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15 names of elements and symbols are provided. Students shade in those squares where the symbol correctly matches the name.

Using provided information students answer three multiple-choice questions about numbers of atoms, elements, molecules and compounds.

Students use diagrams to answer questions about atoms, elements, compounds, and mixtures. They are then asked to use these words to describe the differences between diagrams.

Students select the correct written definition of the words element, compound, and mixture.

Students answer three multiple-choice questions about atoms, elements, and atomic number.

Students interpret a line graph showing how high a skyrocket travelled over time.

Students study a box-and-whisker graph of examination results for Maths and Science, and answer questions on comparison, median, range and proportion.

Students identify and write down two examples each of discrete data and continuous data.

Task: Complete a table to show how energy is transformed in eight objects and describe the energy transformations in two others. Assessment focus: energy transformation.

Students write an advertisement to sell a kayak on a website.

This resource assesses a student's ability to skim quickly and find the answers to eight questions about islands in the Pacific. It is a timed exercise.

This is a resource on sentence types. Students use four definitions of sentence types to classify six sentences.

Students interpret a histogram showing the number of vehicles travelling at different speeds past a speed camera. Students need to calculate a percentage and the median to complete this task.

Four diagrams showing different ways plants store food (tuber, bulb, corm, and a tap root) are provided. Students are asked to identify which method of food storage different plants use. Three short answer questions are also included.

Students read an extract from the narrative 'The Adventures of Huckleberry Finn' and answer a combination of multiple-choice and short answer questions.

Retelling a story, myth, or legend is the context for this assessment. Students use pictures, puppets, or other objects to enhance delivery. Oral Language Assessment Guides A, B, and C are suitable for this task.

Students are provided with a series of six labelled diagrams showing a bean seed germinating and developing into a small plant with leaves. Students write sentences describing what is occuring at each stage.

Task: Identify adaptations of 3 animals that live under the soil, and design an animal that could live underground. Self-assess the design by considering given criteria. Assessment focus: adaptations that enable an animal to live underground.

Students study a bar graph of golf balls found by two children and answer questions interpreting and comparing the data.

Students answer questions and make statements based on information presented in a frequency table.

This task requires students to answer questions about a tally chart of the number of planes taking off from an airport.

Students read a narrative then complete three tasks that focus on one of the characters. Assessment focus: an evaluation of a character and the author's construction of that character. SJ-4-3-2004. Text provided.

The assessment focus is on an informative speech to a small group about a famous person. Student directions, a checklist, and scoring guides are included.

Students are provided with drawings of the main types of fingerprints. Students then make their own fingerprint and those of three other students. They then classify and describe the differences between these prints.

Task: Answer two questions about judging model aeroplanes. Assessment focus: reading tables.