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Students listen to a text about cacti and recall information from it in multiple-choice questions. SJ-2-3-1993. Text not provided.

The native bird the kakapo is the subject of this listening comprehension assessment. SJ-2-3-1992. Text not provided.

Students draw shapes of given areas, and choose from the bigger area, explaining their reasoning.

The text that is read to students is about a household task in Greece. Students listen and then respond to 8 multiple-choice questions. SJ-2-1-1995. Text provided.

Students listen to a folktale then recall information from it by answering multiple-choice questions.

Students use percentages to calculate heights of a building from the total height. They then explain how to calculate another percentage.

Students decide which statement about a dot plot is incorrect and explain their reasoning.

Students listen to a narrative about an unusual mouse and then respond to 6 multiple-choice questions.

A lively narrative about a pig hunt provides the context for this listening comprehension resource. Students recall information and make inferences.

Students identify square and cubic numbers mentally in a timed test.

Students use their knowledge of the fire triangle to identify risk factors for a given scenario, and apply this to their own situation. They use rubrics to rate and improve some of their explanations.

Students find and show given fractions of shapes and sets of counters.

This task requires students to show how to calculate multiplication problems with multi-digit numbers.

Students complete open number sentences to show their understanding of equality.

This resource requires students to process information on an earthquake. This entails calculating the distance that the recording stations are from an earthquake's epicentre, locating the epicentre, calculating the magnitude, and answering general questions on earthquakes.

Task: use features to group small animals, identify differences between 3 animals, and identify the insects. Assessment focus: using features to group small animals.

This practical assessment requires students to design and carry out tests on three properties of four different fabrics in order to find the most suitable fabric for the stated purpose.

Students complete open number sentences to show their understanding of equality.

Students write a set of instructions after reading a poem about cooking. Students self-assess their writing before conferencing with the teacher to set their next learning steps.

Task: Students decide what sort of animals two skulls belong to. A self-assessment checklist is included. Assessment focus: using evidence to identify carnivores and herbivores.

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

Students compare the overall distribution of two graphs and describe their reasons.

Task: Students decide whether four dinosaurs are meat-eaters or plant-eaters, and justify their answers. A list of features of each group is provided. It may be completed individually or as a group assessment. Assessment focus: using evidence.

Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important and give reasons for the choice.

Task: Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important, and give reasons for the choice. Assessment focus: (1) observation, and (2) identifying and prioritising cause and effect relationships.