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TKI Biology Assessment Resources

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For Excellence, the student needs to comprehensively analyse the biological validity of information presented to the public.

This involves giving reasons why or how:

• each biological feature is accurate or inaccurate, or contains bias
• inaccuracies and/or bias may have consequences or impacts for the public
• vested interest is conveyed in the information, and
  • prioritising, with reasons, aspects of the information in relation to their significance in the context
  • evaluating the overall impact of the article on the public, based on bias and the balance of accurate and inaccurate features.

This student gives reasons why biological features are accurate (1), and explains how vested interest is conveyed in the article (2). The purpose of the information, i.e. who produced it (3) and the intended audience (4), is identified. Aspects of the information in relation to their significance in the context of immunisation with Gardasil are prioritised, with reasons (5). Some evaluation is given of the overall impact of the article on the public, based on the balance of accurate features (6).

For a more secure Excellence, the student could give a more thorough evaluation of the overall impact of the article on the public. For example, by considering in more detail the overall impact, including any bias or inaccurate features, of the government’s offer of free immunisation to prevent the four HPV types on the family, community and country as a whole.

For Merit, the student needs to analyse in-depth the biological validity of information presented to the public.

This involves giving reasons why or how:

• each biological feature is accurate or inaccurate, or contains bias
• inaccuracies and/or bias may have consequences or impacts for the public
• vested interest is conveyed in the information.

This student gives reasons why biological features are accurate (1), and explains how vested interest is conveyed in the article (2). The purpose of the information, i.e. who produced it (3) and the intended audience (4), is identified. Some aspects of the information are prioritised in relation to their significance, in the context of immunisation with Gardasil (5).

To reach Excellence, the student could provide more thorough reasons why the two aspects of the information in the article are important, and evaluate the overall impact of the article on the public, based on the balance of accurate, biased or inaccurate biological features.

For Merit, the student needs to analyse in-depth the biological validity of information presented to the public.

This involves giving reasons why or how:

• each biological feature is accurate or inaccurate, or contains bias
• inaccuracies and/or bias may have consequences or impacts for the public
• vested interest is conveyed in the information.

This student gives some brief reasons why biological features are accurate (1), and some explanation of how vested interest is conveyed in the article (2). The purpose of the information, i.e. who produced it (3) and the intended audience (4), is identified. 

For a more secure Merit, the student could give a more in-depth explanation of why or how each biological feature is accurate, and the vested interest conveyed in the consent form. For example, by explaining in more detail why it is an advantage to the Ministry of Health, related to the individual and community, for year eight girls to become immunised with Gardasil at an early age.

For Achieved, the student needs to analyse the biological validity of information presented to the public.

This involves:

• recognising and describing biological features in the information and identifying them as accurate, inaccurate or biased using biological knowledge
• identifying the purpose of the information (e.g. who produced it and the intended audience).

Recognising inaccuracies may be demonstrated by making corrections to inaccurate biological features.

This student recognises and describes biological features that are accurate (1) using biological knowledge and vested interest conveyed in the article (2). The purpose of the information is identified, i.e. who produced it (3) and the intended audience (4). 

To reach Merit, the student could develop the analysis further by giving reasons why or how each biological feature is accurate, and how vested interest is conveyed in the information. For example, by elaborating on why it is an advantage to the Ministry of Health for year eight girls to become immunised with Gardasil at an early age.

For Achieved, the student needs to analyse the biological validity of information presented to the public.

This involves:

• recognising and describing biological features in the information and identifying them as accurate, inaccurate or biased using biological knowledge
• identifying the purpose of the information (e.g. who produced it and the intended audience).

Recognising inaccuracies may be demonstrated by making corrections to inaccurate biological features.

This student recognises and describes biological features that are accurate (1) using some biological knowledge and the vested interest conveyed in the article (2). The purpose of the information, i.e. who produced it (3) and the intended audience (4), is identified.

For a more secure Achieved, the student could further develop the analysis by describing the biological features identified in the information as accurate, using relevant biological knowledge more fully.

For Achieved, the student needs to analyse the biological validity of information presented to the public.

This involves:

• recognising and describing biological features in the information and identifying them as accurate, inaccurate or biased using biological knowledge
• identifying the purpose of the information (e.g. who produced it and the intended audience).

Recognising inaccuracies may be demonstrated by making corrections to inaccurate biological features.

This student recognises and describes biological features that are accurate (1) using limited biological knowledge and a vested interest conveyed in the article (2). While it is identified who produced the article (3), the identification of the ‘general public’ as the intended audience (4) is not clear.

To reach Achieved, the student could identify the intended audience more clearly, and describe the biological features in the information as accurate by using relevant biological knowledge more fully.