AS 91232 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, 326 KB]

TKI History assessment resources (external link)

For Excellence, the student needs to comprehensively interpret different perspectives of people in an historical event that is of significance to New Zealanders.

This involves interpreting perspectives which show depth of understanding, and discernment, with significant relevant supporting evidence.

In this student’s evidence about the 1905 Russian Revolution the student has identified the writer’s perspectives and demonstrated depth of understanding in places, with significant relevant supporting evidence, [1] [2] [3] [4] [5]. There are also some discerning comments [6] [7].

For a more secure Excellence, the student could provide slightly greater depth of evidence explaining perspectives, for example, reference to Port Arthur [3] and the negotiations that were attempted with the Japanese, Japan’s attempt to be allowed a free hand over Korea in return for Russia being given Port Arthur, and the overall descent into war.

There could also be greater depth of discussion when demonstrating discernment.  For example, mention of copying British political systems [6] could be more clearly related to the October Manifesto and the level of democracy that was suggested; and the creation of a bi-cameral Duma, mirroring somewhat the British parliament.

For Merit, the student needs to interpret in-depth different perspectives of people in an historical event that is of significance to New Zealanders.

This involves interpreting perspectives which show depth of understanding, with relevant supporting evidence.

In this student’s evidence about the 1905 Russian Revolution the student has identified the writer’s perspectives and shown depth of understanding with relevant supporting evidence throughout the diary [1] – [12].

To reach Excellence, the student could use greater depth of evidence in order to demonstrate depth of understanding. For example:

• some specific details about poverty [1]
• which people were victims  [2]
• some details about Grand Duke’s Sergei’s role in government and circumstances of his assassination [4]
• some background about the 1894-95 war between Japan and China [6].

For Merit, the student needs to interpret in-depth different perspectives of people in an historical event that is of significance to New Zealanders.

This involves interpreting perspectives which show depth of understanding, with relevant supporting evidence.

In this student’s evidence about the 1905 Russian Revolution the student has made mention of a wide range of relevant points, which show some depth of understanding with relevant supporting evidence [1] – [11].

For a more secure Merit, the student could better demonstrate understanding by providing further explanation in many of the points raised in [1] – [11]. For example thee could be further explanation of what the war was about; how war might bring Russia “closer as a nation” [1].  There could be some details about leadership and issues. 

Details could also be provided about the tradition of firm autocracy and how the consequences “could be greater than first perceived” [3] as well as some details about the extent of unrest and also about the relationship between the Tsar and his chief adviser [4].

For Achieved, the student needs to interpret different perspectives of people in an historical event that is of significance to New Zealanders.

This involves investigating and explaining perspectives in an historically accurate manner either from the perspective of named people or people in an identified historical context, or from the point of view of historians, with supporting evidence.

The range of ideas presented and explanation of strikes that led to the 1905 Revolution’s October Manifesto [5] are sufficiently detailed to allow an holistic high Achieved judgement for this section of the evidence.

To reach Merit, the student could support the good range of ideas raised by consistently providing in-depth supporting evidence.  For example:

• further details on the type and extent of bad working conditions [1]
• the contents of the petition, Father Gapon and the crowd that supported the petition [2]
• the Russo-Japanese war [3].

For Achieved, the student needs to interpret different perspectives of people in an historical event that is of significance to New Zealanders.

This involves investigating and explaining perspectives in an historically accurate manner either from the perspective of named people or people in an identified historical context, or from the point of view of historians, with supporting evidence.

This student has made mention of a number of relevant issues concerning the 1905 Russian Revolution without always providing the depth of supporting evidence needed to explain perspectives at Achieved level: [1] [2] [4] [6] [7] [8] [9] [11].

Explanations that are in a depth appropriate for Achieved are provided in [3] [5] [10].

For a more secure Achieved, the student could provide further evidence to explain perspectives.  For example:

• further explanation of divine right and its application by the Romanovs [1]
• some specific details about incomes, work and housing conditions as reasons for the petition [2]
• the identity of opposition groups, their policies and their leaders [4]
• the war with Japan [6].

For Achieved, the student needs to interpret different perspectives of people in an historical event that is of significance to New Zealanders.

This involves investigating and explaining perspectives in an historically accurate manner either from the perspective of named people or people in an identified historical context, or from the point of view of historians, with supporting evidence.

This student has provided a long account of one important aspect of a worker’s perspective in Russia around 1905 but without quite the depth of supporting evidence needed for Achieved. Mention is made of relevant aspects, especially working and living conditions [1] – [4] and brief mention is made of a second aspect, the 1905 war against Japan [5]. An imaginary marcher’s feelings are conveyed [6].

To reach Achieved, the student could interpret perspectives by providing:

• discussion of a wider range of workers’ perspectives, for example, the growth of anti-tsarist organisation, the proliferation of strikes, the Tsar’s responses such as the formation of a Duma and the October Manifesto
• greater depth of explanation, for example, work and living conditions, the Russo-Japanese war and other relevant aspects of the context
• details of what happened in the march on the Winter Palace [4].

Evidence that does not go too far in the direction of historical fiction [7] would also help to secure an Achieved judgement.