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Chinese Extension 2011 Assessment program audit toolAssessment program audit toolFor Authority subjectsChinese Extension 2011 Assessment program audit toolQueensland Curriculum & Assessment AuthorityNovember 2014 Page 2 of 614770 Chinese Extension 2011The 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, genreSchool assessment instruments (including objectives and dimensions assessed)Conditions in school work programVariationsRefer to syllabus verification and post-verification requirementsRefer to the syllabus assessment sectionRefer to the schools approved work programRefer to the schools approved work programHow 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. 25School assessment programAssessment categoriesSupervised writtenDimensions 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 evaluationShort responses explanations longer than one sentence ideas maintained, developed and justified prose of one or more paragraphsListening developed from authentic listening texts vary in mode of delivery and length judicious pauses allowable in longer textsReading variety of authentic texts that differ in length, purpose and complexity by end of course recognise a minimum of 1000 charactersWriting 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 charactersConditions: 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 charactersSyllabus, pp.1820Extended responseDimensions 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 usedTypes and conditions:Written extended response 8001000 charactersSpoken extended response 45 minutesMultimodal extended response 57 minutesSyllabus, pp.2123PerformanceDimensions 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 unpredictabilityConditions:require spontaneous language use in realistic/ authentic situations must be recorded unprepared tasks:not given questions prior to the taskup to 10 minutes perusal time, can make notes at this time prepared tasks:preparation time should reflect text typein class and own timemay use a range of visual aids.Syllabus, pp. 2324Post-verification requirementsSyllabus 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 informationPlease email qau@qcaa.edu.qld.au or phone (07) 3864 0375.Assessment program audit toolChinese Extension 2011Queensland Curriculum & Assessment AuthorityNovember 2014 Page 6 of 6

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