AS 91266 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, 475 KB]

TKI Mathematics and Statistics assessment resources (external link)

For Excellence, the student needs to evaluate a statistically based report, with statistical insight.

This involves integrating statistical and contextual information to assess the quality of the report in terms of its purpose.

This student’s evidence is a response to the TKI assessment resource ‘Attitudes Toward the Māori Language’.

The student has identified the purpose of the report (1). This student has also commented on features of the survey: population measures and variables (2), sampling methods (3), survey methods (4), possible non-sampling errors (5), sample size (6) and the findings of the report (7).

This student has integrated statistical and contextual information to assess the quality of the report in terms of its purpose, both by identifying the lack of information about the sampling method and timing of the calls (8), and in the commentary on the findings of the survey (9).

For a more secure Excellence, the student could rectify the misunderstanding in the response about the possible questions in the report. The student claims that the question types in the report are ‘agree/disagree and yes/no’ (2). The results of the report are actually presented as agree/strongly agree and often/very often, but this does not mean that the survey questions were necessarily worded like this.

For Merit, the student needs to evaluate a statistically based report, with justification.

This involves supporting the comments on the features and findings with reference to statistical evidence and the statistical processes used to carry out the survey.

This student’s evidence is a response to the TKI assessment resource ‘Attitudes Toward the Māori Language’.

The student has identified the purpose of the report (1). This student has also commented on features of the survey: population measures and variables (2), sampling methods (3), survey methods (4), possible non-sampling errors (5), sample size (6) and the findings of the report (7).

The student has justified findings with reference to statistical evidence and the statistical processes used to carry out the survey (8).

To reach Excellence, the student could integrate statistical and contextual information in the evaluation of the findings of the survey, and develop the discussion of the lack of information about the sampling method, for example the timing of the calls.

For Merit, the student needs to evaluate a statistically based report, with justification.

This involves supporting the comments on the features and findings with reference to statistical evidence and the statistical processes used to carry out the survey.

This student’s evidence is a response to the TKI assessment resource ‘Attitudes Toward the Māori Language’.

The student has identified the purpose of the report (1). This student has also commented on features of the survey: population measures and variables (2), possible sampling methods (3), survey methods (4), non-sampling errors (5), sample size (6) and the findings of the survey (7).

The student has justified comments on the features and findings with reference to statistical evidence and the statistical processes used to carry out the survey (8).

For a more secure Merit, the student could provide greater depth in the statistical evidence for the statements supporting the findings. For example, the student could have justified the results for the question relating to well-spoken Māori being a beautiful thing to listen to by comparing evidence from earlier surveys.

For Achieved, the student needs to evaluate a statistically based report.

This involves identifying and commenting on features and findings of a survey relevant to the report’s purpose.

This student’s evidence is a response to the TKI assessment resource ‘Attitudes Toward the Māori Language’.

The student has identified the purpose of the report (1). The student has also commented on features of the survey: population measures and variables (2), possible sampling methods (3), survey methods (4), possible non-sampling errors (5), sample size (6) and the findings of the survey (7).

To reach Merit, the student could refer to the actual statistical evidence when discussing the report’s findings. Comments about the findings should be more specific, using statistical evidence from the report to justify them.

For Achieved, the student needs to evaluate a statistically based report.

This involves identifying and commenting on features and findings of a survey relevant to the report’s purpose.

This student’s evidence is a response to the TKI assessment resource ‘Attitudes Toward the Māori Language’.

The student has identified the purpose of the report (1). The student has also commented on features of the survey: possible sampling methods (2), survey methods (3), possible non-sampling errors (4), sample size (5), population measures and variables (6) and the findings of the report (7).

For a more secure Achieved, the student could comment in greater depth on the findings of the survey with respect to its purpose.

For Achieved, the student needs to evaluate a statistically based report.

This involves identifying and commenting on features and findings of the survey relevant to the report’s purpose.

This student’s evidence is a response to the TKI assessment resource ‘Attitudes Toward the Māori Language’.

The student has identified the purpose of the report (1). The student has also commented on features of the survey: population measures and variables (2), survey methods (3) and sample size (4).

To reach Achieved, the student needs to identify and comment on the findings of the survey with respect to its purpose. Statements in the final paragraph should discuss the findings of the survey with respect to its purpose.