Refine Current Search

Task: Match animal pests to the harm they cause, and use information about pest control. Assessment focus: animal pests and their control.

Reading text to find information about how scientists work. Assessment focus: interpreting information about how scientists work.

In this task students compare two fractions involving items of food, choosing either the larger or smaller.

Students interpret a graph of a child's feelings for different times and activities during a day.

A school journal article on living in a Japanese home is the context for this assessment that focuses on locating information and general comprehension. SJ-1-3-1994. Text provided.

Students use an index page from a book on New Zealand to answer six questions.

For this practical task students write a plan to find out if a microwave has a 'hot spot'. Students carry out their plan, collect, and interpret results.

For this NEMP task students look at a cornflakes package, and answer questions about the information shown.

Students read a poem, retrieve information, and then use this information to make inferences. The text used is shown into the resource. It can also be located in School Journal, Part 2, No. 1, 1999. SJ-2-1-1999. Text provided.

In this NEMP task students look at photos to describe similar and different environmental features of the moon, the Earth, Mars and the sun. Assessment focus: The solar system. In the original NEMP task the assessor gave oral instructions, read the questions and wrote the answers for each student.

Students read an article about the Moa then answer retrieval and inferential questions. SJ-2-3-1982. Text not provided.

Task: Answer questions about a planned wildlife reserve. Assessment focus: interdependence of animals with their habitat.

Students explain the terms endangered and extinct. Students give two examples of animals that are endangered and give reasons for why these animal numbers have declined.

Without looking, and by feeling a range of 3-dimensional objects, students describe physical features of each object.

Students read some examples of metaphors that have been extended then write their own. They also reflect on why writers use metaphors.

Students read a poem titled 'The Sea' and explain the meanings of some of the language used.

Students break amounts into a number of equal sized groups.

Advertising provides the context for this resource that has an assessment focus on vocabulary, repetition, tone and comprehension. SJ-4-2-1999. Text provided.

This punctuation resource has a focus on colons and semi-colons. Students insert colons into sentences and demonstrate their knowledge of differences between colons and semi-colons.

Students read a text about living in a house bus to answer retrieval and inferential questions. SJ-2-2-1995. Text provided.

A brief picture story is presented about missed opportunities. Students interpret the actions of the figures in the story, and infer the subsequent consequences.

Students read part of a play called 'No Circulars' and then answer retrieval and and inferential questions. The play is reproduced in the Teacher information pages. SJ-3-2-1993. Text provided.

Students read a story 'The Gift' and answer questions about comprehension, point of view and inference.

Students study a range of signs to identify their similarities of meaning, layout, and purpose.

For this practical task students are assessed on their understanding of the life cycle of a butterfly by putting pictures (of eggs, caterpillar, pupa, emerging butterfly, and butterfly) into the correct sequential order and answering some questions.