AS 91430 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.

Download all exemplars and commentary [PDF, 9.4 MB]

TKI Geography assessment resources (external link)

For Excellence, the student needs to conduct comprehensive geographic research with consultation.

This involves:

• critically analysing findings, incorporating the relevance of geographic concepts
• critically evaluating the research process by building on the detailed evaluation through a discussion of alternative research methods and their implications. 

The requirement to incorporate the relevance of geographic concepts in the findings is an amendment to version 3 of the standard, published in December 2024. The current samples of student evidence do not completely exemplify this, as they are responses to version 2. These exemplars will be updated when evidence for version 3 of the standard becomes available.

The student has demonstrated critical thinking in their analysis and evaluation of the research process.

The student uses appropriate terminology and statistical evidence when critically analysing the findings relating to the socio-cultural costs and benefits of tourism (1) (2). Evidence for version 3 would incorporate further development of the relevance of the geographic concepts of perception (2), perspectives and sustainable development.

Relevant secondary data (3) has been effectively incorporated to support detailed and critical analysis.

Several aspects of the research process are evaluated, with the strength and/or weakness directly linked to the validity of the findings/conclusion. The strength of the planning resulted in ‘sufficient valid evidence’ and ‘realistically achievable’ methods (4). The planning is critically evaluated (5), showing depth of understanding of the aim and research methods used.

Alternative methods for collecting evidence (6) and presenting data (7) are discussed, identifying how they would enhance the accuracy and depth of the findings and conclusion.

For a more secure Excellence, the student could apply more of the collected and presented data to add depth to the analysis. Data could also be presented more effectively as suggested in the evaluation (7).

For Merit, the student needs to conduct in-depth geographic research with consultation.

This involves:

• effectively presenting spatial, statistical and visual data, using the correct geographic conventions and terminology
• analysing findings, in detail, incorporating the relevance of geographic concepts
• providing a detailed conclusion that relates to the aim
• evaluating in detail the research process, and how this affects the validity of the research findings and/or conclusions.

The requirement to incorporate the relevance of geographic concepts in the findings is an amendment to version 3 of the standard published in December 2024. The current samples of student evidence do not completely exemplify this as they are responses to version 2. These exemplars will be updated when evidence for version 3 of the standard becomes available.

This student has provided detailed analysis of the collected data relating to the processes of sediment transport such as longshore drift and saltation. The analysis includes how processes operate differently in different parts of the selected environment.

The analysis of the findings includes statistical evidence (1) (2) (3), technical detail (4) and appropriate use of geographic terminology and location detail. The concept of process is incorporated throughout the findings which has been encouraged with its inclusion in the research aim. 91430 version 3 requires the analysis of the findings to demonstrate explicit understanding of the relevance of geographic concepts which a concept additional to ‘process’ would need to be used.

In the evaluation, the strengths of using photographs to collect data is explained through their support when drawing accurate annotated field sketches (6).

Photographs also provided another dimension to the saltation data (7) to allow for more in-depth analysis.

The evaluation explains the implications of weather conditions. This shows in-depth understanding of the processes being examined and research techniques (8).

To reach Excellence, the student could further develop the analysis (3) to emphasise the anomalies and provide a more critical analysis, as shown when explaining saltation rates (5). The critical analysis of findings will incorporate the relevance of geographic concepts. 

A critical evaluation requires the student to discuss alternative research methods and their implications. Explaining the implications of revisiting the site to gather additional saltation data under different conditions (9) would provide a more comprehensive response.

For Merit, the student needs to conduct in-depth geographic research with consultation.

This involves:

• effectively presenting spatial, statistical and visual data, using the correct geographic conventions and terminology
• analysing findings, in detail, incorporating the relevance of geographic concepts
• providing a detailed conclusion that relates to the aim
• evaluating in detail the research process, and how this affects the validity of the research findings and/or conclusions.

The requirement to incorporate the relevance of geographic concepts in the findings is an amendment to version 3 of the standard published in December 2024. The current samples of student evidence do not completely exemplify this as they are responses to version 2. These exemplars will be updated when evidence for version 3 of the standard becomes available. 

This student has presented data as a layout which uses the correct geographic conventions and provides an effective overview of each research site (1). The complete report included layouts for each of the sites, a map showing site locations and graphs that combined data for each site.

