NCEA Level 2 Media Studies (90278) 2008 – page 1 of 6
Assessment Schedule – 2008
Media Studies: Demonstrate understanding of messages and / or values, and
representations within media texts (90278)
Note: In all cases, the final arbiter of a grade awarded or not awarded will be the standard, its
achievement criteria, and its explanatory notes, not the examination or specifics of its questions.
In the critical N / A boundary, every effort will be made to give the candidate the benefit of the doubt.
For the A / M and M / E boundaries, candidates must present a convincing case for awarding of the
higher grade.
Responses that describe, explain, or analyse more than ONE representation AND / OR more than ONE
message / value will not be penalised. In some cases, for example, compare / contrast, additional
representations OR messages / values may assist candidates in reaching a higher grade.
Rote-learned essays, no matter how authoritative, will not necessarily guarantee Achievement with
Excellence. There must be sufficient evidence of independent analysis and sophisticated personal
understanding to justify this grade.
Evidence Statement
Part
(a)
Achievement
Achievement with Merit
Achievement with Excellence
A specific group / culture represented in media texts studied this year is named and at least TWO
identifying characteristics are described.
Eg:
“New Zealand youth, 13 to 18-years-old; New Zealand Pasifika youth; suburban housewives; Kiwi males;
New Zealand sportspeople.”
Notes:
1. ‘Teenagers’ or ‘women’ are not sufficiently specific descriptions by themselves and will need at
least ONE additional parameter such as age range, race, role (housewives, students, New
Zealanders etc).
2. This response will be consulted for assessment only where there is an unconvincing or imprecise
definition of the specific group / culture presented within the written response to (b).
3. Further details of this definition will be interpreted from an holistic reading of the written response
to (b) to identify implied parameters in cases where there is an unconvincing or imprecise
definition presented overtly.
For example, where the group / culture is identified only as ‘women’, but there are further implied
parameters from the texts and examples given that narrow the group down, such as ‘New
Zealand married women’, ‘American, middle-aged women’ or ‘young working women 18 to 30’,
the group / culture will be considered sufficiently precise to satisfy the standard and the examination
requirements.
(b)
Representation (AC1)
Candidate describes ONE
representation, with supporting
evidence from at least TWO
media texts.
A specific group / culture is
identified and described as for (a)
above.
As for Achievement, plus:
(AC1 AND AC2)
As for Achievement with Merit, plus:
(AC1 OR AC2)
Candidate explains at least ONE
representation AND ONE
message / value, with
supporting evidence from at
least TWO media texts, ie WHY
the representation AND the
message / value are presented
or created by the techniques,
Candidate analyses at least ONE
representation OR ONE message
/ value, with supporting evidence
from at least TWO media texts, ie
candidate considers the wider
implications for the specific group /
culture AND / OR wider society.
NCEA Level 2 Media Studies (90278) 2008 – page 2 of 6
Eg:
“We studied New Zealand
housewives and the way they are
represented in media texts…”
Representations are how a
group is represented ie the
particular image they are given or
that is projected by details of the
media texts.
The representation must be
specific and detailed.
Eg:
“In westerns, women are
represented as homemakers
whose role is to support the
husband and family, rather than
career women with an
independent life outside the
home.”
General, non-specific statements
such as ‘Boy racers are
represented negatively /
positively…’ are not sufficient.
The description must be
illustrated by specific examples
from at least TWO media texts,
described in convincing detail.
Eg:
“In the episode of The Simpsons,
‘XXX YYY’, Bart … Homer in
response … and the result was
…
This shows Homer as a ‘typical’
American husband and father—
fat, lazy, and stupid.
In the episode ‘AAA BBB’ of
Family Guy, the father … (second
example).”
OR
“New Zealand sportspeople are
often represented as being role
models and representing what a
good citizen should be.
In a promotional lift-out from The
New Zealand Herald, the ‘Silver
Ferns’ are shown as hardworking
women who strive to achieve
excellence in their field.
Important attributes such as
‘passion and pride’ are
highlighted … the photos show
the ‘Ferns’ holding a New
language, etc of the media texts
is clearly explained.
Explanation of HOW ONE
representation AND ONE
message / value are created is
generally sufficient only for
Achievement since it is in effect
a description of the
representation.
However, especially convincing
or detailed explanations of HOW
a representation and message
/ value are delivered / created
that go beyond surface features
may be considered sufficient.
The effect of the
representation AND the
message / value communicated
by the techniques, language, etc
of the media texts is clearly
explained.
The explanation must be
convincingly detailed and
supported by specific evidence
that demonstrates the claims
made.
Eg:
“This representation reflects the
values seen to be important to
New Zealanders.
As an ‘outdoor’ nation, with a
history of high-achieving
sportspeople, the media promote
success in sport as a way of
being successful in life...
When sportspeople do not live
up to the ‘hero’ status promoted
through the media, they are
represented as somehow letting
all New Zealanders down, rather
than as individuals who have lost
a match …
In article ‘XXXX’ from The New
Zealand Herald (Monday, 19
November 2007), the ‘Silver
Ferns’ are said to be ‘dethroned’, which suggests they
were once royalty, not just sports
stars. This creates the
impression…”
[Part answer only of ONE
possible approach.]
Supporting evidence should
Aspects candidates might consider
could include such things as
marketing / targeting an audience,
reflecting / challenging society’s
standards, impact on the general
society’s attitudes / values
(promulgating intolerance,
judgementalism, labelling and
stereotyping, gender role changes,
etc), AND / OR effect on the
specific group / culture itself
(becoming outcasts, living up to
their ‘image’, etc).
Eg:
“Promoting sportspeople to ‘hero’ or
‘royalty’ status has implications both
for the group and society.
By attributing these values to
sportspeople we see them as
representing our ideas of what
makes a ‘good’ New Zealander,
rather than what makes them who
they are as individuals.
This creates a sense of nationhood,
and promotes a sense of common
values and aspirations which are
necessary for a society to function…
It is a function of media institutions
to promote common goals and
dominant values…”
[Part answer. Other specific
evidence is required.]
The analysis must be convincing,
detailed and supported by specific
evidence that demonstrates the
claims made.
Reference to ONE media text only
will not be sufficient for
Achievement with Excellence.
Candidates will refer to TWO OR
MORE media texts and are
expected to refer to other texts /
references to support their
arguments. These may include such
things as further media texts,
statistics, quotes from ‘experts’, etc.
At Excellence level, it is not
sufficient to simply quote other
academic opinions, unless the
candidate provides substantiation in
the form of examples, concrete
research findings, statistical data,
etc AND / OR evidence of
significant personal reflection, ideas
NCEA Level 2 Media Studies (90278) 2008 – page 3 of 6
Zealand Flag, showing they are
playing for the nation…”
[Part answers.]
provide more specific examples,
and ONE other text should be
referenced.
Descriptions that focus on
costume or other aspects of
external appearance alone such
as ‘gangsta / hip hop’ clothing
worn by Pasifika youth, or the
‘pimp slide’, are not sufficient.
They are means to effect a
representation, not a
representation ie part of how the
representation is created.
Reference to ONE media text
only will not be sufficient for
Achievement with Merit.
ONE media text may be
considered sufficient if:

