School of the Environment

How do secondary biology students manage the expectations of a written research assessment task?

Theme: Ecology genetics and evolution, Science education and communication

Description: 

Queensland secondary (senior) science students completing a Queensland Certificate of Education (and typically ATAR eligible) complete a summative written assessment task called the Internal Assessment 3: Research Investigation. This task (worth 20% of a student’s summative grade for the subject) was introduced in 2019 as part of Queensland’s uplift of all syllabuses. It adapts pedagogy, assessment standards, and expectations from the International Baccalaureate curriculum, which requires competency, proficiency and confidence in scientific research skills including literacy, analysis and synthesis of argument.

For biology, this assessment task is embedded in the final learning module of a two-year biology course, when introductory genetics is taught. Students are expected to produce a ~2000 written report which appraises authentic scientific work (generally from credible scientific peer-reviewed sources) as they answer a specific and relevant research question. Examples of research questions that get asked in this assessment task:

  1. Does the use of a single injection of an adenoviral vector, containing functioning factor IX genes provide a complete correction of Haemophilia B by preventing severe bleeding episodes?
  2. How safe and nutritious are GMO Bt-crops for long term human consumption?
  3. Has genetic technology like using double-stranded RNA improved honeybee resistance to varroa mite disease?

This project will investigate how secondary biology students are navigating the complexities of this assessment task, and may include exploring one or a combination of:

  1. how different secondary schools provide guidance and/or resource the assessment task (e.g. duration, library support)
  2. how UQ resources (e.g. undergraduate videos about genetics) support performance of students completing the task
  3. how generative AI is used to complement or make up for skill deficits when students are completing the task

Additional Information: 

This is an educational research project supervised by Dr Gurion Ang (SENV) and Professor James Fraser (SCMB). It would suit students interested in educational or pedagogical research, and will provide a valuable experience if you plan to teach in secondary or tertiary settings in the future. Ideally, you completed your secondary studies in Queensland and also completed BIOL2202 Genetics or BIOL2902 Advanced Genetics.

Contact: Dr Gurion Ang