The analysis demonstrates sound interpretation of the collected spatial data in relation to the coastal processes being researched (2). The collected and presented data relating to longshore drift is analysed with supporting statistical evidence (3). 91430 version 3 requires the analysis of the findings to demonstrate explicit understanding of the relevance of geographic concepts.

A conclusion follows the analysis of each site (4) and the analysis of the combined longshore drift data (5) which directly relates to the research aim.

The evaluation of the research process examines the main components of the process and suggests how the validity of the results could be affected (8).

For a more secure Merit, the student could make direct links to the collected and presented data in the conclusion. For example, use of supporting statistical evidence (6) or reference to relevant diagrams such as Fig. 18 for Littoral drift (7).

The student could more directly explain how the research process affected the validity of the research findings/conclusions (8) and provide detail through reference to specific research techniques.

For Achieved, the student needs to conduct geographic research with consultation.

This involves:

• identifying the aim of the research
• planning the research
• collecting and recording data relevant to the aim of the research
• presenting, using the correct geographic conventions and terminology, spatial, statistical and/or visual data
• analysing findings incorporating the relevance of geographic concepts
• providing a conclusion that relates to the aim of the research
• providing an evaluation of the research process and how this affects the validity of the research findings.

The requirement to incorporate the relevance of geographic concepts in the findings is an amendment to version 3 of the standard published in December 2024. The current samples of student evidence do not completely exemplify this as they are responses to version 2. These exemplars will be updated when evidence for version 3 of the standard becomes available. 

This student has demonstrated understanding of the research process through detailed planning, providing a platform for structured research. The planning begins with an effective aim which is unpacked to identify the required data (1) and methods of collecting, processing (2) and presenting (3).

The data presented included a map and annotated photographs showing use of the correct geographic conventions which are also evident on the table (4) and profile diagram (5). The comparative beach profile diagram allows for comparison of the evidence and is supported with the table.

The findings (6, 7) demonstrate stills of analysis where selected primary wave data is used to examine the “subtle differences” identified in the profiles. Direct links are made between wave frequency and beach profiles (8). This demonstrates understanding of the data in relation to the research aim.

Geographic concepts of process and location are incorporated into the findings. This evidence would be developed further in version 3.

The conclusion (9) directly addresses the aim, showing understanding of the collected evidence, related geographic processes and use of appropriate terminology.

To reach Merit, the student could have used more of the collected data to strengthen the analysis of the findings and the conclusion. The additional data could have supported further discussion of relationships between the processes that contributed to the beach profiles. The relevance of geographic concepts would be incorporated within a detailed analysis of findings. 

Annotating the profiles or displaying them on the map could enhance the presentation by showing the spatial element of the research.

For Achieved, the student needs to conduct geographic research with consultation.

This involves:

• identifying the aim of the research
• planning the research
• collecting and recording data relevant to the aim of the research.
• presenting, using the correct geographic conventions and terminology, spatial, statistical and/or visual data
• analysing findings incorporating the relevance of geographic concepts
• providing a conclusion that relates to the aim of the research
• providing an evaluation of the research process and how this affects the validity of the research findings.

The requirement to incorporate the relevance of geographic concepts in the findings is an amendment to version 3 of the standard published in December 2024. The current samples of student evidence do not completely exemplify this as they are responses to 91430 version 2. These exemplars will be updated when evidence for version 3 of the standard becomes available. 

This student has planned their research showing understanding of the type of data needed to address their aim (1). Correct geographic conventions are used, with maps and graphs to accurately present the collected data (2).

A simple analysis of the findings is made, with the student interpreting the collected data to explain the spatial patterns (4). The analysis of findings incorporates the relevance of accessibility (4) as well as location, pattern, distribution, etc. The inclusion of concepts in the aim supports their use throughout the research report.

A conclusion is provided that relates to the research aim (5).

For a more secure Achieved, the student could develop descriptive evidence and use more geographic terminology to show the complexity of understanding required at curriculum level 8.

The analysis needs to more clearly link to the presented data. This could be achieved through further processing and application of statistical evidence. For example, the data could be converted to percentages, showing 69% of all accommodation was motels with 60% of motels located in Zone B (3).

The student needs to consider how the identified strengths and weaknesses of the research process affected the validity of the findings. For example, the use of accurate Google maps (6) for recording and presenting the data would aid with accuracy of location evidence and ensure validity of the findings.