English - annotated exemplars level 1 AS90853

Use information literacy skills to form conclusion(s) (1.9)

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TKI English Assessment Resources

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Low Excellence

Commentary
Student response

Student 1 page 1 (PDF, 5.7MB)
Student 1 page 2 (PDF, 466KB)

For Excellence, the student needs to use information literacy skills to form perceptive conclusion(s).

The student will show the use of information literacy skills by completing a systematic exploration into a valid area for inquiry. This is done by:

  • framing the inquiry based on carefully considered information needs by posing questions
  • selecting and using appropriate strategies for locating and processing information, including note-taking and recording of sources
  • evaluating the reliability and usefulness of selected information in relation to the inquiry.

The student’s inquiry is framed based on the information needs, posing questions about taser use (1). Appropriate strategies for locating and processing information are selected and used, and these are identified in a data chart (2). The ‘evaluation’ section of the student’s data chart assesses the reliability and usefulness of the selected information (3).

The student forms generally perceptive conclusions (4), showing some insight in the interpretation of the information gathered and presented. The gathered information (given as summary, paraphrase and citing of sources) underpins the student’s own opinions and judgements on the issue of taser use. This includes questioning ideas in some sources and offering interpretation based on further information gathered (5).  

For a more secure Excellence, the student could:

  • provide information to support the conclusion about risks to both Maori/Pasifika and people with mental illness
  • question or challenge information collected on the dangers to the victim of the taser.

High Merit

Commentary
Student response

Student 2 page 1 (PDF, 790KB)
Student 2 page 2 (PDF, 533KB)

For Merit, the student needs to use information literacy skills to form convincing conclusion(s).

The student will show the use of information literacy skills by completing a systematic exploration into a valid area for inquiry. This is done by:

  • framing the inquiry based on carefully considered information needs by posing questions (1)
  • selecting and using appropriate strategies for locating and processing information (2), including note-taking and recording of sources
  • evaluating the reliability and usefulness of selected information in relation to the inquiry (3).

The student’s inquiry is framed based on the information needs, posing questions about the medical risks, societal causes and attitudes associated with teenage pregnancy (1). Appropriate strategies for locating and processing information are selected and used, and these are identified in a data chart (2). The ‘evaluation’ section of the student’s data chart assesses the reliability and usefulness of the selected information (3).

The student forms convincing conclusions (4), showing clear and connected interpretation of the information gathered and presented. The gathered information (given as quotation, summary, paraphrase and citing of sources) underpins the student’s own opinions, decisions reached and judgements on the issue of teenage pregnancy.

To reach Excellence, the student could:

  • provide information to support the conclusion about the role of the media
  • further develop and support with gathered information the idea of ‘attitudes of the western society we live in’
  • further develop the conclusion based on the summary of information gathered in the first paragraph.

Low Merit

Commentary
Student response

Student 3 page 1 (PDF, 421KB)
Student 3 page 2 (PDF, 738KB)

For Merit, the student needs to use information literacy skills to form convincing conclusion(s).

The student will show the use of information literacy skills by completing a systematic exploration into a valid area for inquiry. This is done by:

  • framing the inquiry based on carefully considered information needs by posing questions
  • selecting and using appropriate strategies for locating and processing information, including note-taking and recording of sources
  • evaluating the reliability and usefulness of selected information in relation to the inquiry.

The student’s inquiry is framed based on the information needs, posing questions about the recognition of taa Moko as a cultural tradition (1). Appropriate strategies for locating and processing information are selected and used, and these are identified in a data chart (2). The ‘evaluation’ section of the student’s data chart assesses the reliability and usefulness of most of the selected information (3).

The student forms convincing conclusions (4), showing a generally clear and connected interpretation of the information gathered and presented. The gathered information (given as summary, quotation, description and citing of most sources) mostly underpins the student’s own opinions and judgements about Taa Moko.

For a more secure Merit, the student could further develop the conclusions about how Taa Moko will/could evolve and how it can be worn on the inside.

High Achieved

Commentary
Student response

Student 4 page 1 (PDF, 532KB)
Student 4 page 2 (PDF, 565KB)

For Achieved, the student needs to use information literacy skills to form conclusion(s).

The student will show the use of information literacy skills by completing a systematic exploration into a valid area for inquiry. This is done by:

  • framing the inquiry based on carefully considered information needs by posing questions
  • selecting and using appropriate strategies for locating and processing information, including note-taking and recording of sources
  • evaluating the reliability and usefulness of selected information in relation to the inquiry.

The student’s inquiry is framed based on the information needs, posing questions about capital punishment (1). Appropriate strategies for locating and processing information are selected and used, and these are identified in a data chart (2). The ‘evaluation’ section of the student’s data chart assesses the reliability and usefulness of the selected information (3).

The student forms conclusions (4), showing an interpretation of the information gathered and presented. The ideas created by the student about capital punishment are clear in places. The gathered information (given as summary, quotation and citing of most sources) mostly underpins the student’s own opinions and judgements about the death penalty.

To reach Merit, the student could:

  • clarify the contradiction in the conclusions about capital punishment (at the end of paragraph one and the final statement) (4)
  • further develop and support, with gathered information, the idea of financial access to legal support.

Low Achieved

Commentary
Student response

Student 5 page 1 (PDF, 320KB)
Student 5 page 2 (PDF, 590KB)

For Achieved, the student needs to use information literacy skills to form conclusion(s).

The student will show the use of information literacy skills by completing a systematic exploration into a valid area for inquiry. This is done by:

  • framing the inquiry based on carefully considered information needs by posing questions
  • selecting and using appropriate strategies for locating and processing information, including note-taking and recording of sources
  • evaluating the reliability and usefulness of selected information in relation to the inquiry.

The student’s inquiry is framed based on the information needs, posing questions about raising the drinking age (1). Appropriate strategies for locating and processing information are selected and used, and these are identified in a data chart (2). The ‘evaluation’ section of the student’s data chart assesses the reliability and usefulness of most of the selected information (3).

The student forms conclusions (4), showing some interpretation of the information gathered and presented. The gathered information (given as summary, paraphrase and citing of sources) generally underpins the student’s own opinions and judgements about raising the drinking age.

For a more secure Achieved, the student could expand the limited conclusions reached. This may include incorporating more sources to support the further development of ideas and knowledge.

High Not Achieved

Commentary
Student response

Student 6 page 1 (PDF, 525KB)
Student 6 page 2 (PDF, 532KB)

For Achieved, the student needs to use information literacy skills to form conclusion(s).

The student shows the just sufficient use of information literacy skills by completing a systematic exploration into a valid area for inquiry. This is done by:

  • framing the inquiry based on carefully considered information needs by posing questions
  • selecting and using appropriate strategies for locating and processing information, including note-taking and recording of sources
  • evaluating the reliability and usefulness of selected information in relation to the inquiry.

The student’s inquiry is framed based on the information needs, posing questions about global warming (1). Appropriate strategies for locating and processing information are selected and used, and these are identified in a data chart (2). The ‘evaluation’ section of the student’s data chart assesses the reliability and usefulness of the some of the selected information (3).

The student summarises the information gathered about global warming.

To reach Achieved, the student needs to form conclusion(s) by expressing an opinion or judgement, reaching a decision or suggesting a solution, based on the information gathered.

 
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