Student name: Inquiry question:
Grade A Grade B
Criteria
Extensive
10 - 9
Knowledge and Student demonstrates an extensive knowledge and
Understanding understanding of scientific concepts, including
complex and abstract ideas
(BIO11-11)
Presentation extensively addresses and
contains ALL of the components in the ‘task
description’.
○ Identifies the location and ecosystem
○ Describes the abiotic and biotic factors of the
ecosystem
○ Uses examples to describe the
interrelationships that exist within the
ecosystem
o Describes the interests of different
stakeholders within the ecosystem
o Describes an endangered species found in
the ecosystem
o Describes research that has occurred to
examine the impact of human activity on the
ecosystem (include sampling techniques used
to measure distribution and abundance of the
endangered species)
o Explains the role of active management
strategies in conservation of the named
endangered species from the ecosystem
When questioned demonstrates extensive
knowledge and ability to elaborate with ease
Questioning and Student designs solutions to scientific problems,
predicting questions, or hypotheses using selected accurate,
BIO11-1 reliable, valid and relevant primary and secondary data,
and scientific evidence, by applying process, modelling
and formats (5 Marks)
Mark out of 5 Designs an inquiry question that:
● is highly relevant and written in a concise
and unambiguous manner
● strongly informed by relevant secondary
sources
● can be investigated using scientific
knowledge to develop a persuasive
argument
● focused on scientific research linked to
future management of the ecosystem.
Processing and selects, processes, and interprets accurate, reliable,
analysing data and valid, and relevant qualitative and quantitative, primary
or secondary data, and represents it using a range of
Information scientific formats to derive trends, show patterns and
BIO11-4,BIO11-5 relationships, explain phenomena, and make
predictions
Images, diagrams, & discussion
In all cases:
● selects reliable, valid, and relevant
qualitative and quantitative data and
information and represents them using a
range of formats (graphs/tables)
Grade C
Thorough
8-7
Student demonstrates thorough knowledge and
understanding of scientific concepts, including complex
and abstract ideas
Presentation thoroughly addresses and contains
MAJORITY of the components in the ‘task
description’.
○ Identifies the location and ecosystem
○ Describes the abiotic and biotic factors of the
ecosystem
○ Uses examples to describe the
interrelationships that exist within the ecosystem
o Describes the interests of a stakeholder within
the ecosystem
o Describes an endangered species found in the
ecosystem
o Describes research that has occurred to
examine the impact of human activity on the
ecosystem (Does not include: sampling
techniques used to measure distribution and
abundance of the endangered species)
o Explains the role of active management
strategies in conservation in general terms
When questioned demonstrates thorough
knowledge and ability to elaborate with ease in most
cases
Student designs solutions to scientific problems,
questions, or hypotheses using selected accurate, reliable
and valid primary and secondary data, and scientific
evidence, by applying process, and formats (4 Marks)
Designs an inquiry question that:
● is relevant and written in a verbose and
unambiguous manner
● informed by relevant secondary sources
● can be investigated scientifically to develop an
argument.
selects, processes, and interprets accurate, reliable, valid,
and relevant qualitative and quantitative, primary or
secondary data, and represents it using a range of
scientific formats to derive trends, show patterns and
relationships
Images, diagrams, & discussion
In most cases:
● selects reliable, valid, and relevant qualitative
and quantitative data and information and
represent them using a range of formats
(graphs/tables)
Grade D
Sound
6-5
Student demonstrates sound knowledge and understanding
of scientific concepts
Presentation soundly addresses and contains MOST
of the components in the ‘task description’.
Soundly addresses the inquiry question:
○ Identifies the location and ecosystem
○ Identifies the abiotic and biotic factors of the
ecosystem
○ Describes the interrelationships that exist within
the ecosystem, limited examples provided
o Identifies the interests of a stakeholder within the
ecosystem
o Identifies an endangered species found in the
ecosystem
o Identifies research that has occurred to examine
the impact of human activity on the ecosystem
(Does not include: sampling techniques used to
measure distribution and abundance of the
endangered species)
o Describes the role of active management
strategies in conservation in general terms
When questioned demonstrates sound
understanding of the topic presented
Student identifies scientific problems, questions, or
hypotheses and applies processes, and formats to primary
or secondary data (3 Marks)
Designs an inquiry question that:
● is informed by secondary sources
● can be investigated scientifically.
