Name:

Immunity College Class: 12 ____

Date Distributed: 08 / 05 / 2018
Due Dates:
Outbreak Notice: 08 / 06 /2018
In class Article: 08/ 06/ 2018
Mark: / 50
Marking Teacher: Miss Laporte
Marker Signature:

Year 12 Biology

Assessment 2

Module 7: Infectious Disease

Rationale

You have been studying Infectious Diseases focusing on how diseases are transmitted,
how animals and plants respond to disease and how the immune system of the human
body responds to disease. This assessment will be split into 2 parts.
Part 1 will be completed at home and Part 2 will be conducted in class time.
Tear off the slip below and submit to your teacher along with your work.

I attest that all work submitted as part of this assessment is my own and I acknowledge
that my submission may be checked for plagiarism.

Name:
Signed: Date: / / 18
Task number: 2 Weighting: 30% Timing: Term 2, Week 2
Nature of the task
Part 1 – You are a Biologist working for the World Health Organisation (WHO) and you have discovered
a brand new infectious disease caused by a brand-new pathogen. You must notify the public of the
dangers of the new disease through an informercial video, written report, brochure, poster or similar
format. Your notice should include references and must cover:

- The geographical area where the disease outbreak is occurring

- The type of disease i.e. bacterial, viral, fungal

- How the disease is transmitted i.e. direct contact, indirect contact, vector, air-borne, water-borne,
blood-borne

- The symptoms of the disease

- Relate the symptoms of the disease to the pathogens effect on the host cell e.g. a hemolytic
bacterium will cause a fever as it is causing blood cells to lyse (burst)

- How to stop the spread of the disease

Part 2 – The Journal of Infectious Diseases and Epidemiology, a prestigious Scientific Journal has
asked you to write an article explaining the response of the human immune system when your
pathogen from part 1 is introduced to the body. Your article will be written in class. (You may
bring ONE A4 page draft with you for reference) and your final article should include:

- The roles of the innate and adaptive immune response

- Examples of how the adaptive immune system is developed

- The role of T cells and B cells in building immune memory

- The lifecycle of T cells and B cells

- Given appropriate quantitative data, (provided for you on the day) a completed hand drawn
annotated graph showing how the immune system responds upon primary exposure to a
pathogen and secondary exposure.

Outcomes assessed
 conducts investigations to collect valid and reliable primary and secondary data
and information BIO11/12-3
 selects and processes appropriate qualitative and quantitative data and
information using a range of appropriate media BIO11/12-4
 communicates scientific understanding using suitable language and terminology
for a specific audience or purpose BIO11/12-7
 analyses infectious disease in terms of cause, transmission, management and
the organism’s response, including the human immune system BIO12-14
Marking Criteria
BIO11/12-3 conducts investigations to collect valid and reliable primary and secondary data and
information
 select and extract information from a wide range of reliable secondary sources and
acknowledge them using an accepted referencing style

BIO11/12-4 selects and processes appropriate qualitative and quantitative data and information
using a range of appropriate media

 select qualitative and quantitative data and information and represent them using a
range of formats, digital technologies and appropriate media (ACSBL004, ACSBL007,
ACSBL064, ACSBL101)
 apply quantitative processes where appropriate

BIO11/12-7 communicates scientific understanding using suitable language and terminology for
a specific audience or purpose
 select and use suitable forms of digital, visual, written and/or oral communication
 select and apply appropriate scientific notations, nomenclature and scientific language
to communicate in a variety of contexts (ACSBL008, ACSBL036, ACSBL067,
ACSBL102)

