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Chinese Extension 2011 Assessment program audit tool

Assessment program audit toolFor Authority subjects

Chinese Extension 2011 Assessment program audit tool

Queensland Curriculum & Assessment Authority

November 2014

Page 2 of 6

14770

Chinese Extension 2011

The purpose of this audit tool is to enable schools to compare the requirements of their assessment program with the minimum assessment requirements of the syllabus, and to subsequently consider possible amendments to their school work program.

Assessment instruments required in Year 12 (including objectives and dimensions assessed)

Conditions required by the syllabus, e.g. word length, time, genre

School assessment instruments (including objectives and dimensions assessed)

Conditions in school work program

Variations

Refer to syllabus verification and post-verification requirements

Refer to the syllabus assessment section

Refer to the schools approved work program

Refer to the schools approved work program

How does the schools assessment program differ from syllabus requirements?

Verification requirements

A minimum of four and a maximum of eight instruments demonstrating a variety of techniques over a range of topics, including:

each mode covered at least twice

at least one instrument requiring an extended passage of writing (approx. 500 characters)

at least one extended response

at least one spoken performance, which shows spontaneity of expression.

Syllabus, p. 25

School assessment program

Assessment categoriesSupervised written

Dimensions assessed:

Knowing, understanding and using

Reasoning and responding

Creating meaning.

Note: Knowing, understanding and using should not be assessed in isolation.

Instruments require responses that are produced independently, under supervision and in a set time frame to ensure authenticity.

Types:

Extended written responses

require sustained analysis, synthesis and evaluation

Short responses

explanations longer than one sentence

ideas maintained, developed and justified

prose of one or more paragraphs

Listening

developed from authentic listening texts

vary in mode of delivery and length

judicious pauses allowable in longer texts

Reading

variety of authentic texts that differ in length, purpose and complexity

by end of course recognise a minimum of 1000 characters

Writing

authentic context, specified audience and clear and realistic purpose

use of Pnyn not acceptable in written responses

seen or unseen questions

written stimulus should neither impede nor assist

at least one task requiring extended writing of approx. 500 characters

Conditions:

recommended time 12 hours

perusal time may be added as required

use of support materials may be appropriate

questions may be seen or unseen

stimulus allowable, length and type appropriate to text type

extended written: 500 characters by the end of Year 12

short response: 150250 characters

Syllabus, pp.1820

Extended response

Dimensions assessed:

Knowing, understanding and using

Reasoning and responding

Creating meaning.

Instruments assess students language proficiency through sustained application of analysis synthesis and evaluation in the development of the response:

may involve more than one language mode

research may be used

Types and conditions:

Written extended response

8001000 characters

Spoken extended response

45 minutes

Multimodal extended response

57 minutes

Syllabus, pp.2123

Performance

Dimensions assessed:

Knowing, understanding and using

Reasoning and responding

Creating meaning.

Instruments must allow students to demonstrate language proficiency in spoken Chinese:

should cover a range of situations and contexts for communicative purposes

should provide for spontaneity of expression, showing ability to cope with unpredictability

Conditions:

require spontaneous language use in realistic/ authentic situations

must be recorded

unprepared tasks:

not given questions prior to the task

up to 10 minutes perusal time, can make notes at this time

prepared tasks:

preparation time should reflect text type

in class and own time

may use a range of visual aids.

Syllabus, pp. 2324

Post-verification requirements

Syllabus does not require post-verification assessment.

Summary

Where the schools assessment plan differs from the minimum syllabus requirements, consider:

are these choices the most effective way to gather information about student learning?

what is the rationale behind these school decisions?

what changes could be made to the schools work program?

More information

Please email qau@qcaa.edu.qld.au or phone (07) 3864 0375.

Assessment program audit tool

Chinese Extension 2011

Queensland Curriculum & Assessment Authority

November 2014

Page 6 of 6

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