AS 91288 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, 448 KB]

TKI Te Reo Māori assessment resources (external link)

For Excellence, the student needs to waihanga tuhinga auaha, i te reo o te ao torotoro.

This involves the student demonstrating:

• he pakari te whakawhanake me te kōtui o ngā whakaaro
• he nanakia te whakamahi i ngā āhuatanga reo e mau ai te hunga pānui.

This student has completed a formal letter to the University Council to express concern at the raising of the literacy and numeracy requirements for university entry.

The student has produced writing which is controlled and effective. Ideas are substantially developed with supporting detail and explanation (1) (2). There is evidence of research (7), consideration of the viewpoints of others (8), and reflection on the ideas to form a personal response that holds the attention of the reader.

The letter has been planned, following all the conventions of the text type. A variety of curriculum level 7 language is used accurately (5). The use of language features supports the persuasive intent of the text type. For example, the use of whakataukī ‘mahia ngā mahi...’ to support the writer’s point of view and use of a question (6) directed at the reading audience.

For a more secure Excellence, the student would need to fully develop more ideas with the inclusion of supporting detail and or explanation. For example, there needs to be a stronger connection between the cost of going to university and the increased literacy and numeracy requirements (3) or more detail on why raising the entry requirements will mean more Māori will be uneducated (4).

Note: Evidence from at least one other piece of writing that is at a similar level will be needed before the standard can be awarded.

For Merit, the student needs to waihanga tuhinga auaha kia whai kiko ngā whakaaro, i te reo o te ao torotoro.

This involves:

• ka whakawhanake, ka honohono i ngā whakaaro
• ka āta whakamahi i ngā āhuatanga reo.

This student has written a convincing film review that fulfils the requirements of the text type and intended audience. Ideas are developed and linked in a credible way. There is a clear introduction, body and conclusion.

This student has understood and responded to the main themes and ideas of the film. For example, they have given a personal response to a scene in describing what Pai did (1), with a reflection of how it affected them (2). There is deliberate use of vocabulary to describe details (3) and express emotions. The student has purposely selected less familiar vocabularly (4).

There is careful use of appropriate language features (5) to give a strong personal voice.

To reach Excellence, the student needed to show better evidence of planning. A focus on a personal response rather than a detailed plot summary is required.

For Merit, the student needs to waihanga tuhinga auaha kia whai kiko ngā whakaaro, i te reo o te ao torotoro.

This involves:

• ka whakawhanake, ka honohono i ngā whakaaro
• ka āta whakamahi i ngā āhuatanga reo.

This student has written an opinion piece on the value of national Māori Language Week. They have begun to construct a persuasive argument by making points which are supported with some explanation and examples (2). There is a structure to the writing with an introduction, body and conclusion.

A variety of language features have been deliberately used to support the writer’s point of view. The whakataukī relates to the context (3), although it is not referred to in the body of the writing. Questions directed to the reader are posed throughout the text (1). Kīwaha (4) and personal reflection support the writer’s ideas (5). 

For a more secure Merit, the student needs to further re-work writing. Language content is at a Merit level but further editing is required to produce a planned and crafted text.

Writing conventions need to be consistently applied. A greater number of paragraphs would allow the ideas to be separated and developed. Inconsistencies in language and auto formatting need to be corrected as part of the editing process.

For Achieved, the student needs to waihanga tuhinga auaha, i te reo o te ao torotoro.

This involves:

• ka whakawhanake i ngā whakaaro e hāngai ana ki te tuhinga
• ka whakamahi i ngā āhuatanga reo e hāngai ana ki te pūtake me te hunga pānui.

This student has written an expressive piece on kapa haka for a non Māori audience. They have described aspects of kapa haka for the intended audience for example, its importance to Māori (1), origin (2) and meaning of the name (3).

There is a variety of language, for example some use of passive verbs (4), a relative clause (5), kīwaha (6). There is intentional use of vocabulary, for example hiranga (7) mura o te ahi (8).

To reach Merit, the student should link ideas to create a more more connected whole. While information is listed, there needs to be more explanations and examples to show further development. For example, why are the mentioned adult groups very famous (9).  The student states haka (10) is their favourite item without further explanation or example to support the point of view.

For Achieved, the student needs to waihanga tuhinga auaha, i te reo o te ao torotoro.

This involves:

• ka whakawhanake i ngā whakaaro e hāngai ana ki te tuhinga
• ka whakamahi i ngā āhuatanga reo e hāngai ana ki te pūtake me te hunga pānui.

This student just sufficiently developed and structured their ideas about the pros and cons of Facebook for young people. There is some evidence of planning, with an introduction, body and conclusion. Drafting is not included in this extract but there was evidence of some re-working.

A point of view is expressed. The issue of cyber bullying is referred to throughout the writing (1), and the last sentence (3) leaves the reader with a final caution which connects with the reader.

For a more secure Achieved, the student should edit work carefully to reduce language inconsistencies such as spelling, grammar and auto formatting errors (2). Ideas need to go beyond listing.

For Achieved, the student needs to waihanga tuhinga auaha, i te reo o te ao torotoro.

This involves:

• ka whakawhanake i ngā whakaaro e hāngai ana ki te tuhinga
• ka whakamahi i ngā āhuatanga reo e hāngai ana ki te pūtake me te hunga pānui.

This student has written a plot summary of the movie Boy, giving some details about events and characters. There is an attempt to use a range language at the appropriate curriculum level. Language features have been atttempted although inconsistencies in language affect communication.

To reach Achieved, the student needs to draft and plan a movie review. A review requires a personal response which is supported with an explanation. Ideas should be separated into paragraphs. Writing conventions need to be evident. For example, paragraphing, accurate use of macrons, spelling, and auto-formatting errors.