NZQA Assessment Support Material
Unit standard
3492
Title
Write a short report
Level
2
Vocational pathways
Credits
3
Version
5
Primary Industries
Assessor guidelines
Introduction
The following guidelines are supplied to enable assessors to carry out valid and consistent
assessment using this internal assessment resource.
As with all assessment resources, assessing organisations will need to follow their own quality
control processes. Assessors must manage authenticity for any assessment from a public source,
because learners may have access to the assessment schedule or exemplar material. Using this
assessment resource without modification may mean that learners' work is not authentic. The
assessor/educator may need to change figures, measurements or data sources or set a different
context or topic. Assessors need to consider the local context in which learning is taking place and
its relevance for learners.
Assessors need to be very familiar with the outcome being assessed by the unit standard. The
performance criteria and the special notes contain information, definitions, and requirements that
are crucial when interpreting the standard and assessing learners against it.
Context/setting
This activity requires learners to write a short report of no more than 1000 words. Possible topics
for the report might include new products, new guidelines, new processes, health and safety. The
report must relate to a Primary Industry/ies.
3492 version 5
Assessor guidelines
ASM version 1
Page 1 of 4
December 2013
 New Zealand Qualifications Authority 2016
Level of performance expected
This is a level 2 standard. This means learners should be:

Using basic factual and/or operational knowledge in theory questions;

Applying known solutions to familiar problems and applying standard processes required to
carry out simple tasks;

Requiring limited supervision, taking some responsibility for their own learning and
performance;

Collaborating with others.
Conditions of Assessment
Assessment can take place in a classroom, or an establishment where the learner is working – this
may be paid employment or work experience. Assessment may also occur in an organisation
where the learner is engaged in voluntary work.
Additional information
Scenarios provided are suggestions. It is strongly recommended that learners select their own
reporting topics.
This unit standard can be assessed through an integrated activity with Unit Standard 7121;
Demonstrate skills to search, access and select information or 18758 find information using the
Internet.
Assessment can be also be integrated with a standard where factual knowledge must be
demonstrated. Scenario suggestions here have been taken from the following level 2 standards –
15679 Demonstrate a basic knowledge of commercial fishing methods, 24557 Demonstrate
knowledge of the safe operation of a quad bike and 24623 Demonstrate knowledge of breeds and
classes of cattle, and identification and records for cattle.
Wherever such integration of different unit standards occurs, ensure that the work presented for
assessment is developed sufficiently in order to meet the criteria for each standard. Refer closely
to each relevant standard, including the Special/Explanatory Notes and the Conditions of
Assessment.
3492 version 5
Assessor guidelines
ASM version 1
Page 2 of 4
December 2013
 New Zealand Qualifications Authority 2016
Assessment Schedule
Unit standard
3492
Title
Write a short report
Level
2
Credits
3
Version
Evidence for achieved
Element 1
5
Judgements for achieved
Write a short report
1.1
The report is accurate in detail, clear in
meaning, complete, and concise.
1.2
The content is structured in a logical order.
1.3
The report is expressed in a relevant format,
including sections with headings that identify
the content.
Final written report of no more than 1000 words.
The learner has presented a report fit for purpose, of
no more than 1000 words.
The report is accurate in detail, clear in meaning,
complete and concise. and includes factual
information relevant to the report.
The report:
1.4
Punctuation, spelling, and grammatical errors
do not appreciably affect the intention of the
report.

includes a clear introduction that indicates the
purpose of the report and an overview of the
report content.
1.5
Vocabulary, including any technical language
used, is relevant, precise, clear, and
contributes to a relevant tone for the report.

includes sections with headings that identify the
content and demonstrate a logical order relevant
to the introduction/overview
1.6
Sources of data are referenced accurately and
in a consistent format.

1.7
Report is fit for purpose.
includes descriptions, explanations, details or
examples, such as quotations or statistical
information, units of measurement, visuals and
graphic enhancements, that support the report
purpose.

links and organises idea/s to other ideas and
details, and works towards a coherent planned
whole
3492 version 5
Assessor guidelines
ASM version 1
Page 3 of 4
December 2013
 New Zealand Qualifications Authority 2016

uses language appropriate to audience and the
report purpose; uses relevant technical
vocabulary, is precise and clear, contributing to
the tone of the report.

Uses written text conventions (including spelling,
punctuation, and grammar) – where there are
errors, these do not appreciably affect the
intention of the report.
Learner has referenced all information sources
accurately and consistently using an accepted format
Judgements should be holistic, rather than based on a checklist approach.
3492 version 5
Assessor guidelines
ASM version 1
Page 4 of 4
December 2013
 New Zealand Qualifications Authority 2016