History - annotated exemplars level 1 AS91001

Carry out an investigation of an historical event, or place, of significance to New Zealanders (1.1)

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TKI History Assessment Resources

Download all these exemplars and commentary (PDF, 22MB)

Low Excellence

Commentary
Student response

Student 1 page 1 (PDF, 5MB)
Student 1 page 2 (PDF, 38KB)

For Excellence, the student needs to carry out a comprehensive investigation of an historical event, or place, of significance to New Zealanders.

This involves:

  • writing, on the selected evidence, annotated comments that establish links between the evidence and the focussing questions being investigated
  • organising evidence effectively
  • thoroughly evaluating the investigation process.

Evidence of a comprehensive investigation is provided through the selection of relevant evidence (1), which is one aspect of effective organisation, and through an annotation (2) which identifies relevance to a focussing question of the selected evidence.

Thorough evaluation is demonstrated in the provision of some specific details (3) (4) to support generalisations about the usefulness of the evidence. The specific identification of shortfalls in the evidence (5) also demonstrates thorough evaluation.

To reach Excellence more securely, the student could:

  • make the annotation more comprehensive by adding comments that further link the evidence to the focussing question
  • make the evaluation more thorough by providing further specific details in describing the usefulness, with examples, of the resources that they used (3) (4).

High Merit

Commentary
Student response

Student 2 (PDF, 68KB)

For Merit, the student needs to carry out an in-depth investigation of an historical event, or place, of significance to New Zealanders.

This involves:

  • selecting evidence from a variety of sources, including both primary and secondary sources
  • evaluating the investigation process.

Relevant evidence was selected from a variety of sources. Evaluation of the investigation process is demonstrated through the wide range of broad evaluative comments. The provision of some specific detail and discussion (1) clearly moves the evidence towards the thoroughness required for Excellence.

To reach Excellence, providing examples to support generalisations (in the parts highlighted) would help to make the evidence more in-depth.

Low Merit

Commentary
Student response

Student 3 (PDF, 60KB)

For Merit, the student needs to carry out an in-depth investigation of an historical event, or place, of significance to New Zealanders.

This involves:

  • selecting evidence from a variety of sources, including both primary and secondary sources
  • evaluating the investigation process.

Relevant evidence was selected from a variety of sources. Evaluation of the investigation process is demonstrated by at least four relevant comments – about the most useful source (1), the reliability of sources (2), the differences in opinion across the categories in question (3) and the changing viewpoints (4). 

To reach Merit more securely, the evaluation needs more detailed comments about the research process. For example, how the cited source was useful, what made the sources reliable, what opinions were held by whom exactly and which of the viewpoints brought enjoyment.

High Achieved

Commentary
Student response

Student 4 page 1 (PDF, 1.8MB)
Student 4 page 2 (PDF, 3.6MB)

For Achieved, the student needs to carry out an investigation of an historical event, or place, of significance to New Zealanders.

This involves:

  • identifying a topic
  • identifying possible sources and how they may be useful
  • selecting relevant historical evidence from a variety of sources in accordance with focussing questions that are provided in the task instructions
  • organising this evidence appropriately
  • recording the details of the sources of selected evidence.

Carrying out an investigation is demonstrated through the identification of the topic for investigation (1), thoughtful description of the usefulness of the possible evidence (2), the selection of evidence that is relevant to each focussing question, and accurate recording of full source details (3) in accordance with Explanatory Note 2.

To reach Merit, the student could provide more specific detail by:

  • considering more than four possible sources
  • considering, in some places, the ways in which the possible sources may be useful to the focussing questions
  • ensuring that a selection of evidence from both primary and secondary sources is included
  • providing an evaluation of the research process, which broadly considers a number of aspects of the completed process. 

Low Achieved

Commentary
Student response

Student 5 page 1 (PDF, 1.5MB)
Student 5 page 2 (PDF, 4.5MB)

For Achieved, the student needs to carry out an investigation of an historical event, or place, of significance to New Zealanders.

This involves:

  • identifying a topic
  • identifying possible sources and how they may be useful
  • selecting relevant historical evidence from a variety of sources in accordance with focussing questions that are provided in the task instructions
  • organising this evidence appropriately
  • recording the details of the sources of selected evidence.

The student demonstrates that they have carried out an investigation by identifying at least four possible sources (3), providing some brief, unspecific comments about how their sources may be relevant to the focussing questions (3), and selecting evidence that is relevant to a focussing question about the person’s role in the event (4). 

To reach Achieved more securely, the student could ensure that:

  • the topic is identified (1)
  • full source details are provided, such as the complete URL of a website used as a source (2)
  • complete and more specific descriptions are provided, explaining how possible sources may be relevant to the focussing questions (3).

High Not Achieved

Commentary
Student response

Student 6 page 1 (PDF, 2.5MB)
Student 6 page 2 (PDF, 2.8MB)

For Achieved, the student needs to carry out an investigation of an historical event, or place, of significance to New Zealanders.

This involves:

  • identifying a topic
  • identifying possible sources and how they may be useful
  • selecting relevant historical evidence from a variety of sources in accordance with focussing questions that are provided in the task instructions
  • organising this evidence appropriately
  • recording the details of the sources of selected evidence.

Attempts to carry out an investigation are demonstrated through the identification of four possible sources of evidence, and the selection of some evidence that is relevant to a focussing question about what happened in the event. 

To reach Achieved, the student could:

  • identify the topic
  • identify his/her own list of possible sources in order to demonstrate this skill and avoid the problem of too much teacher direction
  • provide more specific descriptions of how possible sources may be relevant to the focussing questions
  • ensure that selections are not too brief (1) to provide sufficient depth of evidence for carrying out an investigation
  • provide complete source details (2).
 
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