Exemplar for Internal Achievement Standard. Spanish Level 1

Transcripción

1 Exemplar for Internal Achievement Standard Spanish Level 1 This exemplar supports assessment against: Achievement Standard Give a spoken presentation in Spanish that communicates a personal response An annotated exemplar is an extract of student evidence, with a commentary, to explain key aspects of the standard. It assists teachers to make assessment judgements at the grade boundaries. New Zealand Qualifications Authority To support internal assessment from 2014

2 Grade Boundary: Low Excellence 1. For Excellence, the student needs to give an effective spoken presentation that communicates a personal response. There will be evidence that the student is able to communicate beyond the immediate context. Effective Spanish will be shown by capable selection and successful use of a range of language and language features that are fit for purpose and audience. There will be development of the information, ideas and opinions which is controlled and integrated. Communication will not be hindered by inconsistencies. This student expresses personal information, ideas and opinions. There is clear evidence of appropriately using the past and the future tenses to communicate beyond the immediate context. Development is controlled and integrated, e.g. me gusta jugar al squash porque pienso que es divertido, en las vacaciones próximas me gustaría ir a Italia para visitar los museos, en las vacaciones pasadas tuve muchos deberes y odio los deberes, cuando era pequeño iba a la playa, también nadaba en el mar, no corría a menudo, and pero ahora corro mucho. The student capably selects and successfully uses language and language features that are fit for purpose, e.g. fui a Christchurch para visitar a mi familia, me alojé en la casa de mis tíos, and fue divertido pero estaba lloviendo por lo que estuvimos adentro de la casa, disfruto vivir en NZ porque nací aquí. For a more secure Excellence, the student needs to work on controlled development. There are instances where past, future and childhood memories could be integrated/linked, rather than conveyed as individual pieces of information.

3 Grade Boundary: High Merit 2. For Merit, the student needs to give a convincing spoken presentation that communicates a personal response. There will be evidence that the student is able to communicate beyond the immediate context. Convincing Spanish will be shown by selection and use of a range of language and language features that are fit for purpose and audience. There will be development of the information, ideas and opinions which is generally credible and connected. Communication will not be significantly hindered by inconsistencies. Convincing Spanish is demonstrated as the student expresses ideas and opinions, e.g. no me gusta hacer los deberes en las vacaciones porque pienso que las vacaciones son relajarse y divertirse, and future hopes are conveyed, e.g. lo más probable, me quedaré en NZ para los próximos años. Development is credible and connected, e.g. en mi tiempo libre, normalmente navego por Internet o tocar la guitarra, cuando estoy aburrido me gusts ver pelis y programas, en mis próximas vacaciones voy a aprender, cuando era más jóven, también estaba con amigos, and recuerdo jugar al futbol a menudo. The selection and use of a range of language and language features is fit for purpose and audience, e.g. hablaré sobre mi vida en Nueva Zelanda and en las últimas vacaciones fui a Corea y disfruté porque pude ver a mi familia. To reach Excellence, this student needs to show evidence of integrated development, for example me gusta jugar al tenis, me gusta ver pelis y programas. Further, for Excellence, inconsistencies will not hinder communication, e.g. o tocar la guitarra, and the use of tenses (imperfect vs preterite, hice vs hacía).

4 Grade Boundary: Low Merit 3. For Merit, the student needs to give a convincing spoken presentation that communicates a personal response. There will be evidence that the student is able to communicate beyond the immediate context. Convincing Spanish will be shown by selection and use of a range of language and language features that are fit for purpose and audience. There will be development of the information, ideas and opinions which is generally credible and connected. Communication will not be significantly hindered by inconsistencies. This student has expressed ideas and opinions in a convincing manner, e.g. deberías llevar una chaqueta and en mi opinión deberías llevar ropa de verano, with justification given, e.g. porque hará calor. There is evidence of development that is credible and connected, e.g. por la mañana habrá rélampagos así que la gente tiene que quedarse dentro and deberías conducir ( ) en las carreteras. Across all evidence there is some selection and use of language features that are fit for the context, e.g. ayer hizo buen tiempo y había lluvias torrenciales and la temperatura fue de 18 grados, pero mañana estará lloviendo todo el día. For more secure Merit, the student would demonstrate additional success with attempted language and language features, e.g. la temperatura subida, debería traia, and los niños hace un muñeco. Further, the pronunciation inconsistencies, pauses and hesitations would have less of an impact on the delivery of the presentation, e.g. finalmente (English), ciudadosamente.

5 Grade Boundary: High Achieved 4. For Achieved, the student needs to give a spoken presentation that communicates a personal response. This involves expressing personal information, ideas and opinions in culturally appropriate spoken Spanish. There will be evidence that the student is able to communicate beyond the immediate context. Communication will be achieved overall despite inconsistencies. This student has shown evidence of communicating personal information, ideas and opinions, e.g. en mi tiempo libre me gusta salir con mis amigos, voy al gimnasio porque me gusta estar en forma, and a veces voy de vacaciones visito mi abuela. There is also evidence of some uses of language features, e.g. sería divertido venir, fui de campamento y fuimos a la playa todo los días, and cuando era más joven me quedaba en casa. To reach Merit, inconsistencies will not significantly hinder communication and delivery, e.g. quiero viajo, jugo netbol, tengo un dos animales, and pronunciation and intonation patterns will not deter from the message being communicated. Additionally, there needs to be further evidence of development that is credible and connected as per Explanatory Note 3.

6 Grade Boundary: Low Achieved 5. For Achieved, the student needs to give a spoken presentation that communicates a personal response. This involves expressing personal information, ideas and opinions in culturally appropriate spoken Spanish. There will be evidence that the student is able to communicate beyond the immediate context. Communication will be achieved overall despite inconsistencies. This student has expressed some ideas and opinions, e.g. deberías llevar, tiene que quedarse en casa, and llevas alguna ropa de abrigo. There is evidence of being able to communicate beyond the immediate context, e.g. predijo que hará tormenta, hoy hablaré sobre el tiempo, and hoy hará calor. For a more secure Achieved, the inconsistencies will have less impact on communication of the message, e.g. por la tarde lloveró, asi poner tu gafas, mañana estes? Also, there will be additional evidence that the student is able to use language appropriate for this level, e.g. hizo lluvia, será mucho sol, and puede nieve as well as use language that avoids repetition.

7 Grade Boundary: High Not Achieved 6. For Achieved, the student needs to give a spoken presentation that communicates a personal response. This involves expressing personal information, ideas and opinions in culturally appropriate spoken Spanish. There will be evidence that the student is able to communicate beyond the immediate context. Communication will be achieved overall despite inconsistencies. There is some evidence of language used to express personal information, for example me gusta FB y hablo con mis amigas as well as evidence of being able to communicate beyond the immediate context, e.g. cuando era más jóven, me gustaba natación, vivía en, and visité mis amigos. To reach Achieved, inconsistencies in use of language and language features will not hinder communication of the message, e.g. película de medioso, me levento, el año promixo...?, and quero se no segura. Areas to consider, so that communication of the message can be understood by the listener are pronunciation, intonation and rhythm patterns.