The context for this oral assessment is an informative speech about a famous person or an historical event. ARB scoring guides A, B, and C are suitable for this task.
In this activity students progressively build up evidence for and against a new idea in pest control: using bumblebees to transmit a fungicide. Students practise argumentation skills and reflect on how they formulate opinions on environmental issues.
Task: Discuss opinions, presented as a concept cartoon, about why a toy car rolled down a slope eventually stops and develop group explanation. Assessment focus: explanations
Students are provided with a diagram and asked to identify the type of geological process that it represents. Students are also required to explain what happened.
Students are provided with two star maps as seen from Wellington at two different times of the year. Students are asked to explain why the stars on the map appear in different parts of the sky depending on the time of the year.
Students are required to make summary statements about the projected population growth of Māori from a composite bar graph published by Statistics New Zealand.
Students order small numbers written in standard form, and explain why they are ordered in that way. The numbers are the lengths of some microscopic animals.
Students identify the correct resultant vector of two component vectors, and also identify the correct diagram of a vector that is written in column form.
Students use a diagram of a circuit to answer questions about which bulbs are in parallel and which are in series. Students are also required to put a switch into the circuit diagram provided.
Students use their knowledge of angle properties of parallel lines and angles on a straight line to identify similar angles and to calculate the sum of three angles giving appropriate explanations.