Korean 2008 Assessment program audit tool nbsp; Web viewKorean 2008 Assessment program audit tool . The audit tool enables schools to compare their assessment program with minimum syllabus ... Knowing and using language ...

Download Korean 2008 Assessment program audit tool nbsp; Web viewKorean 2008 Assessment program audit tool . The audit tool enables schools to compare their assessment program with minimum syllabus ... Knowing and using language ...

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Korean 2008 Assessment program audit tool Assessment program audit toolFor Authority subjectsKorean 2008 Assessment program audit tool The audit tool enables schools to compare their assessment program with minimum syllabus requirements and to consider amending their programQueensland Curriculum & Assessment AuthorityJuly 2014 Page 2 of 2r1708 Rebranded July 2014Korean 2008The 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 Minimum eight instruments demonstrating a variety of techniques over a range of topics including:two assessment instruments from each macroskill: listeningreadingspeakingwritingat least three macroskills to be assessed in Term 3 Each macroskill is assessed:separatelyunder supervised conditionsin communicative contexts.Syllabus, p. 55 Syllabus, pp. 32, 54School assessment programAssessment categoriesReceptive skills: Listening instrumentsDimensions assessed:Knowing and understandingReasoning and responding Instruments must allow students to produce response/s to authentic texts differing in length, purpose and style.Conditions:instructions, questions and responses in Englishtext length to be appropriate to text typetexts generally heard twice, three times if complexjudicious pauses in longer texts are allowed.Syllabus, p. 45Reading instrumentsDimensions assessed:Knowing and understandingReasoning 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 Englishtext length and type to be appropriate to text type dictionaries not permittedSyllabus, pp. 4546Productive skills:Speaking instrumentsDimensions assessed:Knowing and using language featuresCreating and respondingInstruments 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 taskat least one spontaneous task (of a teacherstudent performance) must be recorded. Syllabus, pp. 46, 5556Writing instrumentsDimensions assessed:Knowing and using language featuresCreating and respondingInstruments require students to respond to unseen tasks that are set in an authentic social context with a realistic purpose and a specified audience Conditions:instructions given in English stimulus material (English or Korean) to neither impede nor assist length dependent on text type; at least one extended passage (approx. 200 words) by the end of Year12dictionaries may be used.Syllabus, p. 47Post-verification requirementsMinimum one, maximum two assessment instrument/sFrom macroskill/s of teachers choice: all dimensions to be assessed.Conditions as above, relevant to the skill/s selected. Syllabus, p. 56Assessment program audit toolKorean 2008Queensland Curriculum & Assessment AuthorityJuly 2014 Page 6 of 6Summary 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.qld.edu.au or phone (07) 3864 0375.

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