5.7 Assessment
5.7.1 Summative internal assessment 3 (IA3): Combination response (30%)
Combination response (30%)
Description
Summative internal assessment 3 assesses subject matter selected from:
• Unit 4 Topic 1: History — shaping the present
• Unit 4 Topic 2: Responsibilities
• Unit 4 Topic 3: The world of the adult.
This assessment focuses on the communication and exchange of ideas and information. It is an open-ended task responding to three Chinese stimulus texts. While students may undertake some research when developing the extended response, it is not the focus of this technique.
Student responses must be completed individually and in a set timeframe.
Students may choose to support their response with additional resources; these do not form part of the stimulus for the task.
This assessment occurs over an extended period of time. Students may use class time and their own time to develop a response. Some parts of the preparation time for the response may be conducted under supervised conditions to ensure authenticity.
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 history, responsibilities and/or the world of the adult
4. apply knowledge of complex language elements and structures of Chinese to construct meaning related to history, responsibilities and/or the world of the adult appropriate to context 5. structure, sequence and synthesise information to justify opinions and perspectives related to
history, responsibilities and/or the world of the adult
6. communicate using Chinese in culturally appropriate ways in a multimodal response and an interview about history, responsibilities and/or the world of the adult.
Specifications
Requirements: Combination response
Criterion: Creating a multimodal response in Chinese (15 marks) Criterion: Exchanging information and ideas in Chinese (15 marks)
For each student, the extended multimodal response is undertaken in a single session, divided into two parts:
• Part 1: Extended response — Criterion: Creating a multimodal response in Chinese — a prepared, individual, multimodal response to Chinese stimulus texts
• Part 2: Extended response — Criterion: Exchanging information and ideas in Chinese — an individual spoken response to unseen open-ended follow-up questions in a teacher and student interview in Chinese.
Part 1: Extended response — Criterion: Creating a multimodal response in Chinese (15 marks) This criterion requires students to:
• engage with three Chinese stimulus texts related to the Unit 4 Topic 1, Topic 2 and/or Topic 3 subject matter
• examine the stimulus texts to identify different perspectives
• develop their own response to a perspective suggested by the stimulus texts
• structure, sequence and synthesise their individual multimodal response over an extended period.
The three stimulus texts must:
• cover a range of text types
• be authentic
• be related to the Unit 4 subject matter.
One stimulus text must:
• be studied in class
• enable students to select elements of the text that support their perspective/s and
• be chosen from: a Chinese film, documentary, television series episode, extended interview, newspaper, magazine article, journal, short story, novella or website. This stimulus is not included in the combined word length specification.
The other two stimulus texts will:
• be unseen materials that students have not been exposed to directly in class
• have a combined length of up to 1000 characters in Chinese
• include one that is written
• include one that is audio or audiovisual or a series of visual texts.
The student response:
• must be a prepared, individual, multimodal presentation of up to 8 minutes in Chinese
• must provide one mode as the spoken delivery of the content
• may be supported by notes
• must offer a personal response, including their own perspectives, on ideas offered in the three stimulus texts
• must be recorded as evidence of the quality of the response and be made available for quality assurance processes.
Students must provide evidence of their authorship of the response through:
• negotiation with the teacher about the perspective and content before development and/or supplementary research begins
• established checkpoints throughout the production process, including a draft
• submission of evidence of the preparation of the final response
• submission of visual evidence of the final product presented, e.g. slides, video.
Part 2: Extended response — Criterion: Exchanging information and ideas in Chinese (15 marks) This criterion requires students to respond spontaneously in an interview to unseen open-ended questions inChinese related to their response to the stimulus texts and Unit 4 subject matter.
The spoken interview must:
• be an unprepared student-centred interview in Chinese with the teacher of up to 7 minutes in length
• provide opportunities to communicate and exchange meaning in Chinese
• be recorded as evidence of the quality of the response and be made available for quality assurance processes.
Conditions
Part 1: Extended response — Criterion: Creating a multimodal response in Chinese
• Time: up to 3 weeks preparation (in-class and out-of-class time).
• Length: up to 8 minutes in Chinese.
Part 2: Extended response — Criterion: Exchanging information and ideas in Chinese
• Length: up to 7 minutes of unprepared student-centred interview in Chinese with the teacher.
• Other: dictionaries not permitted.
Summary of the instrument-specific marking guide
The following table summarises the criteria, assessment objectives and mark allocation for the combination response.
