Environmental Science and Society · Environmental Science and Society Tasmanian Qualifications...

Environmental Science and Society

Course Code: ESS315114

External Assessment Specifications 2014 - 2017

Tasmanian Qualifications Authority of 18

PURPOSE

The purpose of the External Assessment Specifications is to provide information about the external assessment that defines:

the external assessable aspects of the criterion standards of ESS315114 Environmental Science and Society

the externally assessed course areas

the nature and range of appropriate types of items1, and

the structure of the external assessment.

These definitions are to be in sufficient detail that they will serve both as a blueprint, describing all the elements required to develop the assessment, and as a basis for accountability.

The External Assessment Specifications are primarily written for use by the setters of the assessment.

Whenever a new external assessment is required, the assessment is to comply with these technical specifications. Assessments may differ from year to year within the framework and rules provided by these specifications.

INTRODUCTION

The external assessment for ESS315114 Environmental Science and Society consists of a written examination. The external assessment is designed to assess the standard of achievement of skills, knowledge and understanding of candidates in targeted course areas. Understanding is assessed by the degree to which both knowledge of principles, concepts and processes that interrelate the natural world and human society, and also investigative and analytical skills, are applied to a range of external assessment item types2.

The course document ESS315114 Environmental Science and Society is the document used for the development of the examination.

1 In these specifications, the term item is defined as an individual task to be undertaken by candidates. The task may be divided into several parts.

2 Definitions of relevant assessment item types are given in Attachment 1.



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OVERALL CONDITIONS

The time/date of the examination are set annually by the Office of TASC

The examination has a duration of three (3) hours

An additional fifteen (15) minutes reading time is given

The TASC External Assessment Rule applies to this external assessment. Details of the rule are published on the TASC website https://www.tasc.tas.gov.au/students/exams/rules/

TASC appoints appropriate persons to set and mark assessments.

SPECIFIC MATERIALS AND EQUIPMENT APPROVED FOR USE BY CANDIDATES

A calculator as approved by TASC (Refer to https://www.tasc.tas.gov.au/students/exams/what-can-i-take-to-my-exam/)

2014 External Information Sheet for ESS315114 Environmental Science and Society.

ASSESSMENT

The following aspects of five (5) of the criteria and their standards described in the course document are externally assessed. These define the expectations for the nature, scope and level of demand of the targeted course areas.

Criterion 2: Develop, interpret and evaluate experiments and investigations

All aspects of Criterion 2 standards are examinable

Criterion 5: Demonstrate knowledge and understanding of ecological processes


Criterion 6: Demonstrate knowledge and understanding of changes to ecosystems, locally and globally


Criterion 7: Demonstrate knowledge and understanding of how humans depend and impact on ecosystems


Criterion 8: Demonstrate knowledge and understanding of principles for the ecologically sustainable management of the environment

All aspects of Criterion 8 standards are examinable.

The examination must include items that give opportunities to demonstrate the standards from rating C to rating A.

Final results will be awarded as a rating of A, B, C, t or z in the above criteria. These ratings are used in determining the final award according to the algorithm in the course document.

https://www.tasc.tas.gov.au/students/exams/rules/

https://www.tasc.tas.gov.au/students/exams/what-can-i-take-to-my-exam/

https://www.tasc.tas.gov.au/students/exams/what-can-i-take-to-my-exam/



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EXAMINATION CONTENT

A representative sample3, encompassing a large proportion of the targeted course areas, is used to test the standard of skills, knowledge and understanding of a candidate

The relative weighting4 of items is indicated by:

o the space5 allocated for responses

o relative allocation of marks

o suggested time allocations.

General guidelines for writing items

Items are written:

using language/course-specific terminology as outlined in the course document

using unambiguous English language.

EXAMINATION STRUCTURE

The examination paper is divided into five parts that are in five separate item-and-response booklets.

