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Assessment program audit toolFor Authority subjects

French Extension 2009The 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 requirements

Refer to the syllabus assessment section

Refer to the school’s approved work program

Refer to the school’s approved work program

How does the school’s assessment program differ from syllabus requirements?

Verification requirements

Eight instruments across a range of techniques and text types, in a minimum of two themes, including: two in each macroskill:

- Listening- Reading- Speaking- Writing.

Each macroskill is assessed: separately in communicative contexts in prepared and

spontaneous situations.

Syllabus, p. 32 School assessment program1.

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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

Assessment categoriesReceptive skills: Listening instrumentsDimensions assessed: Knowing and understanding Critically analysing and

responding.

Instruments must allow students to produce responses to authentic texts differing in length, purpose and style, based on familiar and unfamiliar material.Conditions: text length to be

appropriate to text type texts generally heard twice,

three times if complex judicious pauses in longer

texts are allowed responses in English or

French, dependent on nature of task.

Syllabus, pp. 29–30

2.

Reading instrumentsDimensions assessed: Knowing and understanding Critically analysing and

responding.

Instruments must allow students to produce responses to a variety of authentic texts differing in length, purpose and complexity.Conditions: text length and type to be

appropriate to text type dictionaries not permitted responses in English or

French, dependent on nature of task.

Syllabus, pp. 29–30

3.

Productive skills:Speaking instruments

Instruments must allow students to demonstrate spontaneous language use in

4.

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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

Dimensions assessed: Knowing and using

language features Creating spoken language.

realistic situations for communicative purposes.Conditions: preparation time

is to reflect text type:- unprepared (unseen)

tasks: up to 10 minutes perusal time (no access to reference material, but notes may be made and used)

- prepared tasks: may use visual aids but not read from a script; questioning to follow

students are not given questions prior to the task

all tasks to be recorded, including a teacher-student performance.

Syllabus, pp. 29, 31, 33

Writing instrumentsDimensions assessed: Knowing and using

language features Creating written language.

Instruments must allow students to produce texts differing in length, purpose and style, in response to tasks set in an authentic context with a clear and realistic purpose and a specified audience.

5.

Conditions: stimulus material (English

or French) to neither impede nor assist

length dependent on nature

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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

of task and text type; at least one extended passage (approx. 300 words) by the end of Year 12

dictionaries may be used at least one demonstrating

spontaneity of expression, with no prior preparation

for everyday communicative tasks:- no preparation

supervised for creative, expository or

report writing:- some preparatory

reading allowed- access to stimulus

material, books or notes allowed

research project: suggested minimum of 600 words.

Syllabus, p. 31

6.

7.

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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

8.

Post-verification requirements

Syllabus does not require post-verification assessment.

Summary Where the school’s 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 school’s work program?

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

Assessment program audit toolFrench Extension 2009

Queensland Curriculum & Assessment AuthorityNovember 2014

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