AS 91933 Annotated exemplars

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

Download all exemplars and commentary [PDF, 6.7 MB]

Level 1 Geography assessment resources (external link) - NCEA.education

For Achieved, the student needs to explore an environment using data.

This involves presenting processed data from primary and/or secondary sources. Findings about an environment using the presented data and how data can strengthen or limit understanding of the environment are then described.

Data about the waterfront environment has been processed into bar graphs, a pie graph, and maps. Some geographic conventions have been applied.

Using the presented data, findings about the waterfront environment are described. For example, the processed transport data shows that more vehicles are travelling west, and most people on Quay Street are walkers.

The student has described how the Auckland wide data can strengthen understanding of the waterfront environment.

For Merit, the student should explain findings about the environment using the presented processed data. In addition, there should be an explanation of how data can strengthen and limit understanding of the environment.

At a word count of 947, this evidence is at the upper end of the expected response length.

For Merit, the student needs to interpret an environment using data.

This involves presenting processed data from primary and/or secondary sources. Findings about the environment (using the presented data) are then explained, and how data can strengthen and limit understanding of the environment.

Data about the waterfront environment has been processed into bar graphs, pie graphs, and maps. Some geographic conventions have been applied.

Using the presented data, findings about the waterfront environment are explained. For example, the map and pie graph show there is no industrial land use due to the economic reasons explained.

The student has also explained how the data can strengthen and limit understanding of the environment. For example, the explanation of how the Commercial Bay data could limit understanding, and how primary data can strengthen understanding.

For Excellence, a valid conclusion about the environment (using findings) should be drawn. The student should also discuss further how additional data could be used to improve understanding of the environment.

At 1171 words, this exemplar is at the upper end of the expected response length.

For Excellence, the student needs to analyse an environment using data.

This involves presenting processed data from primary and/or secondary sources. Findings about the environment using the presented data are then explained, and a valid conclusion drawn. The evidence should explain how data can strengthen and limit understanding of the environment, and also discuss how additional data could be used to improve understanding of the environment.

The student has described and explained the findings by processing data about the fluvial environment into annotated maps, photos, and field sketches. The data has been processed into bar graphs and geographic conventions have been applied.

Findings about the fluvial environment using the presented data are explained, and a valid conclusion about the environment using those findings has been drawn. For example, differences in water clarity at the two locations are explained, and a valid conclusion is drawn about the health of the fluvial environment.

The student has explained how the data can both strengthen and limit understanding of the environment. For example, how the strengths of the SHMAK kit data (including ease of use, 12 tests, and rapid response) can strengthen understanding of the awa’s health.

How additional deeper water data could be used to improve understanding of the environment has been discussed.

This exemplar exceeds the expected response length.