Vietnamese 2008
Sample assessment instrument and student responses
Supervised assessment: writing
This sample is intended to inform the design of assessment instruments in the senior phase of learning. It highlights the qualities of student work and the match to the syllabus standards.
Criteria assessed
• Writing
Assessment instrument
The response presented in this sample is in response to assessment tasks. The tasks were part of the 2010 Queensland Studies Authority (QSA) external examination for Vietnamese.
Tasks
The assessment tasks can be found on the Victorian Curriculum and Assessment Authority website at:
www.vcaa.vic.edu.au/vcaa/vce/studies/lote/vietnamese/pastexams/2010viet-w.pdf
.The tasks are from Section 3 — Writing in Vietnamese, Questions 6 (Standard A response) and 7 (Standard C response).
Instrument-specific criteria and standards
Student responses have been matched to instrument-specific criteria and standards; those which best describe the student work in this sample are shown below. For more information about the syllabus dimensions and standards descriptors, see www.qsa.qld.edu.au/4844.html.
Standard A Standard C
Writing The student work has the following characteristics:
The student work has the following characteristics:
• a wide range of vocabulary and grammar is used effectively; where complex language is used, errors do not detract from the overall meaning
• a range of familiar vocabulary and grammar is used, although errors are evident
• a range of cohesive devices is used to link aspects of the text
• basic cohesive devices are used to connect simple ideas
• Register is appropriate to the situation • the register used is generally consistent
• spelling, punctuation and word order display a high degree of accuracy
• spelling, punctuation and word order contain inaccuracies
• written communication adheres
consistently to the conventions of the text type
• written communication may feature some aspects of the text type
• the writer’s ideas and purposes are conveyed effectively with flexibility and originality
• simple ideas are conveyed effectively
• written text is well-organised and displays a high level of coherence
• organisation of the written text is basic and displays some coherence
• an understanding and response to cultural contexts is clearly evident in the writing.
• the writing shows some recognition of cultural contexts.
Note: Colour highlights have been used in the table to emphasise the qualities that discriminate
between the standards.
Key:
Element to be
demonstrated
Qualifier or degree
Additional elements at
the Standard A
Student response — Standard A
The annotations show the match to the instrument-specific standards.
Comments Register is appropriate to the situation — salutation and date are included
A wide range of vocabulary and grammar is used effectively;
where complex language is used, errors do not detract from the overall meaning
A range of cohesive devices is used to link aspects of the text
Spelling, punctuation and word order display a high degree of accuracy
Written text is well-organised and displays a high level of coherence
The use of shading in the annotations indicates elaborations that are not standards-based.
Student response — Standard C
The annotations show the match to the instrument-specific standards.
Comments Simple ideas are conveyed effectively
Spelling, punctuation and word order contain inaccuracies
— only some errors are noted here
Organisation of the written text is basic and displays some coherence
A range of familiar vocabulary and grammar is used, although errors are evident
Comments Basic cohesive devices are used to connect simple ideas
— repetitive
The register used is generally consistent
Simple language usage, lack of complex sentence structures, the frequency of errors made, are indicative of a C standard
