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This resource assesses grammar knowledge. Students complete a table giving definitions and examples of proper, common, collective, and abstract nouns.

This resource is about types of books and tests the understanding of the differences between fiction - non-fiction, and assesses biography and autobiography.

This resource is for the assessment of team debating at intermediate school. A selection of topics are provided. Oral Language Assessment Guides - Speaking E and G are suitable for this task.

In this practical task students drag fractions of different fish onto the body of a shark.

Students are required to identify the verbs in a short story about a boy jumping off a diving board.

Students identify whether to use 'there' or 'their' in a piece of student writing.

Students decide if a percentage statement is correct and explain their answer.

Students calculate volumes of composite shapes, showing their working.

Students are assessed on their ability to retrieve details that support the main idea of an article about an endangered species.

Students create simple and compound sentences to go with given photos. The focus is on combining sentences, using simple conjunctions. A peer sharing task completes the resource.

Students create simple then compound sentences to go with a photo, using simple conjunctions to join sentences. A peer sharing task completes the resource.

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

This task assesses a formal debate. A list of general topics is provided. For topics on school and teenage life, see resources Debating I and Debating II. ARB scoring guides D, E and F are suitable for this task.

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.

Task: from a set of animals students identify which have observable features common to fish. They then use this information to identify which of the animals are fish. Assessment focus: classification of fish.

Students answer three questions about data contained in pie graphs about the food wild cats eat.

Task: Complete a drawing of things found in and near a flax bush, and describe relationships between them. Assessment focus: interdependence in a flax bush environment.

Task: Students identify which different events threaten our native birds or have done so in the past. Assessment focus: identification of the specific impacts of human actions.

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 select the correct symbol or the correct number to make number sentences true.

Students select the correct way to describe where a toy is located on a shelf.

This task is about topic, supporting, and summary sentences in paragraphs of explanation.

This task is about topic, supporting, and summary sentences in paragraphs of persuasion.

This task is about identifying the topic sentence, supporting sentences, and summary sentence in a paragraph of description.

Task: Answer questions about a key for metals: Assessment focus: recognising the purpose of a specific key.