AS 91567 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, 470 KB]

TKI Samoan assessment resources (external link)

For Excellence, the student needs to write a variety of text types, in clear effective Samoan, to explore and justify varied ideas and perspectives.

This involves the student evaluating and giving explanations or evidence to support their own ideas and perspectives, as well as supporting or challenging those of others. There will be development of the ideas and perspectives which is controlled and integrated, and capable selection and successful use of a range of language and language features.

Communication will not be hindered by inconsistencies.

There is successful use of language to support ideas and perspectives through explanations and evidence, e.g. ‘ma e leai se mai faaletino ou te maua ai. Ua lava… ai le galuega’ (1) and ‘O taimi o fa’afiafiaga, e ese le mataina. leitioa foi turisi… fiafia e faimalaga i Samoa ona o faafiafiaga’ (3).

The student uses a range of language at the expected level, e.g. ‘Ua tatafa ata o le taeao, ua susulu manaia foi mai le la, o le sau malu o le tai taeao ua osofia ai ou lagona’ (2).

The language is controlled and integrated, e.g. ‘ma e talitonu le mafaufau o le a e taliaina lenei tusi apalai’ (1) and ‘Ou te fa’atalofa atu… suafa manumalo o Iesu keriso mo… upega tafailagi’ (2).

For a more secure Excellence there would be additional consistency with successful selection of language, e.g. ‘E fia avea au ma faletua’, ‘lalafaga o Salamumu’, ‘sa siosiomia au i le laufanua meamata’ and ‘lie’ are inconsistencies that can be corrected through closer proofreading and editing.

For Merit, the student needs to write a variety of text types, in clear convincing Samoan, to explore and justify varied ideas and perspectives.

This involves the student evaluating and giving explanations or evidence to support their own ideas and perspectives, as well as supporting or challenging those of others. There will be development of the ideas and perspectives which is credible and connected, and the use of a range of language and language features.

Communication will not be significantly hindered by inconsistencies.

The student has written a variety of text types in clear convincing Samoan, developing ideas and perspectives which are generally credible and connected, e.g. ‘Afai ‘oute mauaina lenei avanoa fa’a’auro…oute fia iloa lelei ma malamalama i le talafa’asolo pito o Sāmoa’,(1) ‘Sa iai le manatu ta’i ‘amuia nei fanau ua latou iloa ma ‘auai i lenei vaega o tū ma aga' (2), and ‘O se mea na matuā mamafa i lo’u loto o le loto salamo aua o i Niu Sila e tele avanoa i mea tau aoga olo’o fa’ama’imau e tamaiti aoga’ (3).

To reach Excellence, there needs to be additional evidence of control over the successful selection and use of language. The student should avoid repetitive simple structure such as ‘ua matou o i le uafu, matou te o i Savaii, pue le matou taxi matou te o e tafafao ma fai sina faatau, ona matou o i le Canopy walkway, ona matou tietie I le Falealupo Ruins ona matou tietie I le Sunrise’ (3).

Further, to reach Excellence, there needs to be additional evidence of evaluating and giving explanations to explore and justify own ideas and perspectives. For example, the passages ‘sa lagona lava le faagaeetia ina ua aulia le 50 tausaga talu ona tu toatasi Samoa.’ (2) and ‘sa matou asiasi i le kolisi a Avele, o le mea muamua na ou vaaia o le laulelei o teine ma tama aoga aua le latou toniga aoga ma e tasi le faiga o latou teuga’ (3) could be further explored and justified.

For Merit, the student needs to write a variety of text types, in clear convincing Samoan, to explore and justify varied ideas and perspectives.

This involves the student evaluating and giving explanations or evidence to support their own ideas and perspectives, as well as supporting or challenging those of others. There will be development of the ideas and perspectives which is credible and connected, and use of a range of language and language features.

Communication will not be significantly hindered by inconsistencies.

The student explores and presents personal information in their application letter (1), and presents personal perspectives in their blog (2) about their school’s participation at the Polyfest competition (3). The student gives evidence to support their perspectives.

There is a range of language, e.g. ‘sa mātou tu’ua Sāmoa ‘ona o le manana’o o o’u matuā e maua se mātou lumana’i manuia’ and ‘Ou te talitonu o lenei polokalame e aoga tele mo au le tagata Samoa aua o au o se tagata e tau le malamalama i mea fa’aaganu’u’ (1), ‘Ua lagona lava le loto maualuga aua ua galulue fa’atasi tamaiti Sāmoa’ (2), and ‘…ua ‘ou iloa le taua o le alofa fa’aleaiga…tele' (3).

For a more secure Merit, there would be more consistent evidence that the student is able to credibly connect the language beyond simple sentences.

