Exemplar for Internal Achievement Standard French Level 1

Transcription

1 Exemplar for internal assessment resource French for Achievement Standard Exemplar for Internal Achievement Standard French Level 1 This exemplar supports assessment against: Achievement Standard Write a variety of text types in French on areas of most immediate relevance An annotated exemplar is an extract of student evidence, with a commentary, to explain key aspects of the standard. These will assist teachers to make assessment judgements at the grade boundaries. New Zealand Qualification Authority To support internal assessment from 2014 NZQA 2014

2 Exemplar for internal assessment resource French for Achievement Standard Grade Boundary: Low Excellence 1. For Excellence, the student needs to write a variety of text types in effective French, on areas of most immediate relevance. This involves a development of the information, ideas and opinions which is controlled and integrated. The writer capably selects and successfully uses language and language features that are fit for purpose and audience. Communication is not hindered by inconsistencies. The student has shown effective French through capable selection and successful use of a range of language and generally controlled development of information/ideas/opinions, e.g. en pierre (1), mais mon collége est en ville (2), aussi j ai dansé avec mes amis (3). Personal ideas and opinions are expressed, e.g. c est intéressant mais fatigant (4) and the student has communicated beyond the immediate context over the range of texts, e.g. je suis allé en Australie (5), nous sommes partis le huit mai (6). For a more secure Excellence grade, there will be more careful selection of language. Some expressions chosen, although understandable, need to show more successful selection, e.g. c est mal (7), mes dernières vacances d été (8), je suis á la theatre (9) this is however not predominant overall. Also, since this standard allows for editing and reworking, there could be more consistency with accent use in the past tense. NZQA 2014

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4 Exemplar for internal assessment resource French for Achievement Standard Grade Boundary: High Merit 2. For Merit, the student needs to write a variety of text types in convincing French, on areas of most immediate relevance. This involves a development of the information, ideas and opinions which is controlled and integrated. The writer capably selects and successfully uses language and language features that are fit for purpose and audience. Communication is not hindered by inconsistencies. The student has shown convincing French through development of the information and ideas, e.g. je dois nettoyer la maison... (1) and L autre jour quand je travaillais dans le jardin... (2). This development is controlled, it fits at all times with what is being said and integrates into the task and context. There is some excellent language across the 3 pieces of writing (particularly in the school holiday piece), e.g. n oubliez pas de porter des vétements chauds (3), j ai mangé un peu de tout (4) and j ai su que nous serions fatigues (5). To reach the Excellence grade, however, there would need to be more consistent evidence of the effective use of language overall. Language such as: j essaye trés dur mais mes points sont terribles (6), les xamens de nombreux (7) and la chocolat gateau (8) is frequent enough to mean that the criteria is not met. To reach Excellence, inconsistencies will not hinder communication, e.g. Combien de temps vous et votre père loin? and (9) Avérez-vous se refroidir (10). NZQA 2014

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7 Exemplar for internal assessment resource French for Achievement Standard Grade Boundary: Low Merit 3. For Merit, the student needs to write a variety of text types in convincing French, on areas of most immediate relevance. This involves a development of the information, ideas and opinions which is controlled and integrated. The writer capably selects and successfully uses language and language features that are fit for purpose and audience. Communication is not hindered by inconsistencies. The student has expressed personal information and opinions and there is some development of the information, e.g. le restaurant était très confortable (1), Saint Germain se trouve (2) and je dois dire (3). There is evidence of communicating beyond the immediate context, e.g. je suis sortie avec des amis (4), il déménagera (5) and mon amie Françoise a dû payer pour moi (6). To sit more securely in Merit there will be additional evidence of the convincing use of a range of language. In this evidence there is an attempt to provide a range of language however with mixed success. Also, since this is a standard where the writing can be reworked and edited, it can be expected that accents are present on typed work, especially where they affect meaning, e.g. in past tenses. For a more secure Merit, inconsistencies will not significantly hinder communication. More care with language such as j ai senti très joyeuse après (7) and je n ai plus eu tout l argent donc quand il a venu commander le dessert (8) would result in a more secure Merit. NZQA 2014

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10 Exemplar for internal assessment resource French for Achievement Standard Grade Boundary: High Achieved 4. For Achieved, the student needs to write a variety of text types in French, on areas of most immediate relevance. Variety refers to texts selected from a range of different text types, which have been created for different purposes. In this exemplar, there is evidence of personal information and opinions, e.g. j avais seulement un jean (1) and ce weekend était vraiment amusant (2), and development. There is evidence that the student is able to communicate beyond the immediate context, e.g. nous avons regardé un bon film (3), le weekend prochain je vais aller à Wellington (4) and il y avait des loups dans la caverne (5). In order to reach Merit, there would need to be additional evidence of language and language features that are fit for purpose and audience. Careful proofing and editing of the work would result in identification of errors such as de une une grande ours (6), nous avons mange (7) and avec Renoir Renoir pour voir le concert (8). If corrected, this would lead to language that is more fit for purpose. To reach Merit, inconsistencies should not significantly hinder communication, e.g. On vraiment vouloir toi rencontrer nous ici (9). NZQA 2014

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12 Exemplar for internal assessment resource French for Achievement Standard Grade Boundary: Low Achieved 5. For Achieved, the student needs to write a variety of text types in French, on areas of most immediate relevance. Variety refers to texts selected from a range of different text types, which have been created for different purposes. The student has communicated some basic information, ideas and opinions, e.g. c est une comédie romantique (1), c est délicieux (2). There is evidence in writing B of an ability to communicate beyond the immediate context, e.g. nous allons aller acheter (3), je vais aller voir le film (4). Additional evidence of mastery of language at this level would result in a more secure Achieved performance, e.g. there would be more consistent evidence that the student is able to talk about past events je allée (5), je preparé (6), je devais resté (7). For a more secure Achieved, inconsistencies will not hinder communication, e.g. Sophie rejoindre Charlie et Claire qui est regarder pour perdu l amore (8), je suis aller ma maison demain alors je vu ma mére (9). NZQA 2014

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14 Exemplar for internal assessment resource French for Achievement Standard Grade Boundary: High Not Achieved 6. For Achieved, the student needs to write a variety of text types in French, on areas of most immediate relevance. Variety refers to texts selected from a range of different text types, which have been created for different purposes. In this exemplar, the overall message is generally communicated. There needs to be evidence that the student is able to communicate beyond the immediate context. There is an attempt to do this, e.g. j ai danse (1), je suis restes (2), je me suis case (3). To reach Achieved, there would need to be further evidence that the student has mastered the language required to communicate about past and/or future events. The correct use of some of the formulaic language attempted, and increased care with word choice and spelling, would also result in additional evidence of mastery of language at this level. To reach Achieved, inconsistencies will not hinder communication, e.g. ma soeur exité ma famille il a vingt et un aussi mon frère a dix-neuf ans (4). NZQA 2014

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