The following specifications for each part are outlined in Table 1:

the distribution across the parts of:

o criteria

o course content (sections)

o time and mark allocations

number and type of item

Relationships between the examination specifications and the written examination items will be mapped each year. (See Attachment 2.)

3 Representative sample: a subset of the target course areas that accurately reflects the total target course area.

4 Relative weighting: the relative emphasis on the assessment of an item compared with other items within a group, that will influence the final result, that is, the rating.

5 Space: a number of lines provided in the item-and-response booklets indicative of the expected extent of responses.



Table 1: ESS315114 Environmental Science and Society 2014 Examination Structure

Part Part 1 Part 2 Part 3 Part 4 Part 5

Criterion Criterion 2 Criterion 5 Criterion 6 Criterion 7 Criterion 8

Course Section

Development, interpretation and evaluation of experiments and practical activities

Ecological Processes Changes in ecosystem, locally and globally

Human dependence and impact on ecosystems

Principles for ecologically sustainable management of the environment

Number of items

From 4 to 7 items, each broken into parts





Compulsory items

All All All All All

Item type(s)

(See Attachment 1 for definitions and exemplars)

Context of items

Some extended items are in non-routine contexts.

Scenarios of items

Some scenarios of items are real-world or hypothetical scenarios.

Context of items


Scenarios of items


Context of items


Scenarios of items


Context of items


Scenarios of items


Context of items


Scenarios of items




Format of responses

A balance of items ranging from short to extended formats.

Assessment of responses

Responses range from closed-ended to open-ended.

Format of responses




Format of responses




Format of responses




Format of responses




Suggested time allocation

Approx. 35 minutes Approx. 35 minutes Approx. 35 minutes Approx. 35 minutes Approx. 35 minutes

Mark allocation Approx. 35 marks Approx. 35 marks Approx. 35 marks Approx. 35 marks Approx. 35 marks



ATTACHMENT 1

Written Examination Item types

In these specifications, the term ‘item’ is defined as an individual task to be undertaken by candidates. The task may be divided into several parts.

Item types can be categorised in terms of:

CATEGORY ITEM TYPES AND DEFINTIONS EXEMPLARS

The context of the item

Routine context

These items require rehearsed skills in the application of principles, concepts and processes that interrelate the natural world and human society to investigation and analysis, and in familiar contexts.

(Reference: .....)

Non-routine context

These items require procedures not previously encountered in expected prior learning activities. These require the combination, and sometimes the selection, of a set of skills in unfamiliar contexts.

(Reference: .....)

The scenario of the item

Real-world scenarios

These items relate principles, concepts and processes that interrelate the natural world and human society to information and data in the real world. The nature of approximations of theory to reality is clearly stated.

(Reference: .....)



Hypothetical scenarios

These items relate principles, concepts and processes that interrelate the natural world and human society to conjectural information and data.

(Reference: .....)

The format of response

Short response format

These items are composed of a brief prompt that demands a response to some stimulus material that varies from a single response to a few written points. This sort of item is suited to assessing the candidate’s ability to:

o recall specific information and methods related to key content

o apply rehearsed methods to familiar situations

o demonstrate understanding of key concepts in previously unseen stimulus material.

(Reference: Exam Paper 2013, Part 2, Question 6)

Wildlife biologists are concerned about the possible extinction of the Tasmanian Devil (Sarcophilus harrisii) because of the role the Tasmanian Devil plays in the Tasmanian forest ecosystem.

(a) Sarcophilus means ‘death lover’. With reference to the role that the Tasmanian Devil plays in the ecosystem, give a reason why this name was chosen. (1 mark)

(b) The Tasmanian Devil is thought to be partly responsible for controlling the number of introduced European Red Foxes (Vulpes vulpes) by killing and eating cubs in their dens as well as by eating food sources that could sustain adult foxes.

