Supervised assessment: Written reflective text suitable ... · Supervised assessment: Written...

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Supervised assessment: Written reflective text suitable for a public audience 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.

Dimensions assessed · Understanding and responding to contexts

· Understanding and controlling textual features

· Creating and evaluating meaning

Assessment instrument The response presented in this sample is in response to an assessment task

Context The school is producing a companion publication to the yearbook, containing writing by Year 12 students. This publication, called Changing Subjects, aims to present a more personal view of final year students as they reflect on their lives and the influences on their identity. Task Describe how your attitudes and/or behaviour — part of your sense of who you are — have been affected by some or all of the following influences: gender, race, nationality, where you were born and/or raised. Consider the effects of these on the development of your different ‘identities’. Genre: Reflective text Role: Self Audience: Readers of school yearbook, Changing Subjects Purpose: To reflect; to influence readers Length: 600–800 words Conditions: Supervised with no prior notice of topic

English 2010 Sample assessment instrument and student responses


Queensland Curriculum & Assessment Authority October 2014

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Instrument-specific standards matrix 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.qcaa.qld.edu.au/11703-assessment.html.

Standard A Standard C

Und

erst

andi

ng a

nd

resp

ondi

ng to

con

text

s

The student work has the following characteristics:


· exploitation of genre patterns and conventions of a reflective text to achieve specific purposes

· use of genre patterns and conventions of a reflective text to achieve purposes

· discerning selection, organisation and synthesis of relevant and substantive subject matter to support perspectives

· selection, sequencing and organisation of relevant subject matter to support perspectives

· manipulation and control of roles of the writer and relationship with school yearbook audiences.

· establishment and maintenance of roles of the writer and relationships with school yearbook audiences.

Und

erst

andi

ng a

nd c

ontr

ollin

g te

xtua

l fe

atur

es



· a discerning combination of a range of grammatically accurate language structures for specific effects, including clauses and sentences

· use of a range of mostly grammatically accurate language structures to achieve purposes, including clauses and sentences

· discerning use of cohesive devices to develop and emphasise ideas and connect parts of the reflective text, including paragraphing

· use of cohesive devices to link ideas and connect parts of the reflective text, including paragraphing

· discerning use of a wide range of apt vocabulary for specific purposes

· use of suitable vocabulary for purposes

· discerning use of mode-appropriate features to achieve specific effects: - conventional spelling and punctuation.

· suitable use of mode-appropriate features to achieve purposes: - conventional spelling and punctuation.

Cre

atin

g an

d ev

alua

ting

mea

ning



· discerning manipulation of the ways ideas, attitudes and values underpin the reflective text and influence school yearbook audiences

· appropriate use of the ways ideas, attitudes and values underpin the reflective text and influence school yearbook audiences

· subtle and complex creation of perspectives and representations of concepts, identities, times and places

· creation of perspectives and representations of concepts, identities, times and places

· discerning use of aesthetic features to achieve specific purposes in a reflective text.

· use of aesthetic features to achieve purposes in a reflective text.

http://www.qcaa.qld.edu.au/xxxx.html

http://www.qcaa.qld.edu.au/xxxx.html



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Student response — Standard A The annotations show the match to the instrument-specific standards.

Note: Given the personal nature of the task and to preserve the anonymity of the writer, the student’s handwritten script has been transcribed.

Comments

manipulation and control of roles of the writer and relationship with school yearbook audiences discerning manipulation of the ways ideas, attitudes and values underpin the reflective text and influence school yearbook audiences discerning use of a wide range of apt vocabulary for specific purposes discerning selection, organisation and synthesis of relevant and substantive subject matter to support perspectives a discerning combination of a range of grammatically accurate language structures for specific effects, including clauses and sentences discerning use of aesthetic features to achieve specific purposes in a reflective text



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Comments

discerning selection, organisation and synthesis of relevant and substantive subject matter to support perspectives discerning use of cohesive devices to develop and emphasise ideas and connect parts of the reflective text, including paragraphing discerning use of mode-appropriate features to achieve specific effects: - conventional

spelling and punctuation

discerning use of aesthetic features to achieve specific purposes in a reflective text subtle and complex creation of perspectives and representations of concepts, identities, times and places discerning manipulation of the ways ideas, attitudes and values underpin the reflective text and influence school yearbook audiences



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Student response — Standard C The annotations show the match to the instrument-specific standards.

Note: Given the personal nature of the task and to preserve the anonymity of the writer, the student’s handwritten script has been transcribed.

Comments

use of genre patterns and conventions of a reflective text to achieve purposes establishment and maintenance of roles of the writer and relationships with school yearbook audiences selection, sequencing and organisation of relevant subject matter to support perspectives suitable use of conventional spelling and punctuation to achieve purposes use of cohesive devices to link ideas and connect parts of the reflective text, including paragraphing



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Comments

suitable use of conventional spelling and punctuation to achieve purposes use of suitable vocabulary for purposes use of a range of mostly grammatically accurate language structures to achieve purposes, including clauses and sentences creation of perspectives and representations of concepts, identities, times and places appropriate use of the ways ideas, attitudes and values underpin the reflective text and influence school yearbook audiences use of aesthetic features to achieve purposes in a reflective text

Acknowledgments The QCAA acknowledges the contribution of Kelvin Grove State College in the preparation of this document.

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