4.7 Assessment
4.7.2 Summative internal assessment 2 (IA2): Examination — combination
Part 1: Creating an extended written response in Chinese
This part requires students to respond to a task that enables students to draw on personal perspectives, e.g. explain behaviour, reflect on actions and/or propose future courses of action.
The task can include a scenarios or problem, but must include three unseen focus questions in Chinese, which must:
• be open-ended and unseen to enable students to respond in a meaningful way
• enable students to demonstrate the range of required cognitions.
Students should write in full sentences, where appropriate, constructing an extended written response in which ideas are maintained, developed and justified.
Part 2: Exchanging information and ideas in a Chinese conversation This part requires students to respond:
• in a one-to-one, student-centred Chinese conversation
• to one stimulus text in Chinese, used as a springboard for conversation. There are two options for the stimulus text
- a visual text which must contain up to 60 characters in Chinese OR - a short written text of up to 100 characters in Chinese.
• to unseen questions posed during the Chinese conversation to provide students with opportunities to sustain communication, exchange meaning and provide a spontaneous personal response to the stimulus.
The conversation must be recorded as evidence of the quality of the student response and be made available for quality assurance processes.
Conditions
Part 1 — Criterion: Creating an extended response in Chinese (15 marks)
• Time: up to 100 minutes plus 5 minutes planning
• Length: up to 300 characters
• Resources
- Chinese dictionaries permitted
- electronic equipment (e.g. computers, word processing) may be used where all assistive technology (e.g. internet, grammar, spelling, target language keyboard) is disabled Part 2 — Criterion: Exchanging information and ideas in Chinese (10 marks)
• Time: 10 minutes planning with a new, unseen stimulus text in Chinese plus up to 7 minutes of student-centred conversation in Chinese.
• Resources
- no access to materials or notes other than the new, unseen stimulus text - during 10 minutes planning, students may make notes to use as prompts
- during up to 7 minutes of student-centred conversation, students may use notes prepared in planning time.
Summary of the instrument-specific marking guides
The following table summarises the criteria, assessment objectives and mark allocation for the examination — combination response.
Criterion Objectives Marks
Creating an extended response in Chinese 1, 4, 5, 6 15
Exchanging information and ideas in Chinese 1, 4, 5, 6 10
Total 25
Instrument-specific marking guide
Criterion: Creating an extended response in Chinese
Assessment objective
1. comprehend Chinese to understand information, ideas, opinions and experiences related to the arts and entertainment, and individuals in society
In responding and creating texts in Chinese, the student work has the following characteristics:
Marks
• accurate comprehension of the three questions in Chinese related to the arts and
entertainment, and individuals in society 3
• accurate comprehension of two questions in Chinese related to the arts and
entertainment, and individuals in society 2
• accurate comprehension of one question in Chinese related to the arts and
entertainment, and individuals in society 1
• does not satisfy any of the descriptors above. 0
Assessment objective
4. apply knowledge of complex language elements and structures of Chinese to construct meaning about the arts and entertainment, and individuals in society
In responding in Chinese, the student work has the following characteristics: Marks
• constructs meaning by drawing on purposeful and highly accurate knowledge of Chinese language elements and characters including
- vocabulary
- grammar, including tenses and subject–verb agreement - sentence structure
- punctuation - spelling
6
• constructs meaning by drawing on purposeful and accurate knowledge of Chinese language elements and characters including
- vocabulary
- grammar, including tenses and subject–verb agreement - sentence structure
- punctuation - spelling
5
• constructs meaning by drawing on knowledge of Chinese language elements and characters including
- vocabulary
- grammar, including tenses and subject–verb agreement - sentence structure
- punctuation - spelling
4
• draws on some knowledge of Chinese language elements and characters including - vocabulary
- grammar
- sentence structure - punctuation - spelling
3
• repetitive use of Chinese language elements and characters 2
• fragmented use of Chinese 1
• does not satisfy any of the descriptors above 0
Assessment objectives
5. structure, sequence and synthesise information to justify opinions and perspectives related to the arts and entertainment, and individuals in society
