🤖

Curious4Ever's AI Writing Assessment vs ACARA Benchmarks

See how Curious4Ever’s AI assessment closely matches ACARA’s official evaluations in Narrative and Persuasive writing.

đź“Š Assessment Comparison

See how ACARA’s official assessment compares with our AI-powered assessment on the same response.

đź“ť The Prompt

This is the stimulus (prompt) for the writing task.
My Idea of a Perfect Zoo
What would your perfect zoo look like? Would it be big or small? Would the animals live in cages, open spaces, or something else? Write to describe your idea of a perfect zoo.
  • Start with an introduction. Tell the reader what your zoo will be like.
  • Write your ideas. Describe the animals, their homes, and how visitors will enjoy the zoo.
  • Give reasons. Explain why your zoo would be the best for both animals and people.
  • Finish with a conclusion. Summarise your zoo idea and convince the reader it’s perfect.
Remember to:
  • plan your writing
  • choose words carefully to describe your zoo
  • write in sentences
  • use paragraphs for your ideas
  • check and edit your work so it is clear for a reader

✍️ Student Response

Handwritten response (scanned)
Student handwritten response

I don’t agree with the essay statement on some levels but i agree with it on other levels. In my opinion only certain animals animals should be locked up in I.e. lions, tigers and hippos. But then animals such as birds shouldn't be locked up. Lions tigers and hippos should be locked up because they have a history of eating humans. My idea of a perfect zoo is one similar to the one in Dubbo where the animals are let to run Free. Although I would lock up all of the Dangerous animals. One of the main reasons that i disagree with the statement is because Most zoos mimick the animals natural habitat So well that the animals dont realise that their in a cage. When animals are born in captivity they havent lived in the wild. So they dont know what their missing. Also having animals keept in seperate cages will give them a longer life-span and will reduce the risk of being hunted. Overall I agree with some aspects of the statement.

ACARA Assessment

Total Criteria Score: 30

Audience
Range: 0-6
4
Supports reader understanding with sufficient detail on subject matter. Begins to engage and persuade by attempting to establish relationship with a wider audience through language choices (only certain animals, most zoos mimick, reduce the risk of being hunted).
Text structure
Range: 0-4
2
Text contains two clearly identifiable structural components: introduction and a body. The last sentence is not strong enough to be considered a conclusion.
Ideas
Range: 0-5
3
Several ideas are elaborated with some evidence which is mainly assertion/opinion. A solid Category 3.
Persuasive devices
Range: 0-6
2
Several instances of statements of personal opinion: I do not agree … but I agree; In my opinion … should; My idea of …; One of the main reasons that I disagree …; Overall I agree. Several uses of modality (… shouldn’t be locked up.) Overall, devices are not effective for Category 3.
Vocabulary
Range: 0-5
3
Some use of precise words and word groups: only certain animals, similar to the one, mimick the animals natural habitat so well that, born into captivity, reduce the risk. Not the sustained use needed for Category 4.
Cohesion
Range: 0-4
3
Meaning is clear on first reading. Referencing is correct (I agree with it, lions, tigers and hippos – they, is one … one in Dubbo). Sufficient use of connectives (but then, because, although, so, also, overall).
Paragraphing
Range: 0-3
2
Attempts topic sentences to start each paragraph with some success, e.g. second paragraph. Second and fourth paragraphs have some brief supporting detail. An example of a weak Category 2 text.
Sentence structure
Range: 0-6
3
Most simple, compound and complex sentences are correct but there are not enough sophisticated structures for Category 4. Errors include repetition of animals in second paragraph, fragment in fourth paragraph and incorrect verb (keept).
Punctuation
Range: 0-5
3
Sentence punctuation is mostly correct. One error in fourth paragraph. There are examples of other punctuation, which include commas in lists (correct and incorrect), contractions (one correct and several incorrect), missing apostrophe for possession and some stray capitals. Enough control for Category 3.
Spelling
Range: 0-6
5
Correct spelling of simple words, most common words and at least 10 difficult words. Common words incorrect: mimick, their (they’re), keept. Difficult words correct: statement, opinion, certain, history, similar, dangerous, natural, habitat, realise, captivity, reduce. Challenging words incorrect: seperate.
Curious4Ever Logo
Curious4ever Assessment

Total Criteria Score: 32

Audience
Range: 0-6
4
Supports reader understanding and begins to engage through clear language choices and balanced viewpoints that address reader expectations.
Text structure
Range: 0-4
3
Contains a clear introduction, body with reasons, and conclusion, though the argument development is somewhat uneven.
Ideas
Range: 0-5
4
Ideas are elaborated and contribute effectively to the writer’s position, including arguments for animal safety and visitor experience.
Persuasive devices
Range: 0-6
3
Uses some persuasive devices such as reasoning and comparison, but use is limited and not fully sustained.
Vocabulary
Range: 0-5
3
Includes several precise words (e.g., captivity, mimick) though vocabulary range is moderate and occasionally simple.
Cohesion
Range: 0-4
3
Controlled use of cohesive devices such as referencing and connectives supports reader understanding with minor lapses.
Paragraphing
Range: 0-3
2
Paragraphs focus on single ideas, though some sections lack clear topic sentences and logical progression.
Sentence structure
Range: 0-6
4
Most simple and compound sentences are correct with some complex sentence attempts; meaning is mostly clear.
Punctuation
Range: 0-5
3
Sentence punctuation is mostly correct, but errors such as missing commas and inconsistent capitalization reduce clarity.
Spelling
Range: 0-6
3
Correct spelling of most simple and common words; some errors with difficult words like “mimick” and “seperate”.

