AS 91498 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, 526 KB]

TKI Physical Education assessment resources (external link)

For Excellence, the student needs to critically evaluate physical activity experiences to devise strategies for lifelong well-being.

This involves:

• questioning and challenging assumptions about the relationship between the  experiences; and the potential impact of the experiences on lifelong well-being
• making coherent and insightful judgements that build on the questions and challenges.

The student has comprehensively examined personal physical activity experience to date (cricket) (1).

The student has made coherent and insightful judgements that build on the questioning and challenging of assumptions (gender) for the relationship between the experiences and the potential impact on lifelong well-being (2).

The student has questioned and challenged assumptions about the relationship between the experiences and the potential impact on lifelong well-being (3).

For a more secure Excellence, the student would need to make more coherent and insightful judgements that build on the questions and challenges. 

For Merit, the student needs to evaluate, in depth, physical activity experiences to devise strategies for lifelong well-being.

This involves:

• comprehensively examining personal physical activity experiences to date
• making coherent judgements about the relationship between the experiences; and the potential impact of the experiences on lifelong well-being.

The student has student has comprehensively examined personal physical activity experiences to date (1).

The student has made a coherent judgement about the relationship between the experiences and the potential impact of the experiences on well-being (2).

The student has attempted to question and challenge assumptions about the physical activity experience (swimming) (3).

To reach Excellence, the student would need to:

• question and challenge assumptions about the relationship between the physical activity experiences and the potential impact of the experiences on lifelong well-being
• make coherent and insightful judgements that build on the questions and challenges.

For Merit, the student needs to evaluate, in depth, physical activity experiences to devise strategies for lifelong well-being.

This involves:

• comprehensively examining personal physical activity experiences to date
• making coherent judgements about the relationship between the experiences; and the potential impact of the experiences on lifelong well-being.

The student has comprehensively examined a personal physical activity experience (cricket) (1).

The student has made coherent judgements about the relationship between the experiences (throughout the student’s lifespan to date) and the potential impact of the experiences on lifelong well-being (2).

For a more secure Merit, the student would need to:

• examine comprehensively other personal physical activity experiences to date
• make more coherent judgements about the relationship between the experiences; and the potential impact of the experiences on life-long well-being.  

For Achieved, the student needs to evaluate physical activity experiences to devise strategies for lifelong well-being.

This involves:

• examining personal physical activity experiences to date
• considering the influences on and reasons for participation in physical activity experiences
• making judgements about the relationship between the experiences; and the potential impact of the experiences on lifelong well-being
• using the judgements as a basis for devising strategies for lifelong well-being.

The student has examined personal activity experiences to date and considered the influences on and reasons for participation (1).

The student has made some coherent judgements about the relationship between the experiences and the potential impact of the experiences on lifelong well-being (2).

The student has devised strategies for lifelong well-being (3).

To reach Merit, the student would need to:

• comprehensively examine personal physical activity experiences
• make more coherent judgements about the relationship of the physical activity experiences; and the potential impact of the experiences on life-long well-being.

For Achieved, the student needs to evaluate physical activity experiences to devise strategies for lifelong well-being.

This involves:

• examining personal physical activity experiences to date
• considering the influences on and reasons for participation in physical activity experiences
• making judgements about the relationship between the experiences; and the potential impact of the experiences on lifelong well-being
• using the judgements as a basis for devising strategies for lifelong well-being.

The student has examined personal physical activity experiences to date (1) and considered the influences on and reasons for participation (2).

The student has made judgements about the relationship between the physical activity experiences (3) and the potential impact of the experiences on lifelong well-being (4).

The student has devised strategies for lifelong well-being that are linked to previous physical activity experiences (5). There are clear links to lifelong well-being (6).

For a more secure Achieved, the student would need to make more judgements about the relationship between the physical activity experiences; and the potential impact of the experiences on lifelong well-being

For Achieved, the student needs to evaluate physical activity experiences to devise strategies for lifelong well-being.

This involves:

• examining personal physical activity experiences to date
• considering the influences on and reasons for participation in physical activity experiences
• making judgements about the relationship between the experiences; and the potential impact of the experiences on lifelong well-being
• using the judgements as a basis for devising strategies for lifelong well-being.

The student has examined personal physical activity experiences to date (1).

The student has considered the influences on and the reasons for participation in the physical activity (2).

The student has devised strategies for lifelong well-being that are linked to previous physical activity experiences (3).

To reach Achieved, the student would need to make clear judgements about the relationship between the experience and the potential impact of the experiences on lifelong well-being.