6. communicate using Chinese in culturally appropriate ways in a written text and conversation about the arts and entertainment, and individuals in society
In responding in Chinese, the student work has the following characteristics: Marks
• culturally appropriate register in a Chinese written response through proficient - selection of ideas
- logical sequencing of ideas - synthesis of ideas
6
• culturally appropriate register in a Chinese written response through mostly proficient - selection of ideas
- logical sequencing of ideas - synthesis of ideas
5
• culturally appropriate register in a Chinese written response through logical - selection of ideas
- sequencing of ideas - synthesis of ideas
4
• culturally appropriate register in a Chinese written response through mostly logical - selection of ideas
- sequencing of ideas
3
• a Chinese written response with some - selection of ideas
- sequencing of ideas
2
• disjointed use of Chinese 1
• does not satisfy any of the descriptors above. 0
Criterion: Exchanging information and ideas in Chinese
Assessment objective
4. apply knowledge of complex language elements and structures of Chinese to construct meaning about the arts and entertainment, and individuals in society
In exchanging information and ideas in Chinese, the student work has the following characteristics:
Marks
• constructs meaning by using proficient Chinese in a conversation, including appropriate control of
- vocabulary - grammar
- sentence structure - pronunciation - register - intonation - pausing
4
• constructs meaning by using mostly proficient Chinese in a conversation, including appropriate
- vocabulary - grammar
- sentence structure - pronunciation - register - intonation - pausing
3
• uses some Chinese language in a conversation, including some appropriate - vocabulary
- grammar
2
• fragmented use of Chinese in a conversation 1
• does not satisfy any of the descriptors above. 0
Assessment objectives
1. comprehend Chinese to understand information, ideas, opinions and experiences related to the arts and entertainment, and individuals in society
5. structure, sequence and synthesise information to justify opinions and perspectives related to the arts and entertainment, and individuals in society
6. communicate using Chinese in culturally appropriate ways in a conversation about the arts and entertainment, and individuals in society
In exchanging ideas and information in Chinese, the student work has the following characteristics:
Marks
• culturally appropriate register in a Chinese conversation through proficient and spontaneous
- comprehension of ideas - selection of unrehearsed ideas - logical sequencing of ideas
- initiation and maintenance of ideas
6
• culturally appropriate register in a Chinese conversation through mostly proficient and mostly spontaneous
- comprehension of most ideas - selection of unrehearsed ideas - logical sequencing of ideas - initiation and maintenance of ideas
5
• culturally appropriate register in a Chinese conversation through logical - comprehension of some ideas
- selection of unrehearsed ideas - sequencing of ideas
- initiation and maintenance of ideas
4
• culturally appropriate register in a Chinese conversation through mostly logical - comprehension of words
- selection of ideas - sequencing of ideas
3
• a Chinese conversation with some fragmented - selection of ideas
- sequencing of ideas
2
• disjointed use of Chinese 1
• does not satisfy any of the descriptors above. 0
5 Unit 4: 我的过去和未来 — My past; my future
5.1 Unit description
In Unit 4, students focus on what it means to be a citizen of a community, and how that is shaped by the experiences of the past and the challenges of the future. This includes exploration of historical patterns and contemporary developments, and how these may affect students in their post-school futures. Students consider possible plans for their futures and how their plans, responsibilities and aspirations compare with those of young Chinese speakers. As students research and discuss, and then create texts relevant to school leavers, they consolidate their knowledge and understanding of a range of language elements, structures and text types.
Students are offered opportunities to use Chinese and to explore their perspectives on issues relevant to their futures and to the futures of their peers.
Unit requirements
In Unit 4: 我的过去和未来 — My past; my future, subject matter is organised into three topics that require a notional 55 hours of teaching, learning and assessment in total, with a suggested:
• 15 hours on Unit 4 Topic 1: History — shaping the present
• 15 hours on Unit 4 Topic 2: Responsibilities
• 25 hours on Unit 4 Topic 3: The world of the adult.
Suggestions for Chinese resources and texts are incorporated in the subject matter.