Spanish 2008 Assessment program audit tool ??Web viewAssessment program audit tool. Spanish 2008. Queensland Curriculum Assessment Authority. July 2014 . Page. 2 . of . 5. r1960 Rebranded July 2014. r1960 Rebranded July 2014

Download Spanish 2008 Assessment program audit tool ??Web viewAssessment program audit tool. Spanish 2008. Queensland Curriculum  Assessment Authority. July 2014 . Page. 2 . of . 5. r1960 Rebranded July 2014. r1960 Rebranded July 2014

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Spanish 2008 Assessment program audit toolAssessment program audit toolFor Authority subjectsr1960 Rebranded July 2014Spanish 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 A minimum of eight instruments demonstrating a range of techniques 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. 44 Syllabus, pp. 32, 43School 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 or three times if complexjudicious pauses in longer texts are allowedSyllabus, p. 33Reading 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 permitted.Syllabus, p. 34 Productive skills:Speaking instrumentsDimensions assessed:Knowing and using language featuresCreating 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 taskat least one spontaneous task (of a teacherstudent performance) must be recorded. Syllabus, pp. 3435, 4445Writing instrumentsDimensions assessed:Knowing and using language featuresCreating and responding.Instruments 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 Spanish) to neither impede nor assist length dependent on text type; at least one extended passage (approximately 200 words) by the end of Year12dictionaries may be used.Syllabus, p. 35Post-verification requirementsA minimum of one instrument and a maximum of two instruments:from macroskill/s of teachers choice all dimensions to be assessed.Conditions as above, relevant to the skill/s selected.Syllabus, p. 45Assessment program audit toolSpanish 2008Queensland Curriculum & Assessment AuthorityJuly 2014 Page 2 of 5Summary 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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