the candidate has
convincingly demonstrated
understanding of
representations in media
texts
AND

the candidate refers to a
different media text in
addressing a message /
value.
Message / Value (AC2)
ONE message / value is
described in some detail, with
supporting evidence from at least
TWO media texts.
The distinction between
messages / values will not be
considered critical since there is
considerable overlap, but they
should NOT simply be
representations.
Messages should include a
statement that implies a lesson,
moral, or idea.
Eg:
“Women are valued only for their
beauty / sex appeal; people
should not judge others by their
appearance; the consequence of
rebellion is punishment; etc.”
Values are preferences, tastes,
or ethics conveyed by the media
texts, which may include the
values held by members of the
represented group / culture
Suppositions prefaced by
phrases such as ‘may have…’,
‘could have…’, etc are not
sufficient.
Comparisons between different
media texts with different
representations of the same
specific group / culture AND /
OR different messages /
values, together with some
explanation, may also be
sufficient, depending on the
quality of the case presented.
or conclusions drawn.
Unsupported suppositions or
‘guesstimates’ will not be
considered sufficient: claims must
be supported by empirical evidence
from external sources.
NCEA Level 2 Media Studies (90278) 2008 – page 4 of 6
within the media texts.
Eg:
“The media texts we studied
representing Pasifika youth
showed that their culture values
respect …”
OR
“One message presented about
New Zealand sportspeople is that
they are valued because sport is
an important part of the New
Zealand lifestyle.”
The message / value should be
connected to the representation,
but this can be interpreted fairly
generously, as long as it:

relates to the specific group /
culture under discussion
AND

is adequately supported by
evidence presented from the
media texts referenced.
Evidence should be specific. It is
not enough to say, for example,
‘In The Waltons, the family is
always portrayed as
…’ by itself.
Statements such as this must be
followed by a specific and
detailed example, ‘For instance,
in the episode…’
ONE media text may be
considered sufficient if:

the candidate has presented
a convincing argument that
demonstrates clear
understanding of messages /
values in media texts
AND

