4.7 Assessment
4.7.1 Summative internal assessment 1 (IA1): Examination —
Examination — short response (20%)
Description
Summative internal assessment 1 assesses subject matter from Unit 3 Topic 1: Lifestyles and leisure.
The examination assesses the application of a range of cognitions to multiple provided items — questions related to unseen Chinese stimulus texts.
Student responses must be completed individually, under supervised conditions, and in a set timeframe.
Assessment objectives
This assessment is used to determine student achievement in the following objectives.
1. comprehend Chinese to understand information, ideas, opinions and experiences related to lifestyles and leisure
2. identify tone, purpose, context and audience to infer meaning in both English and Chinese related to lifestyles and leisure
3. analyse and evaluate information and ideas to draw conclusions about lifestyles and leisure 4. apply knowledge of complex language elements and structures of Chinese to construct
meaning about lifestyles and leisure
5. structure, sequence and synthesise information to justify opinions and perspectives related to lifestyles and leisure
6. communicate using Chinese in culturally appropriate ways about lifestyles and leisure.
Specifications
Requirements: Examination — short response
Criterion: Analysing Chinese texts in English (12 marks) Criterion: Analysing Chinese texts in Chinese (8 marks) These criteria require students to respond:
• to three stimulus texts, of which one is written, one is audio or audiovisual and one is visual, which are
- unseen materials that students have not previously been exposed to directly in class - authentic
- related to the subject matter in Unit 3 Topic 1: Lifestyles and leisure
- written text/s and transcripts of 800–1000 characters in length, when combined.
Stimulus materials must be succinct enough to allow students sufficient time to engage with them, but complex enough to allow them to demonstrate the range of cognitions in the ISMGs and fully answer all questions without using evidence from the stimulus more than once. Indicative
responses must be submitted at endorsement to validate stimulus and questions.
This examination must:
• enable students to respond to the range of required cognitions
• include five questions to enable students to demonstrate the required assessable elements
• not include questions that specify or lead the student through a series of steps, dictating a solution or the information to be used.
Students should write in full sentences, where appropriate, constructing a response so that ideas are maintained, developed and justified.
Conditions
Short response
Criterion: Analysing Chinese texts in English Criterion: Analysing Chinese texts in Chinese
• Time: up to 90 minutes plus 5 minutes planning.
• Length: five written short answer responses up to 100 words per question with - three responses in English about tone and purpose, and analysing and evaluating - two responses in Chinese about context and audience, and analysing and evaluating.
• Resources
- electronic equipment (e.g. computers, word processing) may be used where all assistive technology (e.g. internet, grammar, spelling, target language keyboard) is disabled - dictionaries not permitted
- Chinese audio or audiovisual text/s may
▪ be heard up to three times
▪ be delivered more slowly than background speaker pace
▪ include appropriate pausing.
Summary of the instrument-specific marking guide
The following table summarises the criteria, assessment objectives and mark allocation for the examination — short response.
Criterion Objectives Marks
Analysing Chinese texts in English 1, 2, 3 12
Analysing Chinese texts in Chinese 1, 2, 3, 4, 5, 6 8
Total 20
Instrument-specific marking guide
Criterion: Analysing Chinese texts in English
Assessment objectives
1. comprehend Chinese to understand information, ideas, opinions and experiences related to lifestyles and leisure
2. identify tone and purpose to infer meaning in English related to lifestyles and leisure
3. analyse and evaluate information and ideas to draw conclusions about lifestyles and leisure In responding to Chinese texts in English about tone, the student work has the
following characteristics:
Marks
• valid identification of an appropriate tone evident in the stimulus
• three pieces of supporting evidence from the stimulus 4
• valid identification of an appropriate tone evident in the stimulus
• two pieces of supporting evidence from the stimulus 3
• valid identification of an appropriate tone evident in the stimulus
• one piece of supporting evidence from the stimulus 2
• comprehension of some elements of some stimulus 1
• does not satisfy any of the descriptors above. 0
In responding to Chinese texts in English about purpose, the student work has the following characteristics:
Marks
• valid identification of an appropriate purpose evident in the stimulus
• three pieces of supporting evidence from the stimulus 4
• valid identification of an appropriate purpose evident in the stimulus
• two pieces of supporting evidence from the stimulus 3
• valid identification of an appropriate purpose evident in the stimulus
• one piece of supporting evidence from the stimulus 2
• comprehension of some elements of some stimulus 1
• does not satisfy any of the descriptors above. 0
In analysing and evaluating Chinese texts in English, the student work has the following characteristics:
Marks
• valid conclusions about lifestyles and leisure evident in the stimulus
• three pieces of supporting evidence from the stimulus 4
• valid conclusions about lifestyles and leisure evident in the stimulus
• two pieces of supporting evidence from the stimulus 3
• valid conclusions about lifestyles and leisure evident in the stimulus
• one piece of supporting evidence from the stimulus 2
• comprehension of some elements of some stimulus 1
• does not satisfy any of the descriptors above. 0
Criterion: Analysing Chinese texts in Chinese
Assessment objectives
1. comprehend Chinese to understand information, ideas, opinions and experiences related to lifestyles and leisure
2. identify context and audience to infer meaning in Chinese related to lifestyles and leisure 3. analyse and evaluate information and ideas to draw conclusions about lifestyles and leisure 4. apply knowledge of complex language elements and structures of Chinese to construct
meaning about lifestyles and leisure
5. structure, sequence and synthesise information to justify opinions and perspectives related to lifestyles and leisure
6. communicate using Chinese in culturally appropriate ways about lifestyles and leisure In responding to Chinese texts in Chinese about context, the student work has
the following characteristics:
Marks
• valid identification of context from the stimulus
• three pieces of supporting evidence from the stimulus 4
• valid identification of context from the stimulus
• two pieces of supporting evidence from the stimulus 3
• valid identification of context from the stimulus
• one piece of supporting evidence from the stimulus 2
• comprehension of some elements of some stimulus 1
• does not satisfy any of the descriptors above. 0
In responding to Chinese texts in Chinese about audience, the student work has the following characteristics:
Marks
• valid identification of audience from the stimulus
• three pieces of supporting evidence from the stimulus 4
• valid identification of audience from the stimulus
• two pieces of supporting evidence from the stimulus 3
• valid identification of audience from the stimulus
• one piece of supporting evidence from the stimulus 2
• comprehension of some elements of some stimulus 1
• does not satisfy any of the descriptors above. 0