Exemplar for internal assessment resource Mathematics and Statistics 1.

11B for Achievement

Standard 91036

Exemplar for Internal Assessment Resource

Mathematics and Statistics Level 1

Resource title: Bivariate Investigations

This exemplar supports assessment against:

Achievement Standard 91036

Investigate Bivariate Numerical Data Using the Statistical Enquiry Cycle

Expected responses
The moderators have developed expected student responses from a wide variety of sources.

Date version published by December 2010

Ministry of Education To support internal assessment from 2011

© Crown 2010
Exemplar for internal assessment resource Mathematics and Statistics 1.11B for Achievement
Standard 91036

Grade Boundary: Low Excellence

1. Plan includes the relationship question. Variables have been determined and possible
sources of variation have been identified and managed.

2. Data has been gathered.

3. Appropriate display has been presented.

4. The conclusion describes both the strength and direction of the relationship, discusses
the extreme value and also gives supporting reasons. This, and comments about the
conclusion being what was expected show that the process has been reflected upon
and that statistical and contextual knowledge has been integrated.
The use of ‘bigger’ rather than ‘weight’ and ‘great increase in weight’ lack complete
accuracy and this is the reason for the classification of Low Excellence.

© Crown 2010
Exemplar for internal assessment resource Mathematics and Statistics 1.11B for Achievement
Standard 91036

Grade Boundary: High Merit

5. Plan includes the relationship question. Variables have been determined and possible
sources of variation have been identified and managed.

6. Data has been gathered.

7. Appropriate display has been presented.

8. The relationship has been described in context.

9. The conclusion contains two supporting comments. The first relates to the slope of the
trend line and the second is about the unusual point.

10. For Excellence students would be expected to describe both the strength and direction
of the relationship. The student has not given contextual reasons to support the use of
‘strong’ with respect to scatter. The final paragraph gives reasons for using a scatter plot
but lacks significant depth in terms of reflecting on the process.

© Crown 2010
Exemplar for internal assessment resource Mathematics and Statistics 1.11B for Achievement
Standard 91036

Grade Boundary: Low Merit

11. Plan includes the relationship question. Variables have been determined and possible
sources of variation have been identified and managed.

12. Data has been gathered.

13. Appropriate display has been presented.

14. The relationship has been described in context.

15. Merit requires two comments which support the conclusion. These are evident from
statements about the gradient of the trend line and the prediction. The point
(26.3, 279.27) should not be classified as an ‘outlier’; this is the reason for the
classification of Low Merit

© Crown 2010
Exemplar for internal assessment resource Mathematics and Statistics 1.11B for Achievement
Standard 91036

Grade Boundary: High Achieved

16. Plan includes the relationship question. Variables have been determined and possible
sources of variation have been identified and managed.

17. Data has been gathered.

18. Appropriate display has been presented.

19. The relationship has been described in context.

20. The classification of High Achieved is because there is one supporting comment (about
the slope of the trend line) but two comments are needed for Merit. There is no
contextual justification which refers to the scatter graph to support comments about the
‘outliers’ and ‘clusters’.

© Crown 2010
Exemplar for internal assessment resource Mathematics and Statistics 1.11B for Achievement
Standard 91036

Grade Boundary: Low Achieved

21. Plan includes the relationship question. Variables have been determined and possible
sources of variation have been identified and managed.

22. Data has been gathered.

23. Appropriate display has been presented.

24. The relationship has been described and the description is consistent with the drawn
trend line.

25. The classification of Low Achieved is because, while the relationship has been
described in context and is consistent with the plotted trend line, there are no statements
to support the conclusion. The trend line is not particularly clear in terms of good fit.
Merit would require two statements which support the description and comments relating
to both the ‘cluster’ and the ‘outlier’ lack statistical accuracy.

© Crown 2010
Exemplar for internal assessment resource Mathematics and Statistics 1.11B for Achievement
Standard 91036

Grade Boundary: High Not Achieved

26. Plan includes the relationship question. Variables have been determined. Possible
sources of variation are not identified and the fourth bullet of Explanatory Note 3 of the
standard states that this is needed.

27. Data has been gathered.

28. Appropriate display has been presented.

29. The conclusion does not describe the relationship well enough. Only one point is
discussed and this does prove that ‘the mass and circumference is proportional’.

30. The classification of High Not Achieved is because the relationship has not been
communicated well enough. To be at Achieved level the context would have to be
included in the description; for example ’The positive slope of the trend line means that
apples with longer circumferences tend to be heavier’. There would also have to be
assessor confidence that sources of variation had been considered as part of the
planning process.

© Crown 2010