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, 21 MB]

TKI Geography assessment resources (external link)

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

This involves:

• critically analysing findings
• critically evaluating the research process by building o the detailed evaluation through a discussion of alternative research methods and their implications.

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

When critically analysing the findings relating to the socio-cultural costs and benefits of tourism (1) (2), the student uses appropriate terminology and statistical evidence. A range of appropriate concepts such as perception (2) and interaction have also been integrated. 

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 data a map(s), statistical and visual data
• analysing findings, in detail
• providing a detailed conclusion that relates to the aim
• evaluating in detail the research process, and how this affect the validity of the research findings and/or conclusions.

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.

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 emphasis the anomalies and provide a more critical analysis, as shown when explaining saltation rates (5).

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 a map(s), statistical and visual data
• analysing findings, in detail
• providing a detailed conclusion that relates to the aim
• evaluating in detail the research process, and how this affect the validity of the research findings and/or conclusions.

This student has presented data as a layout which 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).

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 and planning the research
• collecting and recording relevant data
• presenting a map(s), statistical and/or visual data
• analysing findings
• providing a conclusion that relates to the aim
• providing an evaluation of the research process and how this affects the validity of the research findings.

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), methods of collecting, processing (2) and presenting (3).

Presented data includes a map and annotated photographs. The comparative beach profile diagram (5) allows for comparison of the evidence and is supported with the table (4).

The analysis of the findings includes some detail (6) and begins to compare both sites (7).  When analysing the wave data the student makes direct links between wave frequency and beach profiles (8). This demonstrates understanding of the data in relation to the research aim.

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 make more effective use of the collected data in their analysis and conclusion to demonstrate in-depth geographic research. The analysis of the findings could show deeper understanding of the evidence if relationships between the processes that contributed to the beach profiles were discussed.

Annotating the profiles could enhance the presentation.

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

This involves:

• identifying the aim and planning the research
• collecting and recording relevant data
• presenting a map(s), statistical and/or visual data
• analysing findings
• providing a conclusion that relates to the aim
• providing an evaluation of the research process and how this affects the validity of the research findings.

This student has planned their research showing understanding of the type of data needed to address their aim (1). Geographic conventions are used with the 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).

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.

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

This involves:

• identifying the aim and planning the research
• collecting and recording relevant data
• presenting a map(s), statistical and/or visual data
• analysing findings
• providing a conclusion that relates to the aim
• providing an evaluation of the research process and how this affects the validity of the research findings.

This student has completed an effective plan for their research. The plan identifies an aim (1), a combination of data collection methods (2) and shows understanding of the presentation requirements (4).

The analysis of the findings refers to both primary (6) and secondary (5) data, and economic benefits are accurately identified as a significant benefit of tourism development.

The evaluation focuses on the research process. Both the strengths and weaknesses of the data collection are identified (8), with an indication of how they affect the validity of the findings.

To reach Achieved, the student could more carefully plan the research to ensure that sufficient primary data could be collected to address their aim. They could also include in their planning how they intend to ‘assess the key benefits’ (1), as this would help ensure that appropriate data was collected.

The student should analyse the collected traffic data (3) to show its relevance to the aim.

The analysis of findings needs to show how the identified changes result from tourism development, for example how the growth in number of entertainment and attractions (7) benefitted the residents of Rotorua.