processes and interprets primary and secondary data, and
represents it using a range of scientific formats
Images, diagrams, & discussion
In some cases:
● selects qualitative and quantitative data and
information and represent them using a range of
formats
Grade E
Basic Limited
4-3 2-0
Student demonstrates basic knowledge and Student demonstrates limited knowledge
understanding of scientific concepts and understanding of scientific concepts
Presentation provided is basic and contains Presentation provided is limited and
SEVERAL of the components in the ‘task contains FEW of the components in
description’. the ‘task description’.
Basic attempt made to address aspects of the
inquiry question:
○ Identifies the location and ecosystem
○ Identifies some abiotic and biotic factors of
the ecosystem
○ Identifies some interrelationships that exist
within the ecosystem, no examples provided
o Briefly identifies the interests of a
stakeholder within the ecosystem
o Identifies an endangered species found in the
ecosystem
o Briefly identifies research that has occurred
to examine the impact of human activity on the
ecosystem (Does not include: sampling
techniques used to measure distribution and
abundance of the endangered species)
o Identifies the role of active management
strategies in conservation in general terms
When questioned demonstrates a basic When questioned uncertain of, or no
understanding, providing vague answers. answers provided.
Student responds to scientific problems, questions, or Student provides simple descriptions of
hypotheses (2 Marks) scientific phenomena (1 Mark)
Basic inquiry question developed but lacks depth Relevant title with no specific inquiry
to be investigated scientifically. question provided.
processes primary or secondary data, and represents it partially outlines investigations to obtain
using scientific formats data and information
Images, diagrams, & discussion Images, diagrams, & discussion
Attempts made to: Limited attempts to:
● selects qualitative and quantitative data and ● select qualitative and
information and represent them using a range quantitative data and information
of formats and represent them using a
range of formats
 ● analyses trends, patterns and relationships
in data and information.
Evaluates data and information:
o Evaluates the arguments proposed by
different stakeholders on the chosen
ecosystem
o Evaluates the effect one species can have on
the other species in a community
o Evaluates how human activity can impact an
ecosystem
● Provides +ve and –ve
● Provides POV
Provides a highly persuasive argument for
proposed future focus of scientific research
related to the inquiry question with diagrams and
images acknowledged in the text.
Conclusion
An insightful conclusion that provides a
meaningful answer to the inquiry question,
distilling key information from prior sections.
Communicating communicates scientific understanding
BIO11-7 succinctly, logically, and consistently using
Note: Referencing can correct and precise scientific terms and
be assessed for application of nomenclature in a variety of
BIO11-3 formats and wide range of contexts
Mode (/5) Uses outstanding themed visual aids that
the medium of enhance the content message and engage the
communication audience:
spoken or written and ● Themed and consistent content
use of ICT. ● Appropriately large and consistent font
● Images are highly relevant, vivid, clear and
appropriate to the audience and occasion
● Extensive use of scientific vocabulary
Extensive reference list with all sources:
● valid and relevant
● acknowledged using Harvard referencing
● correct in-text citation.
Presents to time (10 minutes with +/- 1 min).
Tenor (/5) Exceptional delivery of content:
the relationship ● Metalanguage strongly enhances
between the comprehension of presentation
speaker/writer and the ● Voice control/language clear and vivid
audience/reader. ● Posture, movement and eye contact engages
audience
● Physically refers to, and discusses images
and diagrams
● Demonstrates confidence and genuine
enthusiasm for the topic
● Dispenses with palm cards/screen
Hosts and asks multiple highly relevant
questions that extend audience understanding
● analyses trends, patterns or relationships in
data and information.
Attempts to evaluate data and information:
o Attempts made to evaluate the arguments
proposed by different stakeholders on the
chosen ecosystem
o Attempts made to evaluate the effect one
species can have on the other species in a
community
o Attempts made to evaluate how human activity
can impact an ecosystem
● May provide +ve and/or –ve
● no POV
Provides an argument for proposed future focus of
scientific research related to the inquiry question
with diagrams and images acknowledged in the text.
Conclusion
There is a conclusion that provides a meaningful
answer to the inquiry question, distilling key
information from prior sections.
communicates scientific understanding,
logically, and effectively using correct scientific
terms and application of nomenclature in a
variety of formats and wide range of contexts
Visual aids support the content message and
engage the audience:
