Internal assessment resource English 1.10B for Achievement Standard 90854
PAGE FOR TEACHER USE
Internal Assessment Resource
English Level 1
This resource supports assessment against:
Achievement Standard 90854
Form personal responses to independently read texts,
supported by evidence
Resource title: Read to Succeed
4 credits
This resource:

Clarifies the requirements of the standard

Supports good assessment practice

Should be subjected to the school’s usual assessment quality assurance
process

Should be modified to make the context relevant to students in their school
environment and ensure that submitted evidence is authentic
Date version published
by Ministry of Education
December 2010
Authenticity of evidence
Teachers must manage authenticity for any
assessment from a public source, because students
may have access to the assessment schedule or
student exemplar material.
To support internal assessment from 2011
Using this assessment resource without modification
may mean that students work is not authentic. The
teacher may need to change figures, measurements or
data sources or set a different context or topic to be
investigated or a different text to read or perform.
This resource is copyright © Crown 2010
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Internal assessment resource English 1.10B for Achievement Standard 90854
PAGE FOR TEACHER USE
Internal Assessment Resource
Achievement Standard English 90854: Form personal responses to
independently read texts, supported by evidence
Resource reference: English 1.10B
Resource title: Read to Succeed
Credits: 4
Teacher guidelines
The following guidelines are supplied to ensure that teachers can carry out valid and
consistent assessment using this internal assessment resource.
Teachers need to be very familiar with the outcome being assessed by Achievement
Standard English 90854. The achievement criteria and the explanatory notes contain
information, definitions, and requirements that are crucial when interpreting the standard
and assessing students against it.
Context/setting
This activity requires students to form personal responses to at least six independently read
texts that are connected to texts studied in class, broadening the students’ understanding of
the set texts. These responses and supporting evidence can be presented in written and/or
oral forms. Students must include at least four independently read written texts, two of
which must be extended texts. The other texts can be visual, oral, or written.
This activity will take place over most of the school year and should be integrated into other
aspects of the classroom programme. Give students the opportunity to respond in a variety
of ways (written and/or oral) to their selected texts. Also:

provide frequent opportunities for independent reading of texts within the programme
and encourage reading outside the classroom

include class and group discussion about a wide range of reading material

early in the programme, model reading strategies and appropriate ways of creating
responses

design a tracking system that suits your own practice and that of your students.
Conditions

This activity will use a combination of class time and homework time.

Sight reading material and discuss texts and responses with students frequently enough
to ensure authenticity of reading and response.

Offer a range of assessment activities, rather than one type for every response (i.e., a
student might offer evidence in the form of an oral or dramatic presentation – see
Resource 1).
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Internal assessment resource English 1.10B for Achievement Standard 90854
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Resource requirements
Text lists, which include written texts from the school library and suggestions for visual and
oral texts, connected to the in-class text study by theme, text type, author, or subject. These
should offer a wide variety of texts:

at reading levels from curriculum level 6 onwards

offering different cultural perspectives including New Zealand and world texts

in a range of genre

from a variety of time periods.
Additional information
Opportunities also exist to connect the wide reading responses to the assessment of other
internal standards such as AS 90053: Produce formal writing and AS 90857: Construct and
deliver an oral text. Wherever such integration between different parts of the programme
occurs, teachers must ensure that the work presented for each assessment is developed
sufficiently in order to meet the criteria for each standard. In all such cases, teachers should
refer closely to each relevant standard including the Explanatory Notes and the Conditions
of Assessment Guidelines.
The Conditions of Assessment Guidelines state:

Text selection: It is important that texts should be appropriate to curriculum level 6.
Judgements on the suitability of the level of text selection should be made holistically
across the range of the six texts chosen.

Technical or stylistic accuracy of written responses is not being assessed, nor is the
production quality of oral responses. However, the quality of the response should be
such that the meaning conveyed by the response in demonstrating personal
understandings of, engagement with, and/or viewpoints on, texts is clear.
This resource is copyright © Crown 2010
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Internal assessment resource English 1.10B for Achievement Standard 90854
PAGE FOR STUDENT USE
Internal Assessment Resource
Achievement Standard English 90854: Form personal responses to
independently read texts, supported by evidence
Resource reference: English 1.10B
Resource title: Read to Succeed
Credits: 4
Achievement
Form personal responses to
independently read texts,
supported by evidence.
Achievement with Merit
Form convincing personal
responses to independently
read texts, supported by
evidence.
Achievement with
Excellence
Form perceptive personal
responses to independently
read texts, supported by
evidence.
Student instructions
Introduction
This assessment activity requires you to form personal responses to at least six
independently read texts that are connected to texts studied in class.

Your independently read texts must include at least four written texts, two of which must
be extended or long texts (such as novels or biographies).

