4.6 Assessment
4.6.1 Summative internal assessment 1 (IA1): Examination —
Examination — short response (15%)
Description
Summative internal assessment 1 assesses subject matter from Unit 3 Topic 1: Roles and relationships.
The examination assesses the application of a range of cognitions to multiple provided items — questions related to unseen Chinese stimulus texts.
Student responses must be completed individually, under supervised conditions, and in a set timeframe.
Assessment objectives
This assessment is used to determine student achievement in the following objectives.
1. comprehend Chinese to understand information, ideas, opinions and experiences related to relationships and roles in society
2. identify tone, purpose, context and audience to infer meaning, values and attitudes related to relationships and roles in society
3. analyse and evaluate information and ideas to draw conclusions and justify opinions, ideas and perspectives related to relationships and roles in society
Note: Objectives 4, 5 and 6 are not assessed in this instrument.
Specifications
Requirements: Examination — short response
Short response — Criterion: Analysing Chinese texts in English (15 marks) The criterion requires students to respond:
• to three to five Chinese stimulus texts, of which one is written, one is audio or audiovisual and one is visual, which are:
unseen materials that students have not previously been exposed to directly in class
authentic
related to the Unit 3 Topic 1 subject matter
written text/s and transcripts of 700–1200 characters in length, when combined.
Stimulus materials must be succinct enough to allow students sufficient time to engage with them, but complex enough to allow them to demonstrate the range of cognitions in the ISMGs.
Examination questions must:
• enable students to respond to the range of cognitions required
• consist of a minimum of four and a maximum of six questions
• not specify or lead the student through a series of steps, dictating a solution or the information to be used.
Students should:
• write in full sentences, where appropriate, constructing a response so that ideas are maintained, developed and justified
• have the opportunity to answer at least one question that relies upon more than one stimulus text.
Conditions
Short response — Criterion: Analysing Chinese texts in English
• Time:75–85 minutes plus 5 minutes planning.
• Length: written short answer responses in English, up to 100 words per question, to a minimum of four and a maximum of six questions.
• Resources
dictionaries not permitted
Chinese audio or audiovisual text/s may
be heard up to three times
be delivered more slowly than background speaker pace
include judicious pausing.
Summary of the instrument-specific marking guide
The following table summarises the criteria, assessment objectives and mark allocation for the examination — short response.
Criterion Objectives Marks
Analysing Chinese texts in English 1, 2 and 3 15
Total 15
Instrument-specific marking guide
Criterion: Analysing Chinese texts in English Assessment objectives
1. comprehend Chinese to understand information, ideas, opinions and experiences related to relationships and roles in society
2. identify tone, purpose, context and audience to infer meaning, values and attitudes related to relationships and roles in society
3. analyse and evaluate information and ideas to draw conclusions and justify opinions, ideas and perspectives related to relationships and roles in society
In responding to Chinese texts in English, the student work has the following
characteristics: Marks
• thorough comprehension of information, ideas and/or opinions in all the stimulus texts related to relationships and roles in society
• perceptive identification of tone, purpose, context and audience to draw a valid and justifiable interpretation of inferences about meaning, values and attitudes related to relationships and roles in society
• discerning analysis and evaluation of relevant information and ideas in stimulus texts to draw well-constructed and valid conclusions with well-substantiated justification of opinions, ideas and perspectives related to relationships and roles in society.
14–15
• effective comprehension of information, ideas and/or opinions in most of the stimulus texts related to relationships and roles in society
• effective identification of tone, purpose, context and audience to draw a valid interpretation of inferences about meaning, values and attitudes related to relationships and roles in society
• effective analysis and evaluation of most relevant information and ideas in stimulus texts to draw valid conclusions with justification of opinions, ideas and perspectives related to relationships and roles in society.
12–13
• comprehension of information and ideas in some of the stimulus texts related to relationships and roles in society
• identification of purpose, context and audience to infer some meaning, values and attitudes related to relationships and roles in society
• analysis and evaluation of some relevant information and ideas in stimulus texts to draw conclusions with justification of opinions, ideas and perspectives related to relationships and roles in society.
10–11
• comprehension of the gist and obvious information from some of the stimulus texts related to relationships and roles in society
• identification of purpose, context and audience related to relationships and roles in society
• analysis of some relevant information and ideas in stimulus texts to draw conclusions with some justification from the text/s related to relationships and roles in society.
8–9
• comprehension of parts of the stimulus texts related to relationships and roles in society
• identification of context and/or audience related to relationships and roles in society
• analysis of some information and ideas in stimulus texts to draw conclusions related to relationships and roles in society.
6–7
• comprehension of some parts of the stimulus texts related to relationships and roles in society
• partial identification of context and/or audience related to relationships and roles in society
• analysis of some information related to relationships and roles in society.
4–5
In responding to Chinese texts in English, the student work has the following
characteristics: Marks
• comprehension of some words and phrases related to relationships and roles in society
• cursory identification of context and/or audience. 2–3
• comprehension of some words related to relationships and roles in society. 1
• does not satisfy any of the descriptors above. 0