Complete the table below by giving the name of the ecological relationship of the Tasmanian Devil to the Red Fox. (2 marks)

Behaviour of the Tasmanian Devil Relationship to the Fox

Eating cubs in their den

Eating food sources of adult foxes



(c) European Red Foxes live throughout south-eastern Australia but not in tropical areas or desert areas. It appears that the foxes’ range is determined by both abiotic and biotic factors. Suggest one abiotic and one biotic factor that might limit the range of the Red Fox.(2 marks) abiotic factor: .................................. biotic factor: …………………………………

(d) Explain the difference between the terms habitat and ecosystem, with reference to Tasmanian wet sclerophyll forest. (3 marks)

Exam Paper 2013, Part 3, Question 11

Students often confuse the Greenhouse Effect with depletion of the Ozone Layer.

(a) Complete the following table to show the differences between them. (4 marks)

Greenhouse Effect Ozone Layer Depletion

Name of the predominant gas involved

Does this gas increase or decrease?

One major consequence for humans

Once other environmental consequence

(b) State how one of these two environmental problems has been reduced. (1 mark)



Extended response format

These items involve lengthy responses of increasing complexity. Greater complexity may be due to one or more of, but not limited to, the following:

o a greater cognitive demand of Environmental Science and Society concepts

o the necessity to select appropriate information

o justification of a response via a logical line of reasoning.

(Reference: Exam Paper, Part 4, Question 18)

The Tarkine is a large area of land in Tasmania’s north-west. Conservationists claim that this Only area is the world’s largest area of intact temperate rainforest. Conservationists would like tosee the area included on the Register of the National Estate and eventually given WorldHeritage status. The federal government has been unwilling to list this area because listing the

Tarkine would prohibit mining activities.

If the Tarkine were managed as a World Heritage Area (WHA), any development would require the preparation of a management plan.

(a) What are some of the considerations that need to be included in any management plan for the Tarkine? (3 marks)

(b) Who would prepare an Environmental Impact Statement (EIS) if the Tarkine were to be managed for mining? (1 mark)

(c) What considerations must be included in the EIS for mining in the Tarkine? (3 marks)

(d) A mining developer sees the Tarkine as economic capital whereas, if the Tarkine were to be declared a World Heritage Area (WHA), it would remain as natural capital.

Explain, with reference to the Tarkine, what is meant by the terms ‘economic capital’ and ‘natural capital’. (3 marks)



Assessment of response

Closed-ended response

These are items for which there is a single ‘correct’ or ‘best’ response.

(Reference: Environmental Science Exam Paper 2012, Part 5, Question 19 (a), (b) and (c))

A forest researcher investigating different seedbed classes (soils) collected data from32 operational forestry coupes (logged areas) located across Tasmania. The data here is of seedlings from germinated seed in different seedbeds (soils) in unburnt coupes, coupes disturbed by machinery, compacted soils, and coupes lightly and moderately burnt, and ashbeds (from intense burns). The amount of seed applied was the same for the different seedbed classes.

(Graph shown in Exam Paper not reproduced here)

(a) Which seedbed classes for seedling density are not shown as significantly different?(1 mark)

(b) How do soils get compacted in forestry operations? (1 mark)

(c) Why are compacted soils the least favourable for seedlings? (1 mark)

Open-ended response

These are items for which there may be multiple correct responses OR in which the quality of the argument and/or the expression is being assessed.

(Reference: Environmental Science Exam Paper 2012, Part 1, Question 4)

Washing up liquid contains phosphate detergents. These detergents can be thought of as ‘algae food’.

Outline a sequence of problems that might result when too much phosphorus as found in detergents enters a riverine ecosystem.



ATTACHMENT 2

ESS315114 Environmental Science and Society 2014 Written Examination

Mapping

The Setting Examiner designs examination items to adhere to the External Assessment Specifications (see Table 1). During the writing and critiquing of the examination, the Setting Examiner will map the ESS315114 Environmental Science and Society examination to the course document and external assessment specifications. This may be achieved through the mapping grids given in Tables 2 - 16.

