The evidence submitted for this Achievement Standard may not also be submitted for assessment of Agricultural and Horticultural Science AS 91928 (1.1) Demonstrate understanding of how a life process is managed in a primary production system. 

Assessor involvement during the assessment event is limited to:  

• providing general feedback. They can suggest sections of student work that would benefit from further development, or skills a student may need to revisit across the work. Student work that has received sustained or detailed feedback is not suitable for submission towards this Achievement Standard. 
• providing advice when students select observations, or providing students with comparative data 
• helping students develop good practice that is not a requirement of the assessment such as referencing and attributing third-party content, and presentation of work. Students should not be limited to a method or decision about presentation — this decision can be made in consultation with the assessor. 

At the start of the assessment event, assessors need to provide students with commonly used resources, tools, or equipment to support development of student assessment. 

Students may not: 

• collaborate on their use of observations in the Assessment Activity with others, even though the collection of the observations may be carried out or collected as a group 
• practise the exact task prior to the assessment activity 
• receive feedback or feedforward on the exact task prior to the assessment. 

Evidence for all parts of this assessment can be in te reo Māori, English, or New Zealand Sign Language. 

Gathering Evidence 

Internal assessment provides considerable flexibility in the collection of evidence. Evidence can be collected in different ways to suit a range of teaching and learning styles, and a range of contexts of teaching and learning. Care needs to be taken to allow students opportunities to present their best evidence against the Standard(s) that are free from unnecessary constraints. 

It is recommended that the design of assessment reflects and reinforces the ways students have been learning. Collection of evidence for the internally assessed Standards could include, but is not restricted to, an extended task, an investigation, digital evidence (such as recorded interviews, blogs, photographs, or film), or a portfolio of evidence. 

Effective assessment should suit the nature of the learning being assessed, provide opportunities to meet the diverse needs of all students, and be valid and fair. 

Ensuring Authenticity of Evidence 

Authenticity of student evidence needs to be assured regardless of the method of collecting evidence. This must be in line with the learning centre’s policy and NZQA’s Assessment Rules for Schools with Consent to Assess. 

Ensure that the student’s evidence is individually identifiable and represents the student’s own work. This includes evidence submitted as part of a group assessment and evidence produced outside of class time or assessor supervision. For example, an investigation carried out over several sessions could include assessor observations, meeting with the student at a set milestone, or student’s use of a journal or photographic entries to record progress. 

Assessor involvement during the assessment is limited to:

• providing general feedback. They can suggest sections of student work that would benefit from further development, or skills a student may need to revisit across the work. Student work that has received sustained or detailed feedback is not suitable for submission towards this Standard.
• providing advice when students consider the quality of their recorded observations, or providing students with comparative data
• ensuring students use good laboratory practices to ensure quality observations, for example pointing to gas test or pH testing methodologies
• helping students develop good practice that is not a requirement of the assessment such as referencing and attribution of third-party content, and presentation of work
• students should not be limited to a method or decision about presentation — this decision can be made in consultation with the assessor.

At the start of the assessment, assessors should provide students with reference material stating the five generic reaction equations, the appropriate chemical word equations and the balanced chemical equations.

While this Standard does not assess practical work, assessment activities that may involve a practical component must follow relevant safety protocols, as described in Safety and Science/Pūtaiao Guidance for Aotearoa New Zealand Schools and Kura.

Each student will use observations, from a minimum of three different reaction types from EN2, to support evidence of their understanding. Implications of conservation of mass indications are plural across the reactions, meaning students are expected to discuss at least one implication per reaction. Practical work is not assessed, however it generates valuable observations. Selection of observations used for submission is to be carried out by the student.

At the start of the assessment event, assessors need to provide students with commonly used resources, tools, or equipment to support development of student assessment.

Students may not:

• collaborate on their use of observations in the Assessment Activity even though the collection of the observations may be carried out as a group
• receive feedback or feedforward during the Assessment Activity
• be assessed on reaction types other than those listed in the Explanatory Notes.

Evidence for all parts of this assessment can be in te reo Māori, English, or New Zealand Sign Language.