In most cases:
● Themed and consistent content
● Appropriately large and consistent font
● Images are relevant, vivid, clear and appropriate
to the audience and occasion
● Thorough use of scientific vocabulary
Thorough reference list with most sources:
● valid and relevant
● acknowledged using Harvard referencing with
in-text citation attempted.
Present to time (10 minutes with +/- 2 min).
Strong (thorough) delivery of content:
● Metalanguage enhances comprehension of
presentation
● Voice control/language is clear
Posture, movement and eye contact engages
audience
● Refers to, and discusses images and diagrams
● Demonstrates confidence and enthusiasm for the
topic
● Limited use of palm cards/screen
Hosts and asks relevant questions that clarify
audience understanding
● describes trends, patterns or relationships in data
and information.
Describes data and information:
o Describes the arguments proposed by different
stakeholders on the chosen ecosystem
o Describes the effect one species can have on the
other species in a communit
o Describes how human activity can impact an
ecosystem
● May provide +ve and/or –ve
● no POV
Provides information relevant to future focus of
scientific research related to the inquiry question with
limited diagrams and images acknowledged in the
text.
Conclusion
There is a conclusion that provides an answer to the
inquiry question, making sound reference to
information from prior sections.
communicates scientific understanding effectively
using scientific terms and application of
nomenclature
Visual aids support the content message and engage
the audience:
At times:
● Themed and consistent content
● Appropriately large and consistent font
● Images are relevant, however do not enhance the
content message
● Sound use of scientific vocabulary
Sound reference list with some sources:
● valid and relevant
● acknowledged using Harvard referencing with
in-text citation attempted.
Presents over or under time (10 minutes with +/-
4min).
Sound delivery of content:
● Mix of correct metalanguage and colloquial speech
● Voice control/language is clear in most cases
● Acceptable posture, movement and eye contact
that show attempts to engage audience
● Some confidence and enthusiasm for the topic
● Relies on palm cards/screen
Asks questions that repeat content covered in
presentation
● identifies trends, patterns or relationships in
data and information.
Recalls basic scientific knowledge and
information:
o Identifies the arguments proposed by different
stakeholders on the chosen ecosystem
o Identifies the effect one species can have on
the other species in a community
o Identifies how human activity can impact an
ecosystem
● May provide +ve and/or –ve
● no POV
No explicit link between data and information
provided and inquiry question with limited
diagrams and images acknowledged in the text.
Conclusion
There is a conclusion that links to the inquiry
question.
communicates scientific understanding using
basic scientific terms and application of
nomenclature
Visual aids lack detail with little thought as to
design and content
Lacks:
● Themed and consistent content.
● Relevant images.
● use of scientific vocabulary
Basic reference list provided in acceptable
referencing style with some sources:
● valid and relevant
● limited in-text citation attempted.
Significantly over or under time.
Basic delivery of content:
● Language is sometimes ambiguous or unclear
● Variable voice control that is difficult to hear at
times
● Variable control of posture, movement and eye
contact that does not engage the audience
● Little confidence, or enthusiasm for the topic.
● Relies heavily on palm cards/screen.
Listens respectfully but does not ask questions.
● no attempt made to address
trends, patterns or relationships
in data and information.
Elementary links to inquiry question
with some relevant information.
No attempts made.
Conclusion
There is a conclusion attempted.
communicates scientific
understanding using limited
scientific terms
No attempt using visual aids, or
visual aids are not relevant.
Limited reference list provided with
in-text citation not attempted.
Significantly over or under time.
Limited delivery of content:
● Language is unclear or
inappropriate
● Limited voice control that is
difficult to hear
● Limited control of posture,
movement and eye contact that
does not engage of the audience
● Limited confidence or enthusiasm
for the topic
● Reads entirely from palm
cards/screen
Distracted and/or reminded to listen
to presenters.
 Concord High School
Year 11 Biology
ASSESSMENT TASK 2 FEEDBACK
Title: Depth Study
Weighting: 30% of final yearly grade (5% Knowledge and Understanding; 25% Working Scientifically)

The following table provides details of student’s final mark for the assessment task:

Final weighted
Component Raw mark
mark

Knowledge and
BIO11-11 Ecosystem dynamics /10 /10 /5
Understanding

BIO11-1 Questioning and predicting /5

BIO11-4 Processing Data and Information

/10
Working Scientifically BIO11-5 Analysing Data and Information /35 /25
BIO11-7 Communicating Mode /5

BIO11-7 Communicating Tenor /5

Comments TOTAL
/30