AS 91105 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 English assessment resources (external link)

For Excellence, the student needs to use information literacy skills to form developed conclusion(s) perceptively.

The steps taken will include completing a systematic exploration into a valid area of inquiry by framing the inquiry, locating and processing information, and evaluating the information selected.

The perceptive use of information literacy skills involves developing insightful/original conclusions, connected to the inquiry and based on the information gathered.

This student has framed and conducted an inquiry into the effectiveness of rehabilitation of prisoners (1). Appropriate strategies to locate and process information have been used, such as locating a wide and relevant range of sources, note-taking, data chart and recording of source details (2). The student has evaluated the reliability and usefulness of these sources (3).

Building on the information gathered, the student forms generally perceptive conclusions that show some insight (4). These conclusions are connected to the purpose and direction of investigation, and address the hypothesis and questions posed. The information (given as a summary, with paraphrases and quotations from clearly cited sources) underpins the student’s own opinions, judgements and suggested solution.

For a more secure Excellence, the student could use the information gathered from the Senseless Sentencing article (5) to build on their conclusions about prisoner rehabilitation in a way that demonstrates further insight.

For Merit, the student needs to use information literacy skills to form developed conclusion(s) convincingly.

The steps taken will include completing a systematic exploration into a valid area of inquiry by framing the inquiry, locating and processing information, and evaluating the information selected.

The convincing use of information literacy skills involves developing reasoned and clear conclusions, connected to the inquiry and based on the information gathered.

This student has framed and conducted an inquiry into the current use of animal testing by establishing a hypothesis and posing questions (1). Appropriate strategies to locate and process information have been used, such as locating a wide and relevant range of sources, note-taking, data chart and recording of source details (2). The student has evaluated the reliability and usefulness of these sources (3).

The student has formed clear and reasoned conclusions (4) that are created and built from the gathered information. These conclusions are connected to the purpose and direction of investigation, and they address the hypothesis and questions posed. The judgements about ethical issues are becoming insightful. The information (given as summary, paraphrase and quotation from clearly cited sources) underpins the student’s own opinions and judgements.

To reach Excellence, the student could use the information gathered about the advantages and disadvantages of animal testing to build on the opinions and judgements expressed. Perceptive conclusions should demonstrate the students own insight/originality about the subject of inquiry.

For Merit, the student needs to use information literacy skills to form developed conclusion(s) convincingly.

The steps taken will include completing a systematic exploration into a valid area of inquiry by framing the inquiry, locating and processing information, and evaluating the information selected.

The convincing use of information literacy skills involves developing reasoned and clear conclusions, connected to the inquiry and based on the information gathered.

This student has framed and conducted an inquiry into the ethics of animal testing by establishing a hypothesis and posing questions (1). Appropriate strategies to locate and process information have been used, such as locating a wide and relevant range of sources, note-taking, data chart and recording of source details (2). The student has evaluated the reliability and usefulness of these sources (3).

The student forms generally clear and reasoned conclusions (4) that are created and built from the gathered information. These conclusions are connected to the purpose and direction of investigation and mostly address the hypothesis and questions posed. This information (given as summary, paraphrase and quotation from cited sources) underpins the student’s own opinions and judgements.

For a more secure Merit, the student could make their conclusions more convincing by using the information gathered about the purposes and types of animal testing to build on the opinions and judgements expressed about the reasons for animal testing.

For Achieved, the student needs to use information literacy skills to form developed conclusion(s).

The steps taken will include completing a systematic exploration into a valid area of inquiry by framing the inquiry, locating and processing information, and evaluating the information selected

Students need to create and build conclusions connected to the inquiry and based on the information gathered.

This student has framed and conducted an inquiry into the effects of reality television by establishing a hypothesis and posing questions (1). Appropriate strategies to locate and process information have been used, such as locating a wide and relevant range of sources, note-taking, data chart and recording of source details (2). The student has evaluated the reliability and usefulness of these sources (3).

The student has formed developed conclusions (4) that are created and built from the gathered information. These conclusions are connected to the purpose and direction of investigation, and address the hypothesis and questions posed. The information (given as a summary, paraphrases and quotations from clearly cited sources) generally underpins the student’s own opinions and judgements.

To reach Merit, the student could make their work on reality television more convincing by developing and supporting the argument with information gathered, rather than basing it mostly on personal experience.

For Achieved, the student needs to use information literacy skills to form developed conclusion(s).

The steps taken will include completing a systematic exploration into a valid area of inquiry by framing the inquiry, locating and processing information, and evaluating the information selected

Students need to create and build conclusions connected to the inquiry and based on the information gathered.

This student has framed and conducted an inquiry into the ethics of animal testing by establishing a hypothesis and posing questions (1). Appropriate strategies to locate and process information have been used, such as locating a range of sources that is mostly relevant, note-taking, the use of a data chart, and the recording of source details (2). The student has evaluated the reliability and usefulness of these sources (3).

The student has formed developed conclusions (4) that are usually created and built from the gathered information. The conclusions are generally connected to the purpose and direction of investigation, and address the hypothesis and questions posed. This information (given as summary, paraphrase and quotations from acknowledged sources) generally underpins the student’s own opinions and judgements.

For a more secure Achieved, the student could build and develop the judgements made about animal testing. Some sources are summarised and/or quoted from, but there is little use of them in the development of the student’s own conclusions.

For Achieved, the student needs to use information literacy skills to form developed conclusion(s).

The steps taken will include completing a systematic exploration into a valid area of inquiry by framing the inquiry, locating and processing information, and evaluating the information selected

Students need to create and build conclusions connected to the inquiry and based on the information gathered.

This student has begun to frame and conduct an inquiry into cruel animal farming practices by establishing a hypothesis and posing questions (1). Some appropriate strategies to locate and process information have been used, such as locating a range of sources, highlighting selected information and recording source details (2).

The student has begun to form a conclusion (3) that is created from the gathered information. There is information (given as a summary, paraphrases, and quotations from cited sources) that is loosely linked to the student’s own opinion and judgement.

To reach Achieved, the student must frame the inquiry based on carefully considered information needs. Closed questions and sources from one viewpoint limit the exploration of the area of inquiry at curriculum level 7. The student must also develop conclusions from the information that has been gathered. Opinions expressed about the consequences of reduced meat consumption (4) need to be based on information gathered.