the candidate refers to a
different media text in
addressing a
representation.
NCEA Level 2 Media Studies (90278) 2008 – page 5 of 6
Judgement Statement
Part
Achievement
Achievement with Merit
Achievement with Excellence
(a)
A specific group / culture represented in media texts studied this year is named and at least TWO
identifying features are described.
(b)
Representation (AC1)
Candidate describes ONE
representation, with
supporting evidence from at
least TWO media texts.
A specific group / culture is
identified and described as for
(a) above.
Representations are how a
group is represented ie the
particular image they are
given or that is projected by
details of the media texts.
The representation must be
specific and detailed.
General, non-specific
statements are not sufficient.
The description must be
illustrated by specific
examples from at least TWO
media texts, described in
convincing detail.
Descriptions that focus on
costume or other aspects of
external appearance alone,
are not sufficient. They are
means to effect a
representation, not a
representation ie part of how
the representation is
created.
ONE media text may be
considered sufficient if:

the candidate has
convincingly
demonstrated his or her
understanding of
representations in media
texts
AND

the candidate refers to a
different media text in
addressing a message /
As for Achievement, plus:
(AC1 AND AC2)
Candidate explains at least
ONE representation AND
ONE message / value, with
supporting evidence from at
least TWO media texts ie
WHY the representation
AND the message / value
are presented or created by
the techniques, language, etc
of the media texts is clearly
explained.
Explanation of HOW ONE
representation AND ONE
message / value are created
is generally sufficient only for
Achievement since it is in
effect a description of the
representation.
However, especially
convincing or detailed
explanations of HOW a
representation and
message / value are
delivered / created that go
beyond surface features may
be considered sufficient.
The effect of the
representation AND the
message / value
communicated by the
techniques, language, etc of
the media texts is clearly
explained.
The explanation must be
convincingly detailed and
supported by specific
evidence that demonstrates
the claims made.
Reference to ONE media text
only will not be sufficient for
Achievement with Merit.
As for Achievement with Merit,
plus:
(AC1 OR AC2)
Candidate analyses at least ONE
representation OR ONE message
/ value, with supporting evidence
from at least TWO media texts ie
candidate considers the wider
implications for the specific group /
culture AND / OR wider society.
Aspects candidates might consider
could include such things as
marketing / targeting an audience,
reflecting / challenging society’s
standards, impact on the general
society’s attitudes / values
(promulgating intolerance,
judgementalism, labelling and
stereotyping, gender role changes,
etc), AND / OR effect on the
specific group / culture itself
(becoming outcasts, living up to
their ‘image’, etc).
The analysis must be convincing,
detailed and supported by specific
evidence that demonstrates the
claims made.
Reference to ONE media text only
will not be sufficient for
Achievement with Excellence.
Candidates will refer to TWO OR
MORE media texts and are
expected to refer to other texts /
references to support their
arguments. These may include
such things as further media texts,
statistics, quotes from ‘experts’, etc.
At Excellence level, it is not
sufficient to simply quote other
academic opinions without
substantiation in the form of
examples, concrete research
findings, statistical data, etc AND /
OR evidence of significant personal
reflection, ideas or conclusions
NCEA Level 2 Media Studies (90278) 2008 – page 6 of 6
value.
Message / Value (AC2)
ONE message / value is
described in some detail, with
supporting evidence from at
least TWO media texts.
The distinction between
messages / values will not
be considered critical since
there is considerable overlap,
but they should NOT simply
be representations.
Messages should include a
statement that implies a
lesson, moral, or idea.
Values are preferences,
tastes, or ethics conveyed by
the media texts, which may
include the values held by
members of the represented
group / culture within the
media texts.
The message / value should
be connected to the
representation, but this can
be interpreted fairly
generously, as long as it:

relates to the specific
group / culture under
discussion
AND

is adequately supported
by evidence presented
from the media texts
referenced.
Evidence should be specific
and detailed.
ONE media text may be
considered sufficient if:

the candidate has
presented a convincing
argument that
demonstrates their clear
understanding of
messages / values in
media texts
AND

the candidate refers to a
different media text in
drawn.
Suppositions prefaced by
phrases such as ‘may
have…’, ‘could have…’, etc
are not sufficient.
Comparisons between
different media texts with
different representations of
the same specific group /
culture AND / OR different
messages / values, together
with some explanation, may
also be sufficient, depending
on the quality of the case
presented.
Unsupported suppositions or
‘guesstimates’ will not be
considered sufficient: claims must
be supported by empirical evidence
from external sources.
NCEA Level 2 Media Studies (90278) 2008 – page 7 of 6
addressing a
representation.