AS 91944 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, 330 KB]

Level 1 Mathematics and Statistics assessment resources (external link) - NCEA.education

For Achieved, the student needs to explore data using a statistical enquiry process.

This involves explaining the source of the data used in a statistical enquiry, presenting the data using at least one appropriate visualisation, and describing features of the data in context with reference to at least one visualisation.

The student has explained the source of the data. The evidence includes identifying who the population of interest is, what the variables are that are being investigated, and how the data being investigated was collected. The sample data has been presented using comparative dot plots and box and whisker graphs. Three comparative features of the data have been described appropriately in context for centre (median), spread (interquartile range), and shape. The features are identifiable in the visualisations provided. 

For Merit, the student would need to complete the statistical enquiry process by making a correct call and providing more evidence of justification in their response. While features of the data have been justified in context, appropriate justification would need to occur in another part of the statistical enquiry process, e.g. in making an informal inference justification. This could occur by correctly using the data and measures evident in the visualisation to make the call.

The criteria for Achieved and Merit have been met.

Evidence is provided of explaining the source of the data used in a statistical enquiry, presenting the data using at least one appropriate visualisation, and describing features of the data in context with reference to at least one visualisation.

In addition to the above, there is evidence of connecting ideas within the statistical enquiry process to complete an investigation. A purpose has been identified, a question posed, and an appropriate call made. This takes the form of an informal sample to population inference. Features of the data such as centre, spread, and shape have been justified in context, using at least one appropriate visualisation and measure. 

There is additional evidence of justification occurring in the conclusion of the statistical enquiry process, where the call made has been appropriately supported with the data and measures evident in the visualisation.

For Excellence, the student would need to provide more evidence of statistical insight. While there is some evidence of reflecting on the process when discussing features, and evidence of incorporating contextual knowledge in both the discussion of the features and the conclusion, statistical knowledge in the completed investigation needs to be more strongly incorporated for statistical insight to be at the level required for Excellence. For example, considering how uncertainty around the possible variation of measurements discussed in the plan could be related to features seen in the visualisation, such as clusters or unusual values.

The criteria for all levels of achievement have been met.

Evidence is provided of explaining the source of the data used in a statistical enquiry, presenting the data using at least one appropriate visualisation, and describing features of the data in context with reference to at least one visualisation.

In addition, there is evidence of connecting ideas within the statistical enquiry process to complete an investigation. A purpose has been identified, a question posed, and an appropriate call made. This takes the form of an informal sample to population inference. Features of the data have been justified in context using at least one appropriate visualisation and measure. There is further evidence of justification in the conclusion, where the call made is appropriately supported with data and measures evident in the visualisation.

The student has provided evidence of statistical insight, as required for Excellence. There is evidence in the plan and the conclusion of reflecting on the process when discussing methods to minimise variation in relation to the data collection process. These include considering weather conditions, how the measurements are taken, and the type clothing being worn. 

Statistical and contextual knowledge has been incorporated on several occasions in both the discussion of features and the conclusion. For example, considering how uncertainty around possible variation of measurements discussed in the plan impacted the features evident in the visualisation. This occurred when features involving centre, spread, and shape were analysed and made sense of statistically.