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, 1.8 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 is discussed.

Data about the fluvial environment has been processed into bar graphs and a map. Most geographic conventions have been applied.

Findings about the fluvial environment using the presented data are explained, and a valid conclusion about the environment has been drawn using those findings. For example, variation in nitrates and e coli were due to the horticulture and agriculture in the area. The health of the river changes moving through the longitudinal river profile.

The student has explained how the data can strengthen and limit understanding of the environment. For example, more data could strengthen understanding through the identification of the source of pollutants, leading to a solution. The SHMAK kit could limit understanding if the data is incorrect.

How additional data could be used to improve understanding of the environment has also been discussed. For example, qualitative data could improve understanding of the environment though the understanding of cultural values.  

At a word count of 1064, this exemplar is at the upper end of expected response length. The quantity of evidence initially presented exceeds the requirements of this standard, and therefore this student response has been reduced in volume to reflect an Excellence response within the expected length.