[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-315970-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-315970-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","2012-assessment-2012-biology-ga-1-written-examination-1","2012 Assessment - 2012 Biology GA 1 - Written examination 1","","2012 Assessment Report for VCE Biology GA 1 written examination 1 details general and specific examiner feedback. It emphasizes logical answer structure, careful reading of questions, planning before writing, and using allocated marks and answer space to match required depth. Guidance covers avoiding repeating question stems, using pen for clearer marking, defining abbreviations when needed, and reviewing examinable key skills from the study design. Section A summarizes multiple-choice performance, while Section B provides outline answers and identifies recurring concerns such as spelling clarity and missing comparative statements.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/2012-assessment-2012-biology-ga-1-written-examination-1/315970/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/2012-assessment-2012-biology-ga-1-written-examination-1/315970.png","ImageObject",300,407,{"name":42,"@type":43},"Lucas Martin","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-20","2026-09-20",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What are the main expectations for how students should structure answers?","Question",{"text":63,"@type":64},"Students are expected to answer logically, read questions carefully, plan responses before writing, and use the marks and answer space to determine the required depth. Repeating the stem of the question should be avoided.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Why is writing in pen preferred over pencil?",{"text":68,"@type":64},"Although pencil is not penalized, pen improves the clarity of responses and supports assessors’ ability to read and evaluate the answers.",{"name":70,"@type":61,"acceptedAnswer":71},"What concerns affected performance in Section B short-answer questions?",{"text":72,"@type":64},"Common issues included missing required comparative statements, spelling errors that reduced clarity, and descriptions focused on functions rather than the correct structural details when answering questions like those about the cell membrane.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},315970,1789908649,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,99,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":105,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":80,"read_time":143,"preview_page_count":4},8796095360427,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","2012 Assessment  \nReport  \n2012 Biology GA 1: Written examination 1  \nGENERAL COMMENTS  \nThis examination was the final Unit 3 June examination for the VCE Biology Study Design. From 2013, a single examination covering both Units 3 and 4 will be held in November.  \nMany students presented papers of an outstanding standard. Students who set out their answers in a logical manner were more likely to gain marks than those who produced answers that appeared to be rushed and were often contradictory. It is important that students read questions carefully, plan their answers prior to writing, and use the marks allocated and the answer space given as a guide to the required depth of the answer. Students should not repeat the stem of the question in their answers.  \nStudents approached the examination with confidence, indicating good use of time and use of advice given in previous Assessment Reports. It was clear that students had organised their time well and used the opportunity to convey their knowledge. Many students presented carefully written and well-expressed answers.  \nMost students answered Section B in pen rather than pencil as instructed. Although students who write in pencil are not penalised, using pen greatly improves the clarity of the answer and assists the assessors ’ ability to read and assess the answer.  \nThe inappropriate use of abbreviations has been a problem in the past. It is most pleasing to report that there were no examples of that this year. It is important to again state that suitable abbreviations are DNA, ATP, NADH, etc. and chemical symbols such as H2O. If students wish to use another abbreviation and are not sure ofits appropriateness, then they should define it.  \nTeachers and students are reminded that the set of key skills (refer to page 12 of the study design) are examinable and school-assessed coursework provides students with firsthand information that can be applied to examination questions such as Question 6.  \nResources to support VCE Biology are available on the Biology study page on the VCAA website. These resources are updated regularly and include articles and relevant website links.  \nSPECIFIC INFORMATION  \nSection A – Multiple-choice questions  \nThe table below indicates the percentage of students who chose each alternative. The correct answer is indicated by  \n\n| Question | % A | % B | % C | % D |\n| --- | --- | --- | --- | --- |\n| 1 | 8 | 3 | 85 | 4 |\n| 2 | 81 | 4 | 11 | 4 |\n| 3 | 12 | 20 | 10 | 58 |\n| 4 | 9 | 25 | 59 | 6 |\n| 5 | 64 | 6 | 29 | 1 |\n| 6 | 61 | 8 | 21 | 10 |\n| 7 | 4 | 3 | 91 | 2 |\n| 8 | 9 | 18 | 7 | 65 |\n| 9 | 17 | 18 | 53 | 12 |\n| 10 | 21 | 64 | 5 | 9 |\n| 11 | 10 | 6 | 77 | 7 |\n| 12 | 13 | 46 | 4 | 37 |\n| 13 | 14 | 16 | 25 | 45 |\n| 14 | 7 | 3 | 89 | 1 |\n| 15 | 5 | 55 | 21 | 19 |\n\nshading.  \nBiology GA1 Exam © VICTORIAN CURRICULUM AND ASSESSMENT AUTHORITY 2012 1  \n2012 Assessment  \nReport  \n| Question | % A | % B | % C | % D |\n| --- | --- | --- | --- | --- |\n| 16 | 33 | 7 | 4 | 55 |\n| 17 | 10 | 8 | 8 | 74 |\n| 18 | 17 | 33 | 15 | 35 |\n| 19 | 4 | 71 | 3 | 22 |\n| 20 | 8 | 12 | 77 | 4 |\n| 21 | 12 | 51 | 30 | 7 |\n| 22 | 2 | 9 | 7 | 82 |\n| 23 | 14 | 65 | 12 | 10 |\n| 24 | 8 | 9 | 11 | 72 |\n| 25 | 7 | 11 | 72 | 10 |\n\nIn Section A, students are reminded to always read each alternative before deciding on their answer. By doing this, they may realise that they have not chosen the best answer or that they may have misunderstood the question in their first reading.  \nSection B – Short-answer questions  \nFor each question, an outline answer (or answers) is provided. In some cases the answer given is not the only answer that could have been awarded marks.  \nAreas of concern in Section B included the following.  \n􀁸 Many students did not make comparative statements when required (Questions 1b. and 6c.) .  \n􀁸 Many answers contained words that were spelt incorrectly. While students’ spelling and grammar are not assessed, errors in spelling can cause a lack of clarity in meaning and failure ","cbCairNMIx6UZeZs","https://ap.wps.com/l/cbCairNMIx6UZeZs","pdf",275825,"English","# GENERAL COMMENTS\n## Section A – Multiple-choice questions\n## Section B – Short-answer questions\n# SPECIFIC INFORMATION\n## Areas of concern in Section B","[{\"question\":\"What are the main expectations for how students should structure answers?\",\"answer\":\"Students are expected to answer logically, read questions carefully, plan responses before writing, and use the marks and answer space to determine the required depth. Repeating the stem of the question should be avoided.\"},{\"question\":\"Why is writing in pen preferred over pencil?\",\"answer\":\"Although pencil is not penalized, pen improves the clarity of responses and supports assessors’ ability to read and evaluate the answers.\"},{\"question\":\"What concerns affected performance in Section B short-answer questions?\",\"answer\":\"Common issues included missing required comparative statements, spelling errors that reduced clarity, and descriptions focused on functions rather than the correct structural details when answering questions like those about the cell membrane.\"}]","2012 Assessment - 2012 Biology GA 1 - Written examination 1 | PDF",18]