4.6 Assessment
4.6.2 Summative internal assessment 2 (IA2): Examination — combination
Session 1, Part 1: Short response — Criterion: Analysing Chinese texts in English (6 marks) This criterion requires students to respond to two to three Chinese stimulus texts, of which one is written and one is an audio or audiovisual text, which are:
• unseen materials that students have not previously been exposed to directly in class
• authentic
• related to the Unit 3 Topic 2 and 3 subject matter
• written texts 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 three and a maximum of four 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 responses in which ideas are maintained, developed and justified
• have the opportunity to answer at least one question that relies upon more than one stimulus text.
Session 1, Part 2: Extended response — Criterion: Creating Chinese texts with Chinese stimulus (12 marks)
This criterion requires students to respond:
• to a task related to the stimulus texts from the short response
• from their personal perspective, e.g. explain behaviour, reflect on actions and/or propose future courses of action
• in Chinese in 200–300 characters.
Session 2: Unprepared response — Criterion: Exchanging information and ideas in Chinese (12 marks)
This criterion requires students to respond:
• in a one-to-one and student-centred Chinese conversation
• to stimulus texts including
an unseen written or visual stimulus text on a task related to the stimulus used in Session 1, Part 1: Short response — Criterion: Analysing Chinese texts in English
questions in the Chinese conversation
• to unseen questions that provide opportunities to sustain communication, exchange meaning and provide a spontaneous personal response to the stimulus.
The written or visual stimulus text must:
• provide a different perspective from those offered in Session 1
• be provided no more than 10 minutes before the conversation
• contain no more than 75 characters in Chinese or 60 words in English.
The conversation must be recorded as evidence of the quality of the student response and be made available for quality assurance processes.
Conditions
Session 1, Parts 1 and 2: Short response — Criterion: Analysing Chinese texts in English, and Extended response — Criterion: Creating Chinese texts with Chinese stimulus
• Time: 90–100 minutes plus 5 minutes planning for the session.
• Length
Part 1: Short response
written short answer responses in English, up to 100 words per item, with a minimum of three and a maximum of four questions.
Part 2: Extended response
written extended response in Chinese of 200–300 characters.
• Resources
Chinese-English bilingual dictionaries permitted
word processor (with internet disabled) permitted
Chinese audio or audiovisual stimulus text/s may
be heard up to three times
be delivered more slowly than background speaker pace
include judicious pausing.
Session 2: Unprepared response — Criterion: Exchanging information and ideas in Chinese
• Time: 10 minutes planning with the stimulus plus 3–7 minutes of student-centred conversation in Chinese.
• Resources:
no access to materials or notes other than stimulus materials
during 10 minutes planning, students may make notes to use as prompts
during 3–7 minutes of student-centred conversation, students may use notes prepared in planning time.
Summary of the instrument-specific marking guide
The following table summarises the criteria, assessment objectives and mark allocation for the examination — combination response.
Criterion Objectives Marks
Analysing Chinese texts in English 1, 2 and 3 6
Creating Chinese texts with Chinese stimulus 1, 4 and 5 12
Exchanging information and ideas in Chinese 1, 4, 5 and 6 12
Total 30
Instrument-specific marking guide
Criterion: Analysing Chinese texts in English Assessment objectives
1. comprehend Chinese to understand information, ideas, opinions and experiences related to socialising and societal issues and/or ideas
2. identify tone, purpose, context and audience to infer meaning, values and attitudes related to socialising and societal issues and/or ideas
3. analyse and evaluate information and ideas to draw conclusions and justify opinions, ideas and perspectives related to socialising and societal issues and/or ideas
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 socialising and societal issues and/or ideas
• perceptive identification of tone, purpose, context and audience to draw a valid and justifiable interpretation of inferences about meaning, values and attitudes related to socialising and societal issues and/or ideas
• 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 socialising and societal issues and/or ideas.
6
• effective comprehension of information and ideas in most of the stimulus texts related to socialising and societal issues and/or ideas
• effective identification of tone, purpose, context and audience to draw an interpretation of inferences about meaning, values and attitudes related to socialising and societal issues and/or ideas
• effective analysis and evaluation of most relevant information and ideas in stimulus texts to draw conclusions with justification of opinions, ideas and perspectives related to socialising and societal issues and/or ideas.
5
• comprehension of the gist and obvious information from some of the stimulus texts related to socialising and societal issues and/or ideas
• identification of purpose, context and/or audience related to socialising and societal issues and/or ideas
• analysis of some relevant information and ideas in stimulus texts to draw conclusions with some justification from the text/s related to socialising and societal issues and/or ideas.
4
• comprehension of parts of the stimulus texts related to socialising and societal issues and/or ideas
• identification of context and/or audience related to socialising and societal issues and/or ideas
• analysis of some information and ideas in stimulus texts to draw conclusions.
3
• comprehension of parts of the stimulus texts related to socialising and societal issues and/or ideas
• analysis of some information. 2
• comprehension of some words and/or phrases related to socialising and societal issues
and/or ideas. 1
• does not satisfy any of the descriptors above. 0
Criterion: Creating Chinese texts with Chinese stimulus Assessment objectives
1. comprehend Chinese to understand information, ideas, opinions and experiences related to socialising and societal issues and/or ideas
4. apply knowledge of Chinese language elements, structures and textual conventions to convey meaning appropriate to context, purpose, audience and cultural conventions related to socialising and societal issues and/or ideas
5. structure, sequence and synthesise information to justify opinions, ideas and perspectives related to socialising and societal issues and/or ideas
In responding in Chinese to Chinese texts, the student work has the following
characteristics: Marks
• discerning application of conventions and use of language elements to write a comprehensive response to stimulus texts and the task in proficient and complex Chinese related to socialising and societal issues and/or ideas
• provision of a cohesive and detailed personal response/justified opinion in relation to topics identified in stimulus texts and the task related to socialising and societal issues and/or ideas
• discerning selection, sequencing and synthesis of details from Chinese stimulus texts to support the personal response/justified opinions related to socialising and societal issues and/or ideas.
