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In this task students compare two photographs of a river with normal flow and a river in flood. They make inferences based on their observations.

Task: Watch a video of two sofas burning, record the results, and use the evidence to make inferences about fire retardants. Assessment focus: using observations to provide evidence.

Students are provided with information about the structure of a haiku poem. They identify the syllables in another haiku poem, and then write their own.

Students prepare a talk for a group or the class about a book. The assessment focus is on both content and delivery. ARB scoring guides A and B are suitable for this task.

This oral assessment is designed to be given to a small group. The audience asks questions at the end of the speech. A selection of scoring guides is provided.

Student view an online animation of cliff erosion and then write a description of what they observe about this process.

Students are provided with a map of NZ showing the average annual rainfall in different areas. Students interpret this information to answer three short answer questions, and then construct a bar graph that shows the rainfall for nine North Island locations.

Students interpret a table on the properties of plastics by answering a series of short questions.

Students classify 12 common substances as either a compound, mixture, or element.

For this practical task students complete a table of observations for the following substances: vinegar, baking soda, and vinegar and baking soda mixed together.

A description of two 'reactions' with household chemicals is outlined. For each students identify if the reaction is chemical or physical and provide an explanation for their answer.

Task: match seed description to a dispersal method. Assessment focus: seed dispersal.

Students identify true and false statements, and provide a description of the most important features of a time series graph.

Students identify the number of dots in the <i>n</i>th shape of a series of spatial patterns.

Students are provided with a map that has numbers on it representing various ash fall depths from a volcanic eruption. Students draw lines to link the similar numbers and answer questions about these. They also explain three major problems an ash fall could cause.

Students compare drawings of a healthy and unhealthy plant and decide which quantitative and/or qualitative data distinguishes them. They draw conclusions from the data. This is a mathematics/science resource.

Students describe a functional rule for two spatial patterns.

Students to apply their understanding of basic wave behaviour at the sea shore to make an inference about waves in a different but analogous context: to predict where the worst damage might occur in an earthquake.

The assessment focus is on students' abilities to identify the details in a text that support a given, main idea.

A contents page from a book on windsurfing is used by students to identify where to go to for specific information.

Students read a poem and explore how the poem expresses the storyteller's mood. SJ-2-1-1990. Text provided.

Each student designs a question and an associated scale to record other students' attitudes to mathematics.

Task: interpret a graph of a car's journey and add to the graph to represent a further description of the journey. Assessment focus: graph interpretation.

Students use a diagram of a cutting showing exposed rock layers to answer questions about their formation, age, and geological history.

Task: Students differentiate between simple observations and inferences, and between observations that require measurement and those that do not. Assessment focus: observing scientifically.