Criterion Objectives Marks
Creating a multimodal response in Chinese 1, 4, 5, 6 15
Exchanging information and ideas in Chinese 1, 4, 5, 6 15
Total 30
Instrument-specific marking guides
Criterion: Creating a multimodal response in Chinese
Assessment objective
1. comprehend Chinese to understand information, ideas, opinions and experiences related to history, responsibilities and/or the world of the adult
In creating a multimodal response in Chinese, the student work has the following characteristics:
Marks
• accurate comprehension of ideas in three stimulus texts in Chinese related to history,
responsibilities and/or the adult world 3
• accurate comprehension of ideas in two stimulus texts in Chinese related to history,
responsibilities and/or the adult world 2
• accurate comprehension of ideas in one stimulus text in Chinese related to history,
responsibilities and/or the adult world 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 related to history, responsibilities and/or the world of the adult
In responding in Chinese, the student work has the following characteristics: Marks
• constructs meaning by drawing on purposeful and highly accurate knowledge of Chinese characters and/or language structures in a spoken presentation, including
- vocabulary - grammar
- sentence structure - pronunciation - intonation - pausing
- additional mode, e.g. images, audio
6
• constructs meaning by drawing on purposeful and accurate knowledge of Chinese characters and/or language structures in a spoken presentation, including
- vocabulary - grammar
- sentence structure - pronunciation - intonation - pausing
- additional mode, e.g. images, audio
5
• constructs meaning by drawing on knowledge of Chinese characters and/or language structures in a spoken presentation, including
- vocabulary - grammar
- sentence structure - pronunciation - intonation - pausing
- additional mode, e.g. images, audio
4
• draws on some knowledge of Chinese characters and/or language structures in a spoken presentation, including
- vocabulary - grammar
- sentence structure - pronunciation - intonation - pausing
- additional mode, e.g. images, audio
3
• repetitive use of Chinese characters and/or language structures in a spoken presentation 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 history, responsibilities and/or the world of the adult
6. communicate using Chinese in culturally appropriate ways in a multimodal response about history, responsibilities and/or the world of the adult
In responding in Chinese, the student work has the following characteristics: Marks
• culturally appropriate register in a Chinese multimodal response through proficient - selection of ideas
- logical sequencing of ideas - synthesis of ideas
6
• culturally appropriate register in a Chinese multimodal response through mostly proficient
- selection of ideas
- logical sequencing of ideas - synthesis of ideas
5
• culturally appropriate register in a Chinese multimodal response through logical - selection of ideas
- sequencing of ideas - synthesis of ideas
4
• culturally appropriate register in a Chinese multimodal response through mostly logical - selection of ideas
- sequencing of ideas
3
• a Chinese multimodal 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
1. comprehend Chinese to understand information, ideas, opinions and experiences related to history, responsibilities and/or the world of the adult
In exchanging information and ideas in Chinese, the student work has the following characteristics:
Marks
• confident and thoughtful engagement with the open, unseen questions posed about the
multimodal response 5
• thoughtful engagement with the open, unseen questions posed about the multimodal
response 4
• appropriate engagement with the open, unseen questions posed about the multimodal
response, with some errors 3
• mostly appropriate engagement with the open, unseen questions posed about the
multimodal response, with multiple errors 2
• fragmented engagement with the questions posed 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 related to history, responsibilities and/or the world of the adult
In exchanging information and ideas in Chinese, the student work has the following characteristics:
Marks
• constructs meaning by using proficient Chinese in an interview about the multimodal response, including appropriate control of
- vocabulary - grammar
- sentence structure - pronunciation - register - intonation - pausing
4
• constructs meaning by using mostly proficient Chinese in an interview about the multimodal response, including appropriate
- vocabulary - grammar
- sentence structure - pronunciation - register - intonation - pausing
3
• uses some Chinese language in an interview about the multimodal response, including some appropriate
- vocabulary - grammar
2
• fragmented use of Chinese in an interview about the multimodal response 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 history, responsibilities and/or the world of the adult
6. communicate using Chinese in culturally appropriate ways in an interview about the multimodal response and related to history, responsibilities and/or the world of the adult In exchanging spoken ideas and information in Chinese, the student work has
the following characteristics:
Marks
• culturally appropriate register in an interview through proficient and spontaneous - selection of unrehearsed ideas
- logical sequencing of ideas - maintenance of ideas
6
• culturally appropriate register in an interview through mostly proficient and mostly spontaneous
- selection of unrehearsed ideas - logical sequencing of ideas - maintenance of ideas
5
• culturally appropriate register in an interview through logical - selection of unrehearsed ideas
- sequencing of ideas - maintenance of ideas
4
• culturally appropriate register in an interview through mostly logical - selection of ideas
- sequencing of ideas
3
• a response with some - selection of ideas - sequencing of ideas
2
• disjointed use of Chinese 1
• does not satisfy any of the descriptors above. 0