- Home
- Qualifications and standards
- NCEA
- Māori and Pasifika
-
Providers and partners
- About education organisations
- NZQA's quality assurance system for tertiary education organisations
- Guidelines and forms
- Consistency of graduate outcomes
- Approval, accreditation and registration
- Monitoring and Assessment
- Self-assessment
- External evaluation and review
- Assessment and moderation of standards
- Submitting results and awarding qualifications and micro-credentials
- Tertiary and International Learners Code of Practice
- Offshore use of qualifications and programmes
- Reform of Vocational Education
- International Education planning
- international
- About us
Biology - annotated exemplars level 1 AS90926
Report on a biological issue (1.2)
|
Read the STANDARD |
|
Low Excellence
| Commentary | ||
|---|---|---|
For Excellence, the student needs to report comprehensively on a biological issue. This involves:
The extract shows some links between the biological ideas, related to the refined question of the long term effects on a population of parents choosing the gender of a baby before conception (1) (2). A general position related to genetically inherited diseases is identified and justified by evidence (3). To reach Excellence more securely the student would need to:
|
High Merit
| Commentary | ||
|---|---|---|
For Merit, the student needs to report in depth on a biological issue by:
Biological ideas that are related to the question are explained (2) and different points of view supported by evidence are identified (3.) A position on the issue is taken and justified (4). The extract shows a brief evaluation of a source of information (5), used with respect to the question of whether consumers should support genetically modified corn (1). To reach Excellence the student would need to evaluate a range of at least three sources of data and/or information with respect to the question or purpose. |
Low Merit
| Commentary | ||
|---|---|---|
For Merit, the student needs to report in depth on a biological issue. This involves:
The biological ideas related to the refined purpose on the outbreak of novel H1N1 influenza (1) are explained in varying degrees (2). A general position on the issue is taken (3). For a more secure Merit the student would need more detail to:
|
High Achieved
| Commentary | ||
|---|---|---|
For Achieved, the student needs to report on a biological issue. This involves:
The extract shows description and some explanation of the biological ideas (2) that are related to the refined question (1). A position on the issue is taken and justified (3). To reach Merit the student would need more detailed evidence to:
|
Low Achieved
| Commentary | ||
|---|---|---|
For Achieved, the student needs to report on a biological issue. This involves:
The extract shows a focus on the impact of the review to limit the snapper quota on commercial and recreational fishers (2), rather than describing the biological ideas (3) related to the refined question (1) on why the current quota is being reviewed in NZ. To reach Achieved more securely, the student would need more specific evidence describing the biological ideas (3) related to the refined question (1) on why the current quota is being reviewed in NZ, e.g. to maintain breeding stock and stabilise the age structure of the population. |
High Not Achieved
| Commentary | ||
|---|---|---|
For Achieved, the student needs to report on a biological issue. This involves:
The extract shows isolated descriptions of biological ideas on how swine flu is spread, and some possible symptoms of infection and medication (1). To reach Achieved the student would need to:
|