The other texts can be visual, oral, or written.

Written texts read to the class could be included as oral texts, but not as written texts.

All written texts must be selected and read by you.

Your responses can be presented in written and/or oral forms.
During the year, your class will be studying a variety of texts. For each text, your teacher
will provide a list of related texts available in your school library and suggestions for visual
and oral texts. Texts on these lists will be connected to the studied text in some way (e.g.,
by theme, setting, author, culture).
You may use texts not on these lists, but they must be pre-approved by your teacher.
You need to convince your teacher that you are reading and responding to texts in an
ongoing way. The following guidelines apply:

Bring written texts to class, as this helps your teacher keep in touch with your reading.

Present your responses to texts as you finish each text throughout the year – this is the
easiest way to confirm that this is your own work.

If you choose to hand in multiple entries at one time later in the year, you will have to
get your teacher’s permission in advance and organise a way to keep your teacher up
to date about what you are reading.
This resource is copyright © Crown 2010
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Internal assessment resource English 1.10B for Achievement Standard 90854
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Task 1: Tracking your texts (not assessed)
Keep a record of the texts you have used, for example, by using a table such as the one
below.
Text title
Author/director
Text type
Desert Flower
Waris Dirie
Autobiography
13th March
Two Cars, One
Night
Taika Waititi
Short film
29th April
Related
class text
Submitted
Task 2: Forming a personal response to texts (assessed)
For each response, state the title of the text, its author/director, the text type, and when you
completed reading/viewing/listening to it.
Format of response
Your response can be in essay form, or alternatively, in negotiation with your teacher, you
could write paragraphs or numbered or bullet-pointed responses.
Opinions
For each text, give a personal opinion on aspects of the text and support each opinion with
a reference to specific details from the text (e.g., a quotation or a specific reference, not just
plot). See Resource 1 for some starter questions.
Assessment
You will be assessed on:

the quality of your personal response to each text

your selection of appropriate evidence to support your opinion(s).
A convincing and perceptive response will express your viewpoint in a reasoned way, with
relevant supporting material from the text. Insights could be offered by:

discussing how and/or why the text has affected your ideas or views

explaining why a particular feature of the structure or style of the text caught your
attention and the effect that had on your understanding

discussing how the text made you think about connections with your own life, the world,
or other texts.
This resource is copyright © Crown 2010
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Internal assessment resource English 1.10B for Achievement Standard 90854
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Resource 1: Suggestions for starter questions
You could choose any of these suggestions or use them as a starting point for your own
questions:

What was your response to the text (enjoyment, amusement, thoughtfulness, horror,
disgust, etc.)? What made you feel that way?

Why did the beginning and/or the end of the text interest you?

Why did a character interest you?

Why did the setting interest you?

What did you learn? How did an event or character help you learn this?

How did you react to a scene or idea?

Was the title a good one? Why/why not?
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Internal assessment resource English 1.10B for Achievement Standard 90854
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Assessment schedule: English 90854 Read to Succeed
Evidence/Judgements for Achievement
Evidence/Judgements for achievement
with Merit
Evidence/Judgements for achievement
with Excellence
Written and/or oral personal responses for at least
six independently selected and read texts must be
submitted.
Written and/or oral convincing personal responses
for at least six independently selected and read
texts must be submitted, as for Achievement.
Written and/or oral perceptive personal responses
for at least six independently selected and read
texts must be submitted, as for Achievement.
Form convincing personal responses means
demonstrating personal understandings of,
engagement with, and/or viewpoints on texts
which are generally meaningful. This may also
include responding to links between:
 text and self (e.g. personal contexts and
prior knowledge)
 text and world (e.g. connections with
knowledge, experience, ideas and
imagination from social, cultural, literary,
political or historical contexts).
Form perceptive personal responses means
demonstrating personal understandings of,
engagement with, and/or viewpoints on texts
which show some insight in thought or reflection.
This may also include responding to links
between:
 text and self (e.g. personal contexts and
prior knowledge)
 text and world (e.g. connections with
knowledge, experience, ideas and
imagination from social, cultural, literary,
political or historical contexts).

At least four written texts must be
included, two of which must be extended
texts.

At least four responses must demonstrate
evidence of personal understandings of,
engagement with, and/or viewpoints on a
text and provide supporting evidence
(either quotations or specific details) that
is directly relevant to the opinion.
Form personal responses means demonstrating
personal understandings of, engagement with,
and/or viewpoints on texts. This may also include
responding to links between:
 text and self (e.g. personal contexts and
prior knowledge)
 text and world (e.g. connections with
knowledge, experience, ideas and
imagination from social, cultural, literary,
political or historical contexts).
Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the
Achievement Standard
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