the processes and skills.45
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Biology Upper Secondary Teacher Guide - Department of Education

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