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Students interpret five business logos and write a brief statement describing the likely nature of the business.

Assessment focus: ability to de-construct and interpret messages in advertising, so that students can understand meaning-making processes in the construction of imagery.

Students match the best font to illustrate a range of different signs.

Students look at a poster and make interpretations of the relationship between the image and the text.

Students look at a cartoon and extrapolate meaning through looking at visual features.

Students study a brochure and identify the visual features that link to its purpose.

Students look at the types, uses and effects of different camera shots.

This assessment is based on an anti-cigarette poster from the Cancer Society. Students answer five short answer response questions on repetition, the message, and the major visual images.

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

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

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.

A stylised postcard on Christchurch is analysed and interpreted through short questions on the card's visual features.

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

Students look at a cartoon and answer questions about the use and meaning of particular features and techniques.

A tourist advertisement for the Kaikoura coast has students being assessed on their understanding of alliteration, fonts, logos, and photo images.

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.

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

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

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 examine a poster and body text about child abuse and answer questions on the effect of the dominant image, audience, lettering, and imperatives.

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