Mapping provides a summary of relationships between examination items and:

item type

relative importance/weighting

content

achievement standard, and

item rating.

Mapping is designed primarily to assist the Setting Examiner to:

see at a glance the range of item types, course coverage and achievement standards used in the examination paper, and

check for:

o representative sampling, and

o adherence to the examination structure specifications.

Checklist

The Setting Examiner conducts a final check for adherence of the written examination to the external assessment specifications by completing a checklist. (See Table 17.)



ESS315114 Environmental Science and Society 2014 Examination Mapping

Grids

Part 1: Development, interpretation and evaluation of experiments and practical activities

Table 2: Criteria being assessed

Criterion 2 Standard

Item numbers Possible ratings of response

2.1 Expression of hypothesis

2.2 Design of an experiment

2.3 Using data to draw a conclusion

2.4 Identifying limitations and sources of error

2.5 Design improvements

Table 3: Course coverage

Development, interpretation and evaluation of experiments and practical activities

Topic Item numbers

Experimental design

Biotic and abiotic surveys

Applications and impart of environmental science in society

Table 4: Item type

Item type Item numbers

Context of items Routine contexts Non-routine contexts

Scenarios of items Real-world scenarios Hypothetical scenarios

Response format Short response format Extended response

Assessment of responses Closed-ended responses Open-ended responses



Part 2: Ecological Processes


Criterion 5 Standard Item numbers

Possible ratings of response

5.1 Understanding of concepts

5.2 Application of concepts

5.3 Use/interpretation/analysis of data to draw conclusions


Ecological Processes

Topic Item numbers

The systems approach

Ecosystems

Inputs and outputs of ecosystems

Relationships between species

Populations

Table 7: Item type








Part 3: Changes in ecosystems, locally and globally





6.2 Understanding of changes




Changes in ecosystems, locally and globally

Topic Item numbers

Role of cycles in influencing abiotic factors

Role of fire in the Australian landscape

Climate change

Consequences of enhance GHG and its influence on climate change

Biodiversity and its importance

Populations

Table 10: Item type








Part 4: Human dependence and impact on ecosystems





7.2 Understanding of impacts




Human dependence and impact on ecosystems

Topic Item numbers

Importance of ecosystem services

Ecological footprint

Concept of ‘Commons’

Contaminants and pollutants

Impacts on the commons

Impacts of use of resources

Table 13: Item type








Part 5: Principles for ecologically sustainable management of the environment





7.2 Understanding of changes of management tools

7.3 Understanding of challenges to sustainability




Principles for ecologically sustainable management of the environment

Topic Item numbers

Ecologically sustainable development

Strategies for management

Management tools

Conservation of ecosystems and biodiversities

Challenges to sustainability

Table 16: Item type








Checklist

Table 17: ESS315114 Environmental Science and Society 2014 Written Examination Checklist

Part 1:

☐ Assesses all aspects of Criterion 2

☐ Items give opportunities to demonstrate standards from rating C to rating A

☐ Marks add up to approximately 35

☐ Includes a representative sample of course content from ‘Development, interpretation and evaluation of experiments and practical activities’

☐ There are 4 – 7 items, each broken into parts

☐ Items include a balance of items ranging from short to extended formats

☐ Some extended items are in non-routine contexts

☐ Some contexts of items are real-world or hypothetical scenarios

☐ Responses range from closed-ended to open-ended.

Part 2:




☐ Includes a representative sample of course content from ‘Ecological Processes’






Part 3:




☐ Includes a representative sample of course content from ‘Changes in ecosystem, locally and globally’








Part 4:

☐ Assess all aspects of Criterion 7



☐ Includes a representative sample of course content from ‘Human dependence and impact on ecosystems’






Part 5:




☐ Includes a representative sample of course content from ‘Principles for ecologically sustainable management of the environment’






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