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This assessment takes the context of the New Zealand flag and has questions that focus on presenting, layout, symbols, and visual cues.

In this NEMP task students interpret an image of a treasure map.

A short poem with four pictures is analysed with students having to match text with images and answer questions on movement and illustrations. SJ-2-4-1997. Text not provided.

An illustration on a roller coaster ride is the context for questions on lettering, movement lines, and interpreting illustrations showing body language and emotions. SJ-1-2-1997, pages 20-21 are required.

Students read a comic strip and answer questions about comprehension and inference. SJ-2-1-1991.

For this NEMP task students interpret a promotional map of the Coromandel Peninsula.

Students interpret seven business logos that are each presented with a single short written response question about a design feature.

In Part 1, students interpret how the visual techniques used in the presentation of a Māori legend support the meaning of the written text. In Part 2, students are assessed on their ability to communicate and explain their use of visual techniques. Annotated student work samples using Part 2 are provided.

Students study a poster about being safe in an earthquake and then answer retrieval and inferential questions.

Four conventions for speech bubbles are presented with the students showing their understanding by having matching appropriate text to the bubbles.

In Part 1 students identify visual techniques used within a static image and describe how they support the meaning of the poem. In Part 2, students create a text to communicate ideas visually. Annotated student work samples of Part 2 are provided.

Students read a visual presentation about manufacturing processes and identify information in the text and why certain visual techniques are used.

Students study two graphs on some rocks and lake features of Saharan North Africa and answer a mix of questions to show this ability to interpret these graphs.

Students read a poem and its visual text to answer inferential questions. SJ-1-2-1993.

Students read a poem and identify how the visual and written texts work together to build comprehension.

Students use visual clues in a comic strip to answer inferential questions.

Students read a collage of students' statements about the battle at Gallipoli and respond to questions on fonts, symbols, visual background, and issues. SJ-4-2-1997.

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

Students read a poem and make links between its written and visual information. SJ-2-4-1993.

Students make inferences from visual cues and make links between visual and written text. SJ-2-3-1997.

Students read a recipe and its visual text to make inferences. SJ 1-2-1998.

Students unpack a picture, making inferences from its visual cues. SJ-1-2-1998. Text provided.

Students read a cartoon to answer retrieval and inferential questions about the story and the visual techniques used. SJ-1-1-1994.

Students interpret a series of road safety drawings with questions on visual cues, titles, emphasis and providing appropriate text.

Students study a poster about the benefits of exercise and make inferences from written and visual information.