AS 91866 annotated exemplars

This annotated exemplar is intended for teacher use only. Annotated exemplars are extracts of student evidence, with commentary, that explain key parts of a standard. These help teachers make assessment judgements at the grade boundaries.

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TKI assessment resources (external link)

For Excellence, the student needs to conduct a comprehensive inquiry into the use of organisms to meet future needs.

This involves:

• evaluating the findings and considering the implications of the findings using the external influences
• prioritising, with reasons, the findings in relation to the external influences predicting what the short and long-term impacts might be
• concluding and justifying whether the use of organisms might meet future needs.

This student has decided on a specific inquiry focus, and developed questions and gathered information from both primary (a survey with a large sample size and a good range of questions for three age groups), and secondary sources which are located throughout the text (1).

They have compared points of view, values and perspectives relating to the inquiry focus (2).

The student has evaluated findings and considered the implications of the findings using external influences, particularly: social, environmental and some economic (3).

They have predicted what the short-term impacts could be and linked these to the external influences (4).

The student has prioritised, with reasons, the findings in relation to the external influences, specifically the social, environmental and some economic (5) and concluded and justified the use of insects for a form of protein meets future needs in New Zealand (6).

For a more secure Excellence, the student could also consider the long-term impacts and how there are linked to the external influences.

For Merit, the student needs to conduct an in-depth inquiry into the use of organisms to meet future needs.

This involves:

• comparing points of view, values and perspectives that relate to the inquiry focus
• evaluating the findings and how the external influences could have an impact on future needs
• concluding as to whether the use of the organism might meet future needs.

This student has decided on a specific inquiry focus, developed inquiry questions and gathered information and background ideas from primary (a survey and personal experience) and secondary sources (1).

They have identified the external influences, specifically, some environmental aspects, economics as to the impact on the farming industry, and ethical concerns and requirements (2).

The student has compared different points of view, values and perspectives that relate to the inquiry focus (3).

They have evaluated their findings and how the external influences could have an impact on future needs (4). The student has reached a conclusion as to whether the use of insects as a form of protein will meet New Zealand’s future needs (5).

To reach Excellence, the student could have given more detail on what the short and long-term impacts could be, and prioritised their findings with reasons in relation to the external influences. Furthermore, the conclusion is not comprehensive and the student has not justified the use of insects meeting New Zealand’s future needs.

For Merit, the student needs to conduct an in-depth inquiry into the use of organisms to meet future needs.

This involves:

• comparing points of view, values and perspectives that relate to the inquiry focus
• evaluating the findings and how the external influences could have an impact on future needs
• concluding as to whether the use of the organism might meet future needs.

This student has decided on a specific inquiry focus, developed inquiry questions and gathered information and background ideas from primary (surveyed different groups in the community) and secondary sources (1).

They have identified the external influences, specifically, some environmental aspects and economics as to the impact on New Zealand economy although this part is a bit weak (2).

The student has compared different points of view, values and perspectives that relate to the inquiry focus (3). They have evaluated their findings and how the external influences could have an impact on future needs (4).

The student has reached a conclusion as to whether the use of insects as a form of protein will meet New Zealand’s future needs (5).

For a more secure Merit, the student could have compared a greater range of points of view and perspectives and given more detail on how the economic influences could impact on future needs. Furthermore, the conclusion is not comprehensive and the student has not justified the use of dung beetles for meeting New Zealand’s future needs.

For Achieved, the student needs to conduct an inquiry into the use of organisms to meet future needs.

This involves:

• deciding on a specific inquiry focus and developing inquiry questions
• gathering and reviewing information and background ideas
• identifying external influences that could have an impact on future needs
• presenting the findings that are relevant to the inquiry focus.

This student has decided on a specific inquiry focus, developed inquiry questions and gathered information and background ideas using primary (survey) and secondary sources (internet and readings) (1).

They have identified external influences (social and environmental) that could impact on future needs (2) and presented their findings.

The student has also partially compared points of view and perspectives (3) and concluded that the use of insects could meet future needs (4).

To reach Merit, the student would need to give a more in-depth evaluation on how the external influences of environmental and social impacts could have an impact on the future needs.

For Achieved, the student needs to conduct an inquiry into the use of organisms to meet future needs.

This involves:

• deciding on a specific inquiry focus and developing inquiry questions
• gathering and reviewing information and background ideas
• identifying external influences that could have an impact on future needs
• presenting the findings that are relevant to the inquiry focus.

This student has a specify inquiry focus and questions, and has gathered information from both primary and secondary sources (1).

They have reviewed the gathered information and background ideas (2), and identified external influences, specifically environmental and economic, that could have an impact on future needs (3).

For a more secure Achieved, the student could give more detail on the background information and the economic influences that impact on using dung beetles in New Zealand.

For Achieved, the student needs to conduct an inquiry into the use of organisms to meet future needs.

This involves:

• deciding on a specific inquiry focus and developing inquiry questions
• gathering and reviewing information and background ideas
• identifying external influences that could have an impact on future needs
• presenting the findings that are relevant to the inquiry focus.

This student has decided on a specific inquiry focus, developed inquiry questions and has (weak) primary (themselves and their classmates), and secondary sources (1).

They have gathered and reviewed information and background ideas (2).

The student has identified one external influence to this level of the curriculum (3).

The student has presented their findings, some of which are relevant to the inquiry focus (4)

To reach Achieved, the student could be more specific in identifying external influences that could impact on future needs. They would need to provide more detail about the external influences when reviewing the information relevant to the inquiry focus.