BIO12-14 analyses infectious disease in terms of cause, transmission, management and the
organism’s response, including the human immune system

 classifying different pathogens that cause disease in plants and animals (ACSBL117)
 investigate modes of transmission of infectious diseases, including direct contact,
indirect contact and vector transmission
 analyse responses to the presence of pathogens by assessing the physical and
chemical changes that occur in the host animals cells and tissues (ACSBL119,
ACSBL120, ACSBL121, ACSBL122)
 explain how the immune system responds after primary exposure to a pathogen,
including innate and acquired immunity
 investigate procedures that can be employed to prevent the spread of disease,
including but not limited to: (ACSBL124)
- hygiene practices
- quarantine
- vaccination, including passive and active immunity (ACSBL100, ACSBL123)

- public health campaigns

- use of pesticides
- genetic engineering
Feedback provided
To inform future learning your feedback will consist of:
 an annotated marking guidelines sheet
 annotations on your submitted work
 Marking Guidelines

Outcome Developing – 1-2 Marks Elementary – 3-4 Marks Substantial – 5-6 Marks High- Outstanding: 7-10 Marks

BIO11/12-3
conducts investigations to collect
valid and reliable primary and
secondary data and information
Maximum marks 10
References made to
sources, but referencing
style is incorrect and
sources are unreliable
Student references 3
resources. At least 1
source is reliable. Errors in
referencing style
Student references over Student references 10 or more resources correctly, with all
5 resources correctly, references being from a reliable source.
with at least 2 references
being from a reliable
source.

Outcome Developing – 1-2 Mark Elementary- 3-4 Marks Substantial – 4-5 Marks High – 6-7 Marks Outstanding-8-10 Marks

BIO11/12-4
selects and processes appropriate
qualitative and quantitative data and
information using a range of
appropriate media
Maximum marks 10
Disease is not based on
real-life pathogen type and
no quantitative data is
present
Disease is created based
on real-life pathogen and
quantitative data about the
pathogen is present but
not feasible or relevant
Disease is created Disease created is Disease created is based on a real-
based on a real-life based on a real-life life pathogen type (bacteria, virus,
pathogen type, SOME pathogen type, and parasite, fungus)
quantitative data about most quantitative and any quantitative data about the
the pathogen is relevant data about the pathogen is relevant and feasible
and feasible but most pathogen is relevant
data may be irrelevant or and feasible
non-feasible

Outcome Developing: Elementary: 3-4 Substantial: 5-6 High: 7-8 Marks Outstanding: 9-10
1-2 Marks Marks Marks Marks

BIO11/12-7 Outbreak notice Outbreak notice is Outbreak notice is in Outbreak notice created is in a relevant and Outbreak notice created is
communicates scientific is missing or created, but not in a relevant form original form in a relevant, creative and
incomplete relevant form, original form
understanding using
Some repetitive Use of a variety of scientific metalanguage is Both article and outbreak
suitable language and Negligible Scientific scientific notice use a variety of
evident but not consistent (at least 10 words)
terminology for a specific scientific metalanguage is metalanguage is scientific metalanguage (at
audience or purpose metalanguage is used at one or two used at several points least 15 words) throughout
Maximum Marks 10 used (1 word) points (2-3 words) (at least 5 words) the assessment.
Outcome Part Developing- Elementary-3-4 Substantial- 5-7 High- 6-8 Outstanding – 9-10
1-2 Marks Marks Marks Marks Marks

