Self-assessment resources

Students predict nets that fold to make a cube, then cut out and fold the nets to check their prediction.

Students explore the issue of school uniforms, developing arguments around it from different points of view.

Using the whare tapawhā model of hauora (well-being), students explore the different dimensions of health, and write an explanation of how each can be cared for. The assessment focus is on the features of an explanation.

This comprehension task involves progressively disclosing a poem to students. It assesses their ability to use evidence from the poem to work out what it could be describing. SJ-4-1-2002. Text provided.

This comprehension task involves progressively disclosing a poem to students. It assesses their ability to use evidence from the poem to work out what it could be describing. SJ-3-1-2004. Text provided.

Students write a set of instructions after reading a poem about cooking. Students self-assess their writing before conferencing with the teacher to set their next learning steps.

Students write an argument about the impact of rugby in New Zealand. The features of a written argument are the focus for this assessment. Links to self-assessment writing supports are given under the "Working with Students" tab.

Students identify and describe a local place they like to visit within a written report.

Students predict which 3-dimensional shapes nets will make and then fold nets to identify the shapes.

Students write a set of instructions after reading a science article about growing crystals. Students assess their own writing using the supports provided.

Students write an argument either for or against daily physical education in schools. Support materials and links to exemplars for writing an argument are given under the "Working with Students" tab.

The assessment focus is on the features of an explanation. Students explore and write an explanation of the impacts the food industry could have on improving health.

Students research and take notes in preparation for writing a biography of a famous New Zealander. Supports for this process and formative assessment points are given.

Students research and write a biographical recount on the life of a well-known New Zealander. Supports for this process and formative assessment points are given.