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Environmental Science and Society
Course Code: ESS315114
External Assessment Specifications 2014 - 2017
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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
All aspects of Criterion 5 standards are examinable
Criterion 6: Demonstrate knowledge and understanding of changes to ecosystems, locally and globally
All aspects of Criterion 6 standards are examinable
Criterion 7: Demonstrate knowledge and understanding of how humans depend and impact on ecosystems
All aspects of Criterion 7 standards are examinable
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.
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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.
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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
From 4 to 7 items, each broken into parts
From 4 to 7 items, each broken into parts
From 4 to 7 items, each broken into parts
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
Some extended items are in non-routine contexts.
Scenarios of items
Some scenarios of items are real-world or hypothetical scenarios.
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
Some extended items are in non-routine contexts.
Scenarios of items
Some scenarios of items are real-world or hypothetical scenarios.
Context of items
Some extended items are in non-routine contexts.
Scenarios of items
Some scenarios of items are real-world or hypothetical scenarios.
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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
A balance of items ranging from short to extended formats.
Assessment of responses
Responses range from closed-ended to open-ended.
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
A balance of items ranging from short to extended formats.
Assessment of responses
Responses range from closed-ended to open-ended.
Format of responses
A balance of items ranging from short to extended formats.
Assessment of responses
Responses range from closed-ended to open-ended.
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
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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: .....)
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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
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(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)
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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)
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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.
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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.)
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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
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Part 2: Ecological Processes
Table 5: Criteria being assessed
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
Table 6: Course coverage
Ecological Processes
Topic Item numbers
The systems approach
Ecosystems
Inputs and outputs of ecosystems
Relationships between species
Populations
Table 7: 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
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Part 3: Changes in ecosystems, locally and globally
Table 8: Criteria being assessed
Criterion 6 Standard Item numbers
Possible ratings of response
6.1 Understanding of concepts
6.2 Understanding of changes
6.3 Application of concepts
6.3 Use/interpretation/analysis of data to draw conclusions
Table 9: Course coverage
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
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
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Part 4: Human dependence and impact on ecosystems
Table 11: Criteria being assessed
Criterion 7 Standard Item numbers
Possible ratings of response
7.1 Understanding of concepts
7.2 Understanding of impacts
7.3 Application of concepts
7.3 Use/interpretation/analysis of data to draw conclusions
Table 12: Course coverage
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
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
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Part 5: Principles for ecologically sustainable management of the environment
Table 14: Criteria being assessed
Criterion 8 Standard Item numbers
Possible ratings of response
7.1 Understanding of concepts
7.2 Understanding of changes of management tools
7.3 Understanding of challenges to sustainability
7.4 Application of concepts
7.3 Use/interpretation/analysis of data to draw conclusions
Table 15: Course coverage
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
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
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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:
☐ Assesses all aspects of Criterion 5
☐ 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 ‘Ecological Processes’
☐ 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 3:
☐ Assesses all aspects of Criterion 6
☐ 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 ‘Changes in ecosystem, locally and globally’
☐ 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
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☐ Some contexts of items are real-world or hypothetical scenarios
☐ Responses range from closed-ended to open-ended.
Part 4:
☐ Assess all aspects of Criterion 7
☐ 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 ‘Human dependence and impact on ecosystems’
☐ 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 5:
☐ Assesses all aspects of Criterion 8
☐ 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 ‘Principles for ecologically sustainable management of the environment’
☐ 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.