Japanese 2008 Assessment program audit tool ??Web viewAssessment program audit tool. ... Conditions required by the syllabus, e.g. word length, time, ... p. 40. Reading instruments

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Japanese 2008 Assessment program audit tool

Assessment program audit tool

For Authority subjects

Japanese 2008 Assessment program audit tool

Queensland Curriculum & Assessment Authority

July 2014

Page 2 of 2

r1696 Rebranded July 2014

Japanese 2008

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 eight instruments demonstrating a variety of techniques over a range of topics, including:

two assessment instruments from each macroskill:

listening

reading

speaking

writing

at least three macroskills to be assessed in Term 3.

Each macroskill is assessed:

separately

under supervised conditions

in communicative contexts.

Syllabus, pp. 5051

Syllabus, pp. 3940, 50

School assessment program

Assessment categories

Receptive skills:

Listening instruments

Dimensions assessed:

Knowing and understanding

Reasoning and responding.

Instruments must allow students to produce responses to authentic texts differing in length, purpose and style.

Conditions:

instructions, questions and responses in English

text length to be appropriate to text type

texts generally heard twice, three times if complex

judicious pauses in longer texts are allowed.

Syllabus, p. 40

Reading instruments

Dimensions assessed:

Knowing and understanding

Reasoning and responding.

Instruments must allow students to produce response/s to authentic texts, differing in length, purpose and complexity.

Conditions:

instructions, questions and responses in English

text length and type to be appropriate to text type

dictionaries not permitted.

Syllabus, p. 41

Productive skills:

Speaking instruments

Dimensions assessed:

Knowing and using language features

Creating and responding.

Instruments must allow students to demonstrate spontaneous language use in realistic situations.

Conditions:

preparation time is to reflect text type:

unprepared (unseen) tasks: up to 10 minutes (no access to reference material)

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

students are not given teacher questions prior to the task

at least one spontaneous task (of a teacherstudent performance) must be recorded.

Syllabus, pp. 4142, 52

Writing instruments

Dimensions assessed:

Knowing and using language features

Creating and responding

Instruments require students to respond to unseen tasks that are set in an authentic social context with a realistic purpose and specified audience.

Conditions:

instructions given in English

stimulus material (English or Japanese) to neither impede nor assist

length dependent on text type; at least one extended passage (approx. 400 characters) by end of Year12

dictionaries may be used.

Syllabus, p. 42

Post-verification requirements

A minimum of one and a maximum of two assessment instrument/s:

from macroskill/s of teachers choice

all dimensions to be assessed.

Conditions as above, relevant to the skill/s selected.

Syllabus, p. 52

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.qld.edu.au or phone (07) 3864 0375.

Assessment program audit tool

Japanese 2008

Queensland Curriculum & Assessment Authority

July 2014

Page 5 of 5

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