11–12
• appropriate application of conventions and use of language elements to write a response to stimulus texts and the task in mostly proficient and complex Chinese related to socialising and societal issues and/or ideas
• provision of an effective personal response and/or opinion in relation to topics identified in stimulus texts and the task related to socialising and societal issues and/or ideas
• effective selection, sequencing and synthesis ofdetails from Chinese stimulus texts to support the personal response/justified opinions related to socialising and societal issues and/or ideas.
9–10
• application of conventions and language elements to write a response to stimulus texts and the task with sufficient proficiency to convey meaning related to socialising and societal issues and/or ideas
• provision of a clear personal response and/or opinion in relation to the task related to socialising and societal issues and/or ideas
• purposeful selection, sequencing and synthesis of details from Chinese stimulus texts to support the personal response/justified opinions related to socialising and societal issues and/or ideas.
7–8
• application of conventions and some language elements to write a response to some stimulus texts and/or the task, in which the overall response can be understood
• explanation of the topic related to socialising and societal issues and/or ideas
• adequate selection, sequencing and synthesis of some details from Chinese stimulus texts to support the personal response/justified opinions related to socialising and societal issues and/or ideas
5–6
• application of some language elements to write a response
• explanation of some aspects of the topic related to socialising and societal issues and/or ideas
• fragmented selection, sequencing and synthesis of a response to Chinese stimulus texts related to socialising and societal issues and/or ideas
3–4
In responding in Chinese to Chinese texts, the student work has the following
characteristics: Marks
• isolated use of Chinese language related to socialising and societal issues and/or ideas
• disjointed selection and sequencing in a response to Chinese stimulus texts related to
socialising and societal issues and/or ideas. 1–2
• does not satisfy any of the descriptors above. 0
Criterion: Exchanging information and ideas in Chinese Assessment objectives
1. comprehend Chinese to understand information, ideas, opinions and experiences related to socialising and societal issues and/or ideas
4. apply knowledge of Chinese language elements, structures and textual conventions to convey meaning appropriate to context, purpose, audience and cultural conventions related to socialising and societal issues and/or ideas
5. structure, sequence and synthesise information to justify opinions, ideas and perspectives related to socialising and societal issues and/or ideas
6. use strategies to maintain communication and exchange meaning in Chinese to discuss socialising and societal issues and/or ideas with peers and Chinese-speaking community members
In exchanging information and ideas in Chinese, the student work has the
following characteristics: Marks
• synthesis 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 socialising and societal issues and/or ideas
• discerning application of conventions and use of language features in a spoken
conversation to respond to the stimulus related to socialising and societal issues and/or ideas
• use of strategies to generate and maintain communication to provide a personal response related to socialising and societal issues and/or ideas.
11–12
• synthesis of most relevant information and ideas in texts to draw valid conclusions with justification of opinions, ideas and perspectives related to socialising and societal issues and/or ideas
• proficient application of conventions and use of language features with occasional errors in a spoken conversation in Chinese to respond to the stimulus related to socialising and societal issues and/or ideas
• use of strategies to maintain communication to provide a personal response related to socialising and societal issues and/or ideas.
9–10
• synthesis of some relevant information and ideas in stimulus texts to draw conclusions with justification of opinions, ideas and perspectives related to socialising and societal issues and/or ideas
• use of suitable language features with errors that do not impede meaning in a spoken conversation related to the stimulus
• occasional need for prompting to maintain communication and provide a personal response related to socialising and societal issues and/or ideas.
7–8
• comprehension of some relevant information and ideas in stimulus texts and draw conclusions with some justification from the text/s related to socialising and societal issues and/or ideas
• use of language features with errors that impede meaning but overall response can be understood
• frequent need for prompting to maintain communication and provide a response related to socialising and societal issues and/or ideas.
5–6
• comprehension of some information in stimulus texts related to socialising and societal issues and/or ideas
• use of language features with frequent errors that impede meaning but some information can be understood
3–4
In exchanging information and ideas in Chinese, the student work has the
following characteristics: Marks
• is hesitant, relying heavily on prompts and cues to communicate related to socialising and societal issues and/or ideas.
• comprehension of some words and phrases in the stimulus texts
• isolated use of some Chinese phrases or words related to socialising and societal issues
and/or ideas. 1–2
• does not satisfy any of the descriptors above. 0
5 Unit 4: 我的未来 — My future
5.1 Unit description
In Unit 4, students focus on their final year of school and their post-school future. This includes end-of-school celebrations, students’ plans for their immediate future and how these plans, responsibilities and aspirations compare with those of young Chinese speakers. As students research and discuss, and then create texts relevant to school leavers, they consolidate their knowledge and understanding of a range of language elements, structures and text types.
Students are offered opportunities to use Chinese, to explore their perspectives on issues relevant to their futures and to the futures of their peers, and to reflect on the end of their school lives.
Unit requirements
In Unit 4, 我的未来 — My future, subject matter is organised into two topics that require a notional 55 hours of teaching, learning and assessment in total, with a suggested:
• 27 hours on Unit 4 Topic 1: Finishing secondary school, plans and reflections
• 28 hours on Unit 4 Topic 2: Responsibilities and moving on.
Suggestions for Chinese resources and texts are incorporated in the subject matter.