NZQA Assessment Support Material

Transcription

1 NZQA Assessment Support Material Unit standard Title Write an evaluation for a specific purpose (EL) Level 4 Credits 5 Version 1 Student guidelines Introduction Refer to the unit standard document for the outcome, evidence requirements and grading criteria. THIS UNIT STANDARD CAN BE AWARDED WITH AN ACHIEVED, MERIT, OR EXCELLENCE GRADE AWARD OF GRADES For award with Achieved, the purpose of the text is communicated. Content is developed and related to evaluative criteria. Content, structure and layout are appropriate to the audience and the information being evaluated. Recommendations based on findings are made. Information from external sources is summarised, paraphrased and acknowledged. Text is generally coherent and cohesive. A limited range of language features and vocabulary is used. Meaning of the text is generally conveyed but may contain errors and inaccuracies. Range language features may include but are not limited to complete simple and compound sentences; verb forms; pronouns; general nouns; complex noun groups; noun phrases; adjectives and adverb phrases; formal, objective language; comparative and contrastive adjectives and adverbs; connectives; punctuation version 1 ASM version 1 Page 1 of 6

2 AWARD OF GRADES For award with Merit, the purpose of the text is communicated clearly. Content is well developed. Content, structure and layout of the evaluation are appropriate to the specific purpose. Clear and specific recommendations based on findings are made. Information from external sources is paraphrased and integrated. Text is coherent and cohesive with minor lapses. A range of language features and vocabulary is used. Meaning of text is conveyed with minor inaccuracies. For award with Excellence, content is linked. Information from external sources is synthesised. Text is coherent and cohesive with minimal lapses. A wide range of language features and vocabulary is used. Meaning of text is conveyed with minimal inaccuracies. This unit standard has one outcome: Outcome 1: Write an evaluation for a specific purpose (EL). Range one text of at least 800 words; specific purpose may include but is not limited to an evaluation of written text, audiovisual text, product, website, project brief, event, community service, educational programme, performance version 1 ASM version 1 Page 2 of 6

3 Conditions of assessment You must write 800 words. You must submit your drafts and your final copy. You must use information from at least two different sources about the topic being evaluated. Copies of resource materials you use must be submitted with your work. Read through your writing with the checklist and make any changes you need to. Your writing does not need to be perfect but you should try to have as few errors as possible. The assessor needs to be able to understand what you mean. Task Write an evaluation that relates to your learning context. Some examples are given below: Academic: Evaluate a source of information you use/will need to use in your current or future studies a text book a lecture a website a research project an educational programme General: Evaluate an event you attended a movie a community service a performance Workplace: Evaluate the following in the context of your workplace the website a new product that has been developed a project brief a piece of technical equipment version 1 ASM version 1 Page 3 of 6

4 Learner checklist In this assessment task you will need to show you have done the following: or X Written approximately 800 words To Achieve: communicated the purpose of the evaluation. This means that the reason for the text is stated e.g. in the title and introduction To achieve with Merit: communicated the purpose of the evaluation clearly. This means the text is written for a specific audience and purpose. This is made clear in the introduction with an overview of what is being evaluated and why. To Achieve: used content, structure and layout that are appropriate to the audience and the information being evaluated e.g. - Content and structure relate to an evaluation text type. Text begins with an introduction, with an overview of the information being evaluated. The main body of the text consists of linked paragraphs, each with a clear sub-topic. The conclusion sums up the findings and makes recommendations. - Layout is used appropriately to help achieve the purpose of the text. This may include sub-headings, bullet points, numbering, supporting illustrations, maps, diagrams, photographs. To achieve with Merit: ensured that content, structure and layout are appropriate to the specific purpose of the evaluation e.g. - Content, structure and layout show an awareness of the audience for whom the evaluation is intended and its specific purpose e.g. an employer, so a formal tone is used throughout e.g. The following is the correct procedure To Achieve: developed content based on appropriate evaluative criteria. e.g. the evaluative criteria for a product evaluation could include: ease of use, cost, colour, reliability, strength, availability. To achieve with Merit: ensured that content is well-developed. This means that statements are explained and supported with evidence and examples. To achieve with Excellence: ensured that information and/or ideas are closely linked. This means that you have made clear links throughout the text to the evaluative criteria used. Each paragraph in the body of the text relates to a different evaluative criterion. Ideas are linked using connectives e.g. In this way.this occurs because However, it is important to note To Achieve: made recommendations based on findings e.g. The overall design of the product is original and suited to the purpose.. In future the game could be To achieve with Merit: made clear and specific recommendations based on findings. The overall design of the product is original and suited to the purpose.. In future the game could be The following changes would ensure version 1 ASM version 1 Page 4 of 6

5 To Achieve: summarised, paraphrased and acknowledged information used from external sources e.g. - summarise by reducing source material to its most important ideas and writing it in your own words. - paraphrase by changing information from a source into your own words (keeping the same meaning) and citing the author e.g. According to Brown (2011) the main use of - quote from another source e.g. According to Brown (2011, p.7) The most important use is.. - include a reference list at the end of your text with all the sources you have used. To achieve with Merit: paraphrased information from external sources and integrated with your own ideas. This means that information from other sources is changed into your own words and woven with your own content so that the writing flows. To achieve with Excellence: synthesised information from source material. This means that similar ideas from different sources of information are summarised or paraphrased and woven together. To Achieve: presented your ideas in a generally clear and understandable manner and logical order, and used cohesive devices to link ideas between and within paragraphs. To achieve with Merit: presented your ideas in a clear, understandable manner and logical order, and used a range of cohesive devices to link ideas between and within paragraphs, with minor inaccuracies. To achieve with Excellence: presented your ideas in a clear and effective manner, and use a wide range of cohesive devices to link ideas between and within paragraphs, with very few inaccuracies. Cohesive devices may include: - conjunctions e.g. and, but, or - pronoun reference e.g. it, them, those - substitution e.g. The coat of arms is the one that has been chosen by the customer - ellipsis e.g. A selection of handle shapes would allow the customer to select the (handle) shape that best suits their needs. - connectives e.g. however, also To Achieve: used sufficient language features to communicate ideas. To achieve with Merit: used a range of language features to communicate ideas effectively. To achieve with Excellence: used a wide range of language features to communicate ideas precisely and fluently. Language features may include: - complete simple, compound and complex sentences e.g. The lid closes smoothly (simple) The lid closes smoothly and the butterfly hinges work well. (compound) Although the lid closes smoothly and the butterfly hinges work well, it is more difficult to work the handle. (complex) - appropriate verb forms e.g. a selection of handle shapes would allow the user to choose the shape they like the best. - pronouns e.g. it, those, them - general nouns e.g. people, buildings, objects, games - complex noun phrases e.g. the red perspex lid - comparative and contrastive adjectives and adverbs e.g. more colourful, less version 1 ASM version 1 Page 5 of 6

6 expensive, more easily - connectives e.g. although, as well as, in contrast - correct punctuation e.g. capital letters, full stops, commas. To Achieve: used sufficient vocabulary correctly to communicate ideas. To achieve with Merit: used a range of vocabulary to communicate ideas effectively. To achieve with Excellence: used a wide range of vocabulary to communicate ideas precisely and fluently. This may include: - correct meaning of vocabulary e.g. Customers can select lids - correct grammatical form of vocabulary e.g. The selection of lids is - specialised vocabulary e.g. perspex, translucent, transparent - collocation e.g. colour scheme, range of colours - lexical groups e.g. wood, timber, knots, pine, wooden Checked your work to ensure that the meaning of text is clear and that mistakes have been corrected version 1 ASM version 1 Page 6 of 6