BIO12-14 Describes disease
but not its cause
analyses infectious
disease in terms of cause, Mode of
transmission, management 1: transmission non-
and the organism’s Outbreak feasible or not
Notice mentioned
response, including the
human immune system Symptoms listed
Maximum marks 20 10 Marks
Disease prevention
methods missing or
irrelevant
Identifies disease and Classifies disease as
a cause. Cause may caused by a bacteria, virus
not be feasible or fungus.
. fungus.
Mode/s of 1 mode/s of transmission
transmission of of disease is included and
disease is mentioned defined. Definition may not
specifically name: direct
Symptoms of the contact, indirect contact
disease are listed and and vector
explanation of the
symptoms is Symptoms of the disease
attempted but are included, with some
incomplete explanation (at least 1
reason given) as to why
1 disease prevention symptoms are occurring
method is included
and relevant.
No comment is made At least 1 disease
on its effectiveness prevention method
included and simple
explanation (at least 1
reason given) of its
efficacy is included
Classifies disease Classifies disease as
as caused by a caused by a bacteria, virus
bacteria, virus or or fungus.
Mode/s of transmission of
Mode/s of disease is included, defined
transmission of Includes by name at least 2
of: direct contact, indirect
disease is included
and defined. contact and vector
Includes by name
at least 1 of: direct Symptoms of disease are
contact, indirect listed, and detailed
contact and vector explanation (at least 3
reasons given) is made of
Symptoms are why symptoms are
listed, and thorough occurring.
explanation (at least
2 reasons given) is At least 3 disease
present as to why prevention methods are
symptoms are included, and detailed
occurring explanation (at least 3
reasons given) of their
At least 2 disease efficacy also included
prevention methods
are included and
thorough
explanation (at least
2 reasons given) of
their efficacy also
included
 Developing- 1 Elementary- 2 Substantial – 3-5 High- 6-8 Marks Outstanding – 9-10
Mark Marks Marks Marks

Article defines Article defines and article defines and article defines and article defines and explains
primary and explains the primary explains the primary and explains the the immune response after
secondary immune and secondary secondary response to a immune response primary and secondary
response without response to a pathogen with some after primary and exposure to a pathogen
further explanation pathogen using: reference to secondary exposure with reference to
2: Immune a basic diagram or B cell and T cells to a pathogen with B cell and T cell:
Hand drawn graph without correct explanation -lifecycle
Response diagram from data mention of B cells Hand drawn diagram from of B cell and T cell: -role
Article is attempted but and T cells data is neat, drawn in -role -production at 1st and 2nd
incorrect. pencil and has annotations - production at 1st exposure
10 Marks Annotations on Hand drawn diagram which show that second and 2nd exposure
diagram are from given data is exposure causes a Hand drawn diagram from
irrelevant neat, drawn in pencil. stronger immune response Hand drawn data is neat, drawn in pencil
Annotations may be than on first exposure diagram from data and is annotated with
irrelevant or is neat, drawn in specific reference to:
inaccurate Mentions and includes pencil and has strength of 1st vs 2nd
definitions of innate and annotations response, points of first
mentions innate and acquired immunity. specifying: strength exposure, second exposure
acquired immunity of 1st vs 2nd to pathogen, points of B
response, point of and T cell production
first exposure, point
of second exposure Use of diagrams/flowcharts
to pathogen is included at relevant
points in article
Use of
diagrams/flowcharts includes definitions of
, but placement may innate and acquired
not be relevant immunity with at least 2
examples of each
Mentions and
includes definitions
of innate and
acquired immunity
with at least 1
example of each.
 Teacher Feedback: ----------------------------------------------------------------------------------------------------

--------------------------------------------------------------------------------------------------------------

--------------------------------------------------------------------------------------------------------------

--------------------------------------------------------------------------------------------------------------

Self-Reflection:

What I did well What I wasn’t sure about What do I need to study or do to
improve?
 Checklist for Part 2 – In Class Article

Here are some questions that you may wish to answer in your article.
Remember your audience are fellow scientists

 Can you show using a graph how the immune system responds to

pathogens?

 What happens to the immune system when the body is exposed to

a pathogen for the first time?

 What is different when the body is exposed to a pathogen for the

second time?

 What are T cells and B cells?

 How do T cells and B cells create immunity? (Diagrams???)

 What do T cells and B cells do?

 What is the lifecycle of T and B cells? (Diagrams???)

 Explain innate and acquired immunity, what is the difference?