Further, although the short formulaic language is often well done, for a more secure Merit there would be additional evidence of a range of language which develops the ideas and perspectives mentioned.

For Achieved, the student needs to write a variety of text types, in clear Samoan, to explore and justify varied ideas and perspectives.

This involves the student evaluating and giving explanations or evidence to support their own ideas and perspectives, as well as supporting or challenging those of others.

Communication will be achieved overall, despite inconsistencies.

The student expresses and justifies their perspectives through a range of texts: a formal application letter, a blog entry and a report of their athletics day, e.g. ‘ou te fiafia lava … e tele lo’u poto masani i lea galuega’ (1), ‘ou te fiafia foi e feiloai ma tagata … se mafutaga fiafia’ (2) and ‘O lea aso …felanulanua’i o au. E fai ai foi … tetele ma manaia latou pese’ (3).

There is evidence of some language at the expected level, e.g. ‘ua ou tusi atu lenei tusi e apalai i le avanoa i le galuega ofisai o lo’o fa’asalalau i le niusipepa’ and ‘ou te galue lava ma le malosi ina ia ou mafai ona fesoasoani foi i isi tagata’ (1).

To reach Merit, inconsistencies such as ‘oute talitonuina’ (1), ‘o lo’u alalafaga’ (2), ‘e fai foi kilupu’, ‘tamaititima le lanu o lanai a au’, ‘fuatina o le latou pese’, ‘sianipini’, ‘Taipei’ and ‘manumaloo’ (3) would not significantly hinder communication.

For Achieved, the student needs to write a variety of text types, in clear Samoan, to explore and justify varied ideas and perspectives.

This involves the student evaluating and giving explanations or evidence to support their own ideas and perspectives, as well as supporting or challenging those of others.

Communication will be achieved overall, despite inconsistencies.

There is evidence of some language to give explanations and support ideas, e.g. ‘O ‘au o le tagata e tatau ona faigaluega i lea tulaga o le customer service, aua ua ‘ou poto masani ai ma ua tele o’u fa’ailoga.' (1) ‘Ae le fa’agaloina fo’i le malaga…le nu’u o si o’u tina.  O lo’u nei tagata, ua tumu i le alofa i so’o se tagata’ (2) and ‘Na fa’aalia ai se finagalo o se tasi o tulatoa o Samoa…le fa’aofi mai o le Gagana Samoa i lenei atunu’u' (3).

Simple spelling inconsistencies throughout could be avoided at this level. There should be few, if any, errors such as ‘igaga’, ‘tiutue tauvave’, ‘la utu’ and ‘male’.

Inconsistencies will count in the quality of the overall submission.

For a more secure Achieved, the writing needs to explore and justify varied ideas. Ideas such as ‘Ua savalia male tausaga talu ona a’oa’oina le Gagana Samoa i totonu o aoga i Niu Sila nei’ (1) and ‘O a’u o se tagata e faaauga le Ipu fa’aaloalo i taimi uma’ (2) require further explanation with justification.

Further, for a more secure Achieved, further editing would remove basic errors that are not expected at this level, e.g. ‘ma ua age foi lagana’ and ‘o lea seu loa lo’u va’a' (2).

For Achieved, the student needs to write a variety of text types, in clear Samoan, to explore and justify varied ideas and perspectives.

This involves the student evaluating and giving explanations or evidence to support their own ideas and perspectives, as well as supporting or challenging those of others.

Communication will be achieved overall, despite inconsistencies.

Over the three pieces there is some language correctly used which reflects the standard required for New Zealand curriculum level 8, e.g. ‘ou te fiafia foi e malaga e asi I isi atunuu. Ou te alu i atunuu eseese o le lalolagi e iloa ai aganuu ma gagana o isi atunuu…’ (1) and ‘O aso Sa uma e fai ai toanai a le matou aiga out e fiafia tele ai ona matou te faatasitasi uma ai ma ou tausoga aemaise nai ou tei laiti’ (2).

Language inconsistencies do not generally hinder communication.

To reach Achieved, there needs to be additional evidence of language to explore and justify varied ideas and perspectives. Language such as ‘Na uma a’u I le aso 1 Aukuso 2010 lea na maua ai lou tusipasi’ (1), ‘0 le suafa o lo'u tama o..’ (2) and ‘Out e fiafia ou te alu I le lotu.’ (2) does not sufficiently demonstrate these criteria.

Further, there will be additional evidence of mastery of language. Overall there are many inconsistencies where command of the language used would be expected at this level, especially as much of it reflects lower curriculum levels, e.g. ‘mo a’u mo lenei’ (1), ‘aua nei gala, o lou suafa’ (2) and ‘vaai le tumumu’ (3).