AS 91921 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, 989 KB]

Level 1 Science assessment resources (external link) - NCEA.education

For Achieved, the student needs to demonstrate understanding of the use of a range of scientific investigative approaches in a context.

This involves carrying out three different investigative approaches that answer a question (or sub-questions) within the chosen context and describing the purpose of using each investigative approach, supported by evidence.

The student has carried out three investigative approaches and described the purpose of using each approach to answer the specific sub-question. The student described their first approach as involving spending time in the forest carefully looking around, taking notes, and sketching what they could see so they could build a detailed picture of the biotic and abiotic features present at Talbot Forest. 

They also described how a second approach – using identification tools and close examination – helped them work out which plant species were present and allowed them to record this information clearly. The student then outlined how a simplified classroom setup enabled them to compare how seeds germinate under different conditions, giving them a way to investigate what might happen in the forest without needing to control a large outdoor environment.

For Merit, the student could give an evidence-based reason explaining why each approach was (or was not) appropriate for answering the specific question. For example, for the first approach, they could explain that site recording was appropriate for identifying biotic and abiotic factors because it provided first-hand measurements that directly helped to answer the question (such as 14°C vs 19°C, or changes in light from 15 lux to 973 lux).

For Merit, the student needs to explain the use of a range of scientific investigative approaches in a context.

This involves explaining why the approach was or was not appropriate to answer the relevant question(s). This explanation needs to be supported with evidence.

The student has explained that beginning with an approach focused on comparing data across different locations was appropriate because it allowed them to identify possible relationships between surrounding land use and the nutrient levels found in the river. They supported this with evidence from the nitrogen and phosphorus measurements collected at various sites.

When investigating whether ions were present in the water, the student used evidence from direct observations taken from multimeter readings, showing how the electrical conductivity of the water samples provided reliable evidence for answering that question. The student also showed that grouping the samples based on the ions they contained, and identifying the specific substances present at different levels, was a suitable way to determine the types and concentrations of ions in the river.

For Excellence, the student could analyse how each approach contributed to the overall understanding of Manawatū River water quality, showing how the data collected from each approach connect, corroborate, or conflict and what this means for understanding the context.

For Excellence, the student needs to analyse the use of a range of scientific investigative approaches in a context.

This involves focusing on analysing how the range of approaches contribute to an integrated understanding of the context.

The student has analysed how using data-trends, direct observations, and predictive simulations contributed evidence towards understanding ocean acidification. The student has shown how the information gained from each of these individual investigative approaches helped them understand one aspect of ocean acidification (the “little questions”), and how combining all three provided a more comprehensive, connected understanding of the wider context (the “overarching question”).