 How do we get acquired immunity

Evaluation:
Assessment is a vital part of the teaching and learning process as outlined in (Shepard, 2000) which
poses that teachers should use assessment to build learning programs, ascertain what students have
learned, or where their strengths and weaknesses are. In other words, a teacher is not able to promote
growth in their students without knowing where each individual students’ learning needs lie.
Assessment for Learning, Assessment as Learning and Assessment of Learning can assist in this
endeavour, as teachers are able to use assessment to inform their own practice (Assessment for
Learning), to assist students in evaluating their own learning (Assessment as Learning) and to assess
students’ knowledge gained over a course or unit of study (Assessment of Learning). The task designed
above is a mix of all 3 types of assessment as it is a summative task designed to assess students’
knowledge of a significant portion of Module 7 of the Stage 6 Biology syllabus; however, it also offers
feedback to students so that they may reflect on and improve their own learning and it is expected
that the teacher uses the data and insights gained from this assessment task to inform their future
practice. Furthermore, students are unable to self-manage their own learning and build self-efficacy
(Pajares & Urdan, 2006) unless they themselves can see what concepts they need to revise to improve
overall. These goals can be achieved by creating valid and reliable assessment tasks.
So that teachers may design valid and reliable assessment tasks, NESA has explicitly given strict rules
for assessment and reporting in stage 6. These rules mainly relate to the number and weighting of
assessment tasks. The NSW Stage 6 Biology syllabus contains both Knowledge and Understanding
Outcomes and Working Scientifically Outcomes. (NESA, 2018) states that only 40% of overall
assessment task weightings can come from Knowledge and Understanding Outcomes and the latter
60% is to come from Working Scientifically Outcomes. This is reflected in the assessment created
above as the task is worth 50 marks total and 30 are linked to Working Scientifically outcomes. These
mandatory weighting requirements ensure that students cannot pass the course through
memorisation alone The Working Scientifically Outcomes also foster scientific skills which students can
use in their future lives; thus promoting 21st Century Learning. To promote the inclusion of each
individual student in the classroom, assessments are to allow for differing levels of achievement for
each student.
(Mastropieri, 2013) argues that inclusivity in assessment is integral as students ought to be able to
express their growth and knowledge in a meaningful way which allows them to display their strengths.
To achieve this in practice, students can be given choice in how they present their assessment task. In
the case of the task created above, students may present their outbreak notice in any form they
choose. In the case of the task designed above, some students may be most comfortable creating their
notice in Word or PowerPoint, where some may wish to create a video. However, (Scott, Webber,
Lupart, Aitken & Scott, 2013) poses that building equitable assessment tasks can be one of the most
difficult parts of the assessment design process. This is because, if students are all to submit
individualised tasks that play to their strengths, the assessment task may then not be considered as fair
or valid. One way that this challenge can be overcome is by using Understanding by Design theory
when designing assessment tasks.
Understanding by Design as defined by (Wiggins & McTighe, 2006) poses that; learning activities and
units of work can be specifically designed to allow students to achieve outcomes in an individually
unique way by working backwards. This is achieved by starting with syllabus outcomes, then creating
an assessment task based on those outcomes. Designing assessment tasks before learning activities
can help teachers to scaffold learning activities to ensure that students are taught the skills and
knowledge they need to be able to complete the task successfully alongside regular syllabus content.
For example, because the task designed above is based around how pathogen cause disease, as well
immune response, the teacher would ideally teach students how pathogens cause disease and the best
way to explain how the human body responds to pathogens and give them several chances to practice
using this knowledge before undertaking the assessment.
Once an assessment task is designed and students have completed the task, they should receive
feedback on their performance throughout the task so as to help guide their further studies.
Conventionally, this feedback should be given by the student’s classroom teacher. According to (Nicol