đź“ť The Prompt

This is the stimulus (prompt) for the writing task.
The Red Box
Today you are going to write a narrative or story. The idea for your story is “The Red Box.”
What is inside the red box? Is it filled with treasure, something magical, or something unexpected?
What happens when the box is opened? Does it bring adventure, danger, or surprise?
  • Think about the characters. Who are they and how do they find the red box?
  • Think about the complication. What problem happens once the box is opened?
  • Think about the ending. Will the characters solve the problem, or will the box change everything?
Remember to:
  • plan your story before you start
  • write in sentences
  • pay attention to word choice, spelling, punctuation, and paragraphs
  • check and edit your writing when you have finished

✍️ Student Response

Handwritten response (scanned)
Student handwritten response

One sunny Moring My Mum and I were cleaning out the shed, then my mum got a call from work and needed to go, she Said to me " can you please Stay and clean the Shed?" "yes mum" I said "do ya want a friend to come over?" she said "OK I'll go call Hannnah to see if she con come over." So my mum left and hannah came over, we were cleaning untill hannah said "Wats in this little red box ?" I said "Open it and find out." "Ok" said hannah so hannah opened the box all of a sudden we had gold and silver every where! But then we herd a big "BANG" we stoped and looked at ecch other then out of nowhere came a big bully and the bully said "Give me your gold and siiver now!" "No" said hannah "it's ours and your not having it so go away!" But the bully didn't like that at all. So she took it all and ran off "after her!" said hannah So we can as faat co we sould, and hannah opened the box again and then we had Jet packs! Hannah Said this box is magic!" Cool" I said then we caught the bully and got our gold and silver back then When we got home I opened the box and every thing was back to normal. THE END

ACARA Assessment

Total Criteria Score: 22

Audience
Range: 0–6
3
A solid complete story that provides enough contextual information to follow easily. Does not attempt to engage.
Text structure
Range: 0–4
2
Complete narrative with very weak ending.
Ideas
Range: 0–5
3
All ideas relate coherently to a central storyline – finding box of gold, being robbed, the chase, jet packs, retrieving the box.
Character/setting
Range: 0–4
2
Some suggestion of character through interaction with the bully.
Vocabulary
Range: 0–5
2
Simple everyday words and word groups: Little red box, out of nowhere, jet packs, sunny morning.
Cohesion
Range: 0–4
2
Basic linking of the ideas through the noun/pronoun referencing. Uses a restricted range of conjunctions so (so Hannah said… so Hannah opened …), then (then my mum …, and then we …, then we caught … but then …).
Paragraphing
Range: 0–2
0
No paragraphs are indicated.
Sentence structure
Range: 0–6
3
Simple and compound sentences correct, though there is some over-use of ‘and’ towards the end. Enough correct use of complex sentences for category 3.
Punctuation
Range: 0–5
2
Some correct sentence punctuation. Speech marks, question mark and contractions applied correctly.
Spelling
Range: 0–6
3
Most common words are spelled correctly. Common errors: morning, heard, stopped.
Curious4Ever Logo
Curious4ever Assessment

Total Criteria Score: 22

Audience
Range: 0-6
3
The story provides enough information for the reader to follow the events easily, such as the discovery of the red box and the encounter with the bully, supporting reader understanding.
Text structure
Range: 0-4
3
The narrative contains a clear orientation, complication with the bully stealing the treasure, and a resolution where the characters recover their gold and silver.
Ideas
Range: 0-5
3
Ideas are coherent and relate to the storyline, including the discovery of treasure, the bully’s challenge, and the magical jet packs, though elaboration is limited.
Character/setting
Range: 0-4
2
Characters are named and roles established, but characterisation is brief and setting details are minimal, mainly focusing on the shed and the red box.
Vocabulary
Range: 0-5
2
Mostly simple vocabulary is used with some precise words like 'magic' and 'jet packs'; however, word choice is generally basic and repetitive.
Cohesion
Range: 0-4
2
Some basic linking words are used (then, so, but), but cohesion is inconsistent and the text occasionally requires re-reading to clarify meaning.
Paragraphing
Range: 0-2
0
No clear paragraphing is evident; the text is presented as a single block, making it harder to navigate the narrative.
Sentence structure
Range: 0-6
3
Most simple sentences are correct and meaning is clear; some compound sentences are attempted but with errors and occasional run-on sentences.
Punctuation
Range: 0-5
2
Some sentence punctuation is correct, but frequent missing capitals and commas reduce clarity; dialogue punctuation is inconsistent.
Spelling
Range: 0-6
2
Correct spelling of many simple and common words such as 'gold', 'silver', 'box', 'mum', 'friend'; errors in common words like 'moring', 'con', 'untill', 'herd', 'stoped', 'ecch', 'faat', and 'sould' limit the score.

✨ The Takeaway

Our AI assessments align closely with ACARA standards, providing schools and teachers with reliable, scalable writing assessment support.

References

These official ACARA resources provide the marking guidelines and sample student responses referenced on this page.