AS 91464 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, 284 KB]

TKI Health assessment resources (external link)

For Excellence, the student needs to analyse, perceptively, a contemporary ethical issue in relation to well-being.

This involves:

• examining the perspectives on the issue with insight into the reasons for these differing perspectives and their ethical foundations
• linking the examination to underlying health concepts.

The student has introduced the selected ethical issue (euthanasia) by explaining the nature of the issue and the ethical debate (1). 

The student has identified two major societal groups who support and two who oppose the issue and has explained their perspectives - attitudes, values and beliefs. The discussion of the supporting perspective (2) clearly explains attitudes, values and beliefs, with supporting evidence. Some reference is made to attitudes and values, and ethical principles, but the latter is not fully developed. 

The student has explained implications of current practice (euthanasia is illegal in New Zealand) at personal (3), interpersonal and societal levels. This is an evidence-based account, which explores short-and long-term impacts, with some evidence of critical thinking (who is disadvantaged by the impacts).

For a more secure Excellence, the student would need to provide more extensive links to the underlying concepts, and more fully develop the links between groups’ perspectives and the underlying ethical principles.

For Merit, the student needs to analyse, in depth, a contemporary ethical issue in relation to well-being.

This involves providing a balanced view of the differing and opposing perspectives with some reference to underlying health concepts (hauora, socio-ecological perspective, health promotion, attitudes and values).

The student has introduced the selected ethical issue (euthanasia) by explaining the nature of the issue and the ethical debate (1). 

The student has identified two major societal groups who support and two who oppose the issue (thus providing a balanced view) and has explained their perspectives - attitudes, values and beliefs. The discussion of the opposing perspective (2) clearly explains attitudes, values and beliefs, with supporting evidence. 

The student has explained implications of current practice (that euthanasia is illegal in New Zealand) at personal, interpersonal and societal levels. The discussion at a societal level (3) is an evidence-based account, which explores short-and long-term impacts.  

To reach Excellence, the student would need to show insight into the reasons for the differing perspectives and their ethical foundations (e.g. by explaining links to ethical principles such as virtues, rights, utilitarianism, autonomy). The student would also need to make more explicit and consistent links to underlying health concepts. The response for Hospice NZ includes some copied/pasted information from their website - this should have been integrated into the response in the student’s own words.

For Merit, the student needs to analyse, in depth, a contemporary ethical issue in relation to well-being.

This involves providing a balanced view of the differing and opposing perspectives with some reference to underlying health concepts (hauora, socio-ecological perspective, health promotion, attitudes and values).

The student has introduced the selected ethical issue (medicinal use of cannabis) by explaining the nature of the issue and the ethical debate (1). 

The student has identified two major societal groups who support and two who oppose the issue (thus providing a balanced view) and has explained their perspectives – attitudes, values and beliefs. The answer for the supporting perspective (2) briefly explains attitudes, values and beliefs, with some use of supporting evidence.

The student has identified current practice in NZ and has explained implications of this at personal, interpersonal and societal levels, with the personal level exemplified (3). This explores short-and long-term impacts and makes some reference to underlying concepts (hauora, attitudes and values).  

For a more secure Merit, the student would need to further develop the links to underlying concepts throughout the work, and make more extensive use of evidence from relevant sources to support the analysis. 

For Achieved, the student needs to analyse a contemporary ethical issue in relation to well-being.

This involves providing a critical account of the ethical issue through:

• explaining the differing and opposing perspectives on the issue, and the reasons for these different perspectives
• explaining the implications of current related health practices for the well-being of those directly affected by the issue, others associated with those people, and the well-being of people and society.

The student has identified two major societal groups who support and two who oppose medicinal use of cannabis, and has explained their perspectives - attitudes, values and beliefs. The answer for the opposing perspective (1) briefly explains attitudes, values and beliefs, with some use of supporting evidence. The explanations of the differing perspectives may not be balanced - the explanation for both groups who hold the opposing perspective needs further development. 

The student has identified current practice in NZ related to the ethical issue and has explained implications of this at personal, interpersonal and societal levels. The discussion at the societal level (2) predominately explores short-term impacts and uses one piece of evidence but does not include explicit links to underlying concepts. 

To reach Merit, the student would need to provide a balanced view of the differing and opposing perspectives, and include some reference to underlying health concepts.

For Achieved, the student needs to analyse a contemporary ethical issue in relation to well-being.

This involves providing a critical account of the ethical issue through:

• explaining the differing and opposing perspectives on the issue, and the reasons for these different perspectives
• explaining the implications of current related health practices for the well-being of those directly affected by the issue, others associated with those people, and the well-being of people and society.

The student has identified two major societal groups who support and two who oppose euthanasia and has explained their perspectives - attitudes, values and beliefs. The discussion of the opposing perspective (1) briefly explains attitudes, values and beliefs, with some use of supporting evidence. Bullet-pointed lists sourced from the groups’ websites are provided to outline each group’s key beliefs - ideally this would have been integrated into the response, in the student’s own words. 

The student has identified current practice in NZ and has explained implications of this at personal, interpersonal and societal levels. The discussion of the interpersonal level (1) explores short-term impacts, and makes some reference to hauora (social well-being). The answer is not supported by evidence.     

For a more secure Achieved, the student would need to further develop the explanations, and make more extensive use of evidence from relevant sources to support the analysis.