& Macfarlane‐Dick, 2006) teachers should use positive language, specifically outline the student’s
strengths and weaknesses and make targeted suggestions as to what the student should revise or do
to improve when writing or giving students feedback. Usually, teachers give feedback by annotating a
student’s work and leaving specific comments at the bottom of the marking rubric. This is indicative of
assessment for learning as defined in (Nicol & Macfarlane‐Dick, 2006) as students’
knowledge/achievement is being assessed and feedback is intended to help students improve in the
future.
Since annotations are the current convention when giving feedback; the task designed above has a
designated space under the marking rubric for teachers to write feedback. Furthermore, students
should have ample opportunity to reflect on their own performance and give themselves feedback.
This is shown to be beneficial to students in (Pajares & Urdan, 2006). The task designed above includes
this, as students are given some space to write their own feedback comments beneath the marking
rubric. However, as the assessment is undertaken in term 2 of Year 12, in the latter half of the year;
precious little time is left before students sit their HSC examinations. Thus, having students self-reflect
may not be of much assistance, as without careful implementation, it can foster self-doubt (Wanner &
Palmer, 2018).
Feedback is important for teachers, as well as students as teachers can, as individuals, as a faculty and
at whole school level use data from assessment to plan effective programs to help students achieve.
Schools as a whole are able to use assessment data as a means of identifying where and what students
struggled with and adjust learning activities accordingly. This data can also be used to identify
individual student learning needs and could be used to identify students who should be referred for
further learning support. Therefore, assessment can also be used as a tool to help teachers identify
opportunities for their own improvement and opportunities for adjustment in their teaching strategies,
in the assessment task design itself and in the learning activities directly before the assessment task.
Due to this, most teachers are inclined to believe that assessment is a useful tool, valuable to both
students and teachers alike. (Nicol & Macfarlane‐Dick, 2006) However, some teachers choose to argue
that time spent designing assessment tasks takes time away from classroom teaching and that the
rules around weighting curtail teachers’ freedom to design assessment tasks which are individualised
for their students. (Mehrens, 1998)
It is intended that in future practice, assessment tasks should be designed with outcomes at the
forefront of the process and that specific, positive feedback will be given to allow students to guide
and monitor their own learning. The data gathered from assessments will be used by the teacher as an
individual, by faculties and whole school communities as means of reflecting on current practices and
as a tool to guide meaningful changes to programs so that student outcomes are improved over time.
The task designed above exemplifies these values and it is hoped that as a teacher gains experience,
these values can be further embedded in the assessment design and feedback process.
References
Mastropieri, M. (2013). Inclusive classroom. [Place of publication not identified]:
Prentice Hall.
Mehrens, W. (1998). Consequences of Assessment: What is the
Evidence?. Education Policy Analysis Archives, 6, 13. doi:
10.14507/epaa.v6n13.1998
NESA. (2018). Retrieved from
http://educationstandards.nsw.edu.au/wps/wcm/connect/a390ca9e-972e-4d71-
8f40-25086c6b307d/biology-assessment-
reporting.pdf?MOD=AJPERES&CVID=
Nicol, D., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated
learning: a model and seven principles of good feedback practice. Studies In
Higher Education, 31(2), 199-218. doi: 10.1080/03075070600572090
Pajares, F., & Urdan, T. (2006). Self-efficacy beliefs of adolescents. Greenwich,
Conn.: IAP - Information Age Pub., Inc.
Scott, S., Webber, C., Lupart, J., Aitken, N., & Scott, D. (2013). Fair and equitable
assessment practices for all students. Assessment In Education: Principles,
Policy & Practice, 21(1), 52-70. doi: 10.1080/0969594x.2013.776943
Shepard, L. (2000). The Role of Assessment in a Learning Culture. Educational
Researcher, 29(7), 4. doi: 10.2307/1176145
Wanner, T., & Palmer, E. (2018). Formative self-and peer assessment for improved
student learning: the crucial factors of design, teacher participation and
feedback. Assessment & Evaluation In Higher Education, 1-16. doi:
10.1080/02602938.2018.1427698
Wiggins, G., & McTighe, J. (2006). Understanding by design. Upper Saddle River,
N.J.: Pearson Education, Inc.