Vietnamese Supervised assessment: writing. Criteria assessed. Assessment instrument. Sample assessment instrument and student responses

Transcription

1 Vietnamese 2008 Sample assessment instrument and student responses Supervised assessment: writing This sample is intended to inform the design of assessment instruments in the senior phase of learning. It highlights the qualities of student work and the match to the syllabus standards. Criteria assessed Writing Assessment instrument The response presented in this sample is in response to assessment tasks. The tasks were part of the 2010 Queensland Studies Authority (QSA) external examination for Vietnamese. Tasks The assessment tasks can be found on the Victorian Curriculum and Assessment Authority website at: The tasks are from Section 3 Writing in Vietnamese, Questions 6 (Standard A response) and 7 (Standard C response).

2 Instrument-specific criteria and standards Student responses have been matched to instrument-specific criteria and standards; those which best describe the student work in this sample are shown below. For more information about the syllabus dimensions and standards descriptors, see Writing Standard A The student work has the following characteristics: a wide range of vocabulary and grammar is used effectively; where complex language is used, errors do not detract from the overall meaning a range of cohesive devices is used to link aspects of the text Standard C The student work has the following characteristics: a range of familiar vocabulary and grammar is used, although errors are evident basic cohesive devices are used to connect simple ideas Register is appropriate to the situation the register used is generally consistent spelling, punctuation and word order display a high degree of accuracy written communication adheres consistently to the conventions of the text type the writer s ideas and purposes are conveyed effectively with flexibility and originality written text is well-organised and displays a high level of coherence an understanding and response to cultural contexts is clearly evident in the writing. spelling, punctuation and word order contain inaccuracies written communication may feature some aspects of the text type simple ideas are conveyed effectively organisation of the written text is basic and displays some coherence the writing shows some recognition of cultural contexts. Note: Colour highlights have been used in the table to emphasise the qualities that discriminate between the standards. Key: Element to be demonstrated Qualifier or degree Additional elements at the Standard A 2 Vietnamese 2008 Sample assessment instrument and student responses

3 Student response Standard A The annotations show the match to the instrument-specific standards. The use of shading in the annotations indicates elaborations that are not standards-based. Comments Register is appropriate to the situation salutation and date are included A wide range of vocabulary and grammar is used effectively; where complex language is used, errors do not detract from the overall meaning A range of cohesive devices is used to link aspects of the text Spelling, punctuation and word order display a high degree of accuracy Written text is well-organised and displays a high level of coherence Queensland Studies Authority August

4 Student response Standard C The annotations show the match to the instrument-specific standards. Comments Simple ideas are conveyed effectively Spelling, punctuation and word order contain inaccuracies only some errors are noted here Organisation of the written text is basic and displays some coherence A range of familiar vocabulary and grammar is used, although errors are evident 4 Vietnamese 2008 Sample assessment instrument and student responses

5 Comments Basic cohesive devices are used to connect simple ideas repetitive The register used is generally consistent Simple language usage, lack of complex sentence structures, the frequency of errors made, are indicative